BY OSITA BIOSE
A teacher is a professional, who guides and facilitates the learning process, and imparts knowledge, skills, and values to students. To this extent, therefore, the teacher’s position in society is vital, as he plays a significant role in shaping the minds of future generations, and contributing to the development of individuals, communities, and nations, among others.His functions include planning, delivering lessons, assessing students progress, creating a conducive learning environment, mentoring, guiding students and developing curriculum and resources.Teachers, apart from their problem solving skills, continuously update their own knowledge and skills, and are also generally role models, mentors, and facilitators of learning, thus making a profound impact on students’ lives and the society as a whole.
For this reason, therefore, it is important that the welfare of the teacher should be non-negotiable by any government, that truly appreciates the tireless and immense sacrifices of teachers in advancing the growth and development of society.
CRUCIAL ISSUES AFFECTING TEACHER’S MORALE IN DELTA
In line with its constitutional mandate of bringing to light, issues pertaining to its members welfare, the Comrade Titus Okotie-led Nigeria Union of Teachers, Delta State, met recently to deliberate on these issues. Significant among them was, LEVEL 14 STAGNATION FOR UNIVERSITY GRADUATE TEACHERS IN PRIMARY SCHOOLS.
SWEC-In-Session described the lingering issue whereby, a University graduate teacher who possesses a degree, like his/her counterpart in the secondary school cannot progress beyond grade level 14, as disheartening, to say the least. According to SWEC-In-Session, the most worrisome aspect of the level 14 stagnation for University graduate teachers in Delta State primary schools is that, from investigations and circulars sighted, primary school teachers in Edo State, rise up to grade level 17, ditto their colleagues in virtually all states of the federation.
Also discussed was the payment of promotion arrears for public servants that excluded teachers.
SWEC-in-session noted that in line with the campaign slogan, prior to his emergence as Governor, His Excellency, Sheriff Oborevwori promised to clear the back-log of promotion arrears due civil servants in the state. It was surprising to see that when the Governor directed the release of N5 billion to offset the Civil Servants promotion arrears, teachers in the primary school system were skipped completely, while a negligible few in the secondary school system benefited, leaving a large number out of the Governor’s magnanimity.
The issue of annual teachers merit award scheme also took the centre stage at the meeting, as SWEC In-Session, described it as worrisome. It reintegrated that, the Annual Teachers Merit Award Scheme was instituted in 2017, by the administration of immediate past Governor, Senator Dr. Ifeanyi Okowa. SWEC- In Session posited that, the Teachers’ Merit Award was a morale booster for teachers, and as such should be encouraged.
On the discussion list was also the ‘hijack’of primary school teachers salaries by local governments, without providing any pay-slips for them to justify deductions, an action which they described as a violation of their (teachers) rights as well as a lack of transparency. SWEC-in Session lamented that, this hijacking of payment of teachers salaries from the State Universal Education Board (SUBEB), may lead to lack of motivation and demotivation among teachers, poor accountability and mismanagement of funds, difficulty in tracking and verifying payments , as well as potential corruption and embezzlement. They, therefore, advised that, going forward, it is essential to address this anomaly by ensuring due processes, providing pay slips and clear breakdown of salaries, holding local wall Qgovernments accountable for their management of education funds, and advocating teachers rights and welfare.
THE WAY FORWARD
SWEC-In-Session passed a vote of confidence on Governor Sheriff Oborwvwori for his giant strides in the education sector since his assumption of office. it also advocated for more infrastructure, by way of classrooms and teaching materials, regular training and development programmes for teachers, in order to enhance their skills, as well as the need to guarantee the safety of teachers in some parts of the state from security threats and concerns. They bemoaned the high work- load wherein teachers may be overburdened, thus, making it difficult to effectively deliver quality education. In addition to this was the poor teacher –student ratio and funding constraints in securing adequate funding for education and teacher’s welfare by the Union.
Realizing that, education is the best legacy any government can bequeath to its citizens, the SWEC-In-session posited that, it is imperative that this critical sector be funded and driven by good policies and programmes that would motivate the teaching work- force to deliver on their mandate. Luckily, it said the government of Governor-Sheiff Oborevwori, through its MORE agenda, is on course to actualise this dream
Also on the table for discussion was the much ado about handover of primary schools management to local governments. Going down memory lane, the SWEC-In-Session said, the take-over of primary schools by Local Governments started during the then Gen. Ibrahim Babangida administration, as a result of the 1988 education reform whose key aspects included the following:
DECENTRALISATION:
Transfer of ownership and management of primary schools from the Federal Government to Local Governments; INCREASED FUNDING Allocation of more resources to education, with emphasis on primary education;
COMMUNITY INVOLVEMENT:@ Encouragement of community participation in school management and development;
CURRICULUM REFORM:
Introduction of a new curriculum ,focusing on basic education, skills acquisition, and national values.
The 1988 education reform, it said, was aimed at improving quality of education, increase access, and make it more relevant to local needs. However, implementation challenges and inadequate funding, have hindered the reform’s gullies realization.
PRIMARY SCHOOLS IN DELTA UNDER LOCAL GOVERNMENT
Investigations have revealed that primary schools in Delta State have faced various challenges and have recorded some successes under the local government system. First among them is funding: Local governments in Delta have, in all modesty, within the limits of available resources, contributed significantly to primary education, including payment of teachers salaries and allowances, provision of instructional materials, and infrastructure development.
Another is infrastructure. While there have been efforts to improve infrastructure, some primary schools in the state, like other states in Nigeria, still face challenges such as inadequate classrooms, furniture and basic amenities.
Added to this is training for teachers.
There have been initiatives to train and build teachers capacity in Delta State, but more needs to be done in ensuring consistent and quality education. In the area of community involvement, local governments have encouraged community participation in schools’ management and development, leading to increased ownership and support for primary education.
