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Minister of State for Education (27th  28th June 2006 $, $ h     P. M. B 2191, Email: ntikad@inet-global.com; ntikad@yahoo.com Km 5 Kaduna Zaria Road Website: www.ntikaduna.org, Kaduna PP  )              , 00- 03C. 0gx0+JNational Teachers Institute, Kaduna&&(% zA single-mode Distance Education institution dedicated to teacher training. Established in 1976 due to the pressing need for trained and qualified teachers at all levels of education. It was set up to provide courses of instruction leading to the development, upgrading and certification of teachers as specified in the relevant syllabus using Distance Education Techniques. b{Z Vision To enhance the professional skills of serving teachers for high quality education delivery at primary and secondary education levels with a view to uplifting the standard of the education system of the country.  Mission Statement lTo upgrade/update teachers knowledge and skills in curriculum implementation while instilling in them the virtues of dedication, loyalty, commitment, discipline and resourcefulness. The Institute s vision shall be realized through the pursuit of the following goals:UU2Producing teachers trained and oriented to meet the challenges of twenty first century Nigerian society; Nurturing a commitment to lifelong learning that is creative, innovative and responsive to changes in the world of knowledge and the changing needs; Designing and enriching subject content to ensure that the teacher trainees attain a high level of mastery of the subject matter; Building the capacity of teacher trainees in the use of effective communication skills and relevant technology for the delivery of quality education; Strengthening the Institute s monitoring, evaluation and feedback mechanism to ensure effective and efficient service delivery;iPPPPPPPPPiBBBBBBBBB @Developing capacity for effective selection and deployment of relevant technology including Information and Communication Technology for effective Distance Learning delivery; Establishing effective research capability in order to ensure that all the Institute s programmes are based on scientifically established grounds in terms of who needs training and the content of training required; Reviewing and revitalizing in-service training and retraining programmes for all categories of teachers, school administrators and school supervisors; Regularly reviewing and restructuring curricula of all the Institute s programmes to bring them in line with changing realities;ZZZZZZZBB BB BB B Functions of the Institute& |The enabling Law mandates the Institute to: upgrade under-qualified and untrained teachers. offer postgraduate courses for University graduates without teaching qualification. provide refresher and other upgrading courses for teachers. organize workshops, seminars and conferences, which would assist in the improvement of teachers. conduct examinations carry out research in conjunction with other bodies on any matter relevant to educational development in the country. formulate policies and initiate programmes at all levels of education designed to improve by way of research the quality and content of education in Nigeria.,P0PPUPP<PPaPPPPvPPP\cc Ucc<ccacc cc vcc c|  "Functions of the Institute (contd)$#!&&.   Eassess from time to time the training programmes offered by institutions controlled by or associated with the Institute with a view to ascertaining the professional competence of those institutions. offer such assistance, either alone or in co-operation with educational bodies as may be required by the Institutions controlled by or associated with the Institute. foster and enhance international co-operation in the education of teachers; and perform such other functions as are necessary or expedient for the full discharge of all the functions of the Council under this Act.PPPPPPPPBB BBPBB BE  "Functions of the Institute (contd)##".   establish and maintain such schools, extra-mural departments and other teaching units within the Institute as the Council may from time to time decide; provide such courses of instruction either alone or in association with such universities and other institutions whether in Nigeria or not, as the Council may determine and to conduct examinations and award such diplomas and certificates to those reaching a certain standard as a result of such examinations as may seem appropriate to the Council; institute and award fellowships, medals, prizes and other titles; mount exhibitions and displays designed to foster an appreciation of trends in, and the scope and requirement of education; PP\PPBPP}PPBB\BBBBB ~B  $""Functions of the Institute (contd)##".   erect, provide, equip and maintain such educational, recreational and residential facilities as the Institute may require; create lectureships and other academic posts and offices and to make appointments thereto, and to encourage and make provision for research in the Institute. @{PPPPB .)Institute Training Programmes  Teachers Certificate Grade II (TC II) - 1984 Nigeria Certificate in Nigeria (NCE) - 1990 Pivotal Teacher Training Programme (PTTP) - 2000 - 2003 Postgraduate Diploma in Education (PGDE)- 2005 Advanced Diploma in Guidance & Counselling - 2005 Advanced Diploma in School Supervision and Inspection 2005 Advanced Diploma in Early Childhood Education  2005 Continuing Professional Development Courses for Teachers Annually fZZZZaZZZ.     0Status of Public Service Reform in the Institute11C0 Monetisation of fringe benefits: Implemented with effect from October 2005 A total of 237 staff comprising Drivers, Labourers, Cooks, Stewards, Cleaners and Security guards were disengaged between 28th February 2006 and 31st March 2006 following the outsourcing of their jobs. The Institute s Printing Press is also being repositioned for greater efficiency. 12 staff of the Press, including an Assistant Director, Levels 14, 13 and 12 officers, who were considered unproductive were laid off while a Governing Council Committee has been set up to recommend the most effective way to operate and manage the Press.MPPPPRPMBB|BJBJ6BBRB  0Status of Public Service Reform in the Institute11C0 Three Technical Committees have been constituted and inaugurated to make recommendations on the implementation of other aspects of the Public Service Reform for Governing Council s consideration. The three Committees are: Committee on Personnel Record and Payroll Audit which, among others, is charged with reviewing the appointment of all staff in the Institute, taking into account, age, qualification and experience for the job, performance, character, disposition, integrity and attitude to work;\ZZBBB /BB  Committee on Strategic Planning is to undertake SWOT Analysis to identify opportunities and areas of strength as well as threats and weaknesses in the Institute s areas of operation, and to take a holistic study of current organizational structure of the Institute, assess its critical manning requirements and skills gap, and advise on the right size of personnel, their competencies, and required skills. Committee on Assets and Financing to review current funding structure, investment and assets profile of the Institute, and to analyse and assess the adequacy, flow and sustainability prospects of all revenue sources.ZZZZBxB"BB Structure of the InstituteG"3 |The Institute, with its headquarters in Kaduna, operates through a network of 6 Zonal and 37 State Offices and 1,300 Study Centres. The Institute is organized into the following Departments, each under a Director: Directorate comprising: Internal Audit Public Relations and Protocol International Cooperation Transport Security Anti-Corruption Unit Servicom Office Liaison OfficenZZ  B^  Academic Services Department is responsible for designing, developing and implementing the academic programmes of the Institute. The Department develops course materials for the Institute s distance learning programmes, designs test items and conducts examination leading to certification in the various programmes of the Institute, organizes and conducts research, and organizes in-service training. The Department comprises: Programme Design and Development Division Examinations Division Planning, Research and Statistics Division In-service Education Division Academic Records DivisionFZZ  xAcademic Support Services Department is responsible for providing the necessary support for the effective development and delivery of the Institute s Distance Learning programmes, maintaining an efficient electronic infrastructure and network for effective communication and for accurate record keeping for sound decision making at all levels of operation. The Department comprises: Computer Centre (Network system, Internet Caf, Examinations processing centre, and Desktop Publishing) Audio-visual Section Art & Illustration Section Library (traditional and virtual)bPP$FB>CC C NField Operations and Students Services is responsible for the coordination of all Field Offices and monitoring of the Institute s distance learning programmes. The Department ensures proper documentation of students records and distributes course materials to Field and Study Centres. It oversees the: Zonal Offices State Offices Study Centres Personnel and Administration Department is responsible for the day to day management of the Institute s human resources and general support services as well as servicing the Governing Council and Management meetings. The Department comprises: General Administration Personnel Council and Legal Matters Staff Clinic and Staff School /P*PPYPP&F4BB'FB%B $Finance and Supplies Department is responsible for preparing and maintaining all financial records of the Institute and is responsible for maintaining the physical assets of the Institute. The Department comprises: Finance and Accounts Division, Estate and Maintenance Division Printing Press4NFB%!Staff Strength  Structure of NTI ORGANIZATIONAL CHART OF NTI ;ACHIEVEMENTS: 1. Increased Enrolment into programmes&< /; 7Achievements: 2. Increased number of qualified teachers&8*7 ?Achievements: 3. Provision of professional support to Teachers2@ 1? :/  ;0  <1  =2  )$AAchievements: Establishment of ICT infrastructure at Headquarters&B 4A vInstallation of V-sat that supports Campus-wide Local Area Network with 60 network points Establishment of a Virtual Library These have led to computerization of Institute s personnel and payroll systems, improved communication between headquarters and Field Offices and the outside world, improvement in research. }<; *%4Achievements: Hosting of Teachers Summit biennially<5  &%4 First Teachers Summit on Teacher Education in the new Millennium was held in 2002. The proceedings of the summit has been published under the title: Teacher Education in Nigeria: Past. Present and Future; Second Teachers Summit on Teacher Recruitment, Retention and Professional Development was held in 2004. Preparations are currently on towards hosting the third summit this year. 6)U0 iK -(#Quality Assurance in NTI programmes$$# Cooperating with Eight Universities in the implementation of NCE by DLS. Universities are also members of the Awards Committee that moderates the NCE results; Institute and COEs use the same NCCE Minimum Standards for the NCE programme; Institute s NCE by DLS is accredited by NCCE; Strict adherence to admission criteria. 1,345 students were withdrawn from NCE programme in 2005 for failing to meet admission requirements; Rationalization of Study Centres: Study Centres that fall below minimum requirements in terms of facilities and personnel are closed down; the 445 NCE Study Centres were rationalized down to 345 in 2004; Regular consultation with stakeholders: SMOEs. SUBEBs, sister parastatals of the Ministry; Affiliation of Institute s PGDE with Usmanu Danfodio University, Sokoto Constitution of State Programme Monitoring Teams that include FIS, NUT, SUBEB and SMOE in each State. PB          7       h 'Partnership with International Agencies((C' The Institute has built and strengthened partnership with some international agencies. The fallouts from this partnership come in the form of technical assistance, capacity building and running collaborative programmes. Some of these agencies are: "BB$With Commonwealth of Learning (COL):%%C$ eSupply of digital audio and video production equipment; (2002 & 2003) Training staff on use of digital equipment; Training workshops on: Course Design and Development for Open and Distance Learning (2002) Course writing for Open & Distance Learning (2002); Script writing for Open & Distance Learning (2003); Advanced Script writing for Open & Distance Learning (2004); Regional workshop on Instructional Design for Open and Distance Learning (2005). COL supported a meeting between NTI and NCCE to develop appropriate indicators for assessing the quality and effectiveness of Distance Learning programmes (2003);^:BB9BBB$With Commonwealth of Learning (COL):%%$ GCOL supported Second Roundtable on Quality issues in the use of ICT for Teacher Education (2005); COL-UNESCO supporting the West Africa Teacher Training Consortium of which NTI is the secretariat (on-going); NTI-COL-CEE (Centre for Environmental Education, India) collaborating on the Green Teacher project (on-going); NTI-National Council of Educational Research and Training (NCERT) of India with support of COL running International Diploma in Guidance and Counselling for teachers and headteachers in West Africa (on-going); COL donated a 50-watt FM Stereo Radio Transmitter.JbZZnZZBZZ3Z#B6BBBB B'B-BB MBB BB gB2B9BB B%B P Others (1)    8NTI is the lead institution nominated to coordinate the ECOWAS fast-track project on Teacher Training by Open and Distance Learning (on-going) UNESCO is collaborating with NTI to set up a Preventive Education Unit for HIV/AIDS, Tuberculosis, Malaria and other life threatening diseases (on-going); NTI-BBC World Trust-British Council and KSMC (Kaduna State Media Corporation collaborating to run the Radio for Teacher Development project (on-going); NTI-British Council (Kano) collaborating to mount Continuing Professional Development for Trainers of English Language Teachers. The project is now in its pilot stage running in Abuja, Lagos, Kano, Port Harcourt. The rollout stage which is expected to enrol 4,000 teachers nationwide is planned for launching by the Hon. Minister of Education in September 2006 (ongoing);LPPPPPPtPUB.BBB BB-BbB BBfB&B BB2BOBBB B  Others (2)    0UNICEF supported NTI to design and develop Teachers Guides for English Language and Mathematics (ended 2004); NTI collaborating with Open University of UK on the Teacher Education for Sub-Saharan Africa (TESSA) for the development and dissemination of teacher support materials for use by teacher trainers and classroom teachers (2005-2008); NTI trained three Gambian officers who were on a one-month study tour to the Institute on different aspects of Open and Distance Learning in 2005. The study tour was arranged by UNESCO-BREDA.rooBBBBB! Challenges    LUpgrading unqualified teachers in the school system; Improving the quality of teaching and learning in school through provision of continuing teacher professional development; Using ICT for programme management and delivery to increase access and improve quality; Sourcing adequate funds for the expansion of current programmes and introduction of new ones; Recruitment and retention of high calibre staff Curbing examination malpractice, especially among teachers; Arresting the rising incidence of certificate forgery; Securing the cooperation of States and LGEAs to support professional development of their teachers and provide teacher and learner-friendly environment to enhance teachers performance; Increasing number of unqualified teachers due to attrition and recruitment of untrained and unqualified personnel to teach; Improving the self-image of teachers, to be proud of their profession and elevate societal recognition of and respect for the teacher; Providing office accommodation in the Zones and States to save cost on rented private property. 'P'B6   >3YMillennium Development Goals (MDGs) Project: Re-training 145,000 primary school teachers &Z+/.  7 NTI to re-train 145,000 teachers across the Federation between July and September 2006; Training will cover innovative ways of teaching primary school core subjects (English, Mathematics, Science and Social Studies), improvisation of instructional materials, school-Based Assessment, and basic computer skills); Using experienced consultants and resource persons, training will be conducted in 4 centres in each state (a centre in each State Capital and each senatorial district); Training will involve use of self-instructional modules, audio and video programmes; The Institute is mobilizing Chairmen of SUBEBs to ensure successful implementation; ._  ( " Constraints &  QInability to compete for academic staff with tertiary institutions who are on HATISS, as NTI is on HAPSS Unwillingness of States to support teacher development despite provision for allocation of portion of UBE federal allocation for that purpose; Lack of incentives to teachers to motivate them to seek professional improvement; Lack of commitment on the part of law enforcement agency to prosecute those involved in examination malpractice and certificate forgery; Poor state of infrastructure to support ICT deployment to where teachers can access and use to improve teaching and learning; RZRBi #  Way Forward    Sensitization and mobilization of stakeholders in Teacher education, especially States, for teacher education development; Introduction of new training programmes and strengthening existing ones in line with nation s needs assessment; Harnessing the potentials of ICT for improved programme delivery and management; Imposition of sanctions to eliminate examination malpractice, certificate forgery other forms of misconduct; Sustaining quality in all programmes Exploring other sources of revenue to support programmes; Government approval for Institute to adopt HATISS; Build offices in Zones and States; Strengthen research work to determine teachers training needs and develop appropriate programmes Continue to strengthen existing partnerships and build new ones.PB0<l  B6- An Outline of Planned Activities!!  7.4, Conclusion    The Institute s goal is to become an internationally acknowledged centre for teacher education and the leader in teacher education in Nigeria. 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I gACADEMIC SUPP. SERVICES  " 0####"" r  ] PERS. & ADMIN  FB # S D  FB $ S D  FB % S D :: FB & S D FB ' S D BB FB ( S D   ) C :  m DIRECTOR & CHIEF EXECUTIVE   * C ] (  `GOVERNING COUNCIL  FB + S Dxb b 4 , # h T - C 4  SAUDIT FB . S D~ FB / S DFB 0 S D 1 C ,  hHon. MINISTER OF EDUCATION FB 2 S DW W WFB 3 S D~ ~  4 0 M [ DIRECTORATE 2    5 0 "`vW ^FIELD OFFICES FB 6 S D ::vH  0޽h ? ffkkfTTze___PPT10i.Mp+D='  = @B +w>  0 ==0Eb=(  x ` c $ļ `   f< 'e b #"."r 'e% ( n <? eVNF___PPT9(  V 1,1504 " d#  & m <?h VNF___PPT9(  T 5804 " d#   l <π? h V    @` k <@ʀ?  V    @` j <?s  V    @` i <T?# s  V    @` h <8? # V    @`N g <?' VNF___PPT9(  | ADVANCED DIPLOMASN " d(" d#  ) f <? e VNF___PPT9(  W 10,5014 " d#  ( e <H?h  VNF___PPT9(  V 4,2634 " d#   d <$? h  V    @` c <?   V    @` b <?s  V    @` a <!?# s  V    @` ` <2? #  V    @`' _ <3?'  VNF___PPT9(  U PGDE4 " d#   ^ <8? e  V    @` ] <H?h   V    @` \ <\R? h  V    @` [ <hL?   V    @`) Z <\?s VNF___PPT9(  W 27,2914 " d#  ) Y <|U?# s VNF___PPT9(  W 20,9504 " d#  ) X <4_? # VNF___PPT9(  W 20,1444 " d#  ' W <j?'  VNF___PPT9(  U PTTP4 " d#  ) V <tn?e VNF___PPT9(  W 71,4544 " d#  ) U <xl?h VNF___PPT9(  W 74,0754 " d#  ) T <w?h VNF___PPT9(  W 75,3894 " d#  ) S <y?  VNF___PPT9(  W 96,4684 " d#  * R <䀁?s  VNF___PPT9(  X 101,8594 " d#  ) Q <H?#s VNF___PPT9(  W 79,8764 " d#  ) P <?# VNF___PPT9(  W 22,3564 " d#  / O <T?' VNF___PPT9(  ] TC II BY DLS4 " d #  * N <?IeVNF___PPT9(  X 101,8294 " d#  ) M <?hIVNF___PPT9(  W 91,2594 " d#  ) L <?IhVNF___PPT9(  W 93,5474 " d#  ) K <Ě? IVNF___PPT9(  W 89,1504 " d#  ) J <?s I VNF___PPT9(  W 71,7144 " d#  ) I <?#Is VNF___PPT9(  W 56,3754 " d#  ) H <|?I#VNF___PPT9(  W 45,4274 " d#  - G <?'IVNF___PPT9(  [ NCE BY DLS4 " d #  & F <\?@eIVNF___PPT9(  T20064 " d#  & E <?h@IVNF___PPT9(  T20054 " d#  & D <?@hIVNF___PPT9(  T20044 " d#  & C <t? @IVNF___PPT9(  T20034 " d#  & B <ʁ?s @ IVNF___PPT9(  T20024 " d#  & A <hρ?#@s IVNF___PPT9(  T20014 " d#  & @ <lԁ?@#IVNF___PPT9(  T20004 " d#  - 8 <؁?e@VNF___PPT9(  [ ENROLMENT6 (" d #  + 7 <t݁?'IVNF___PPT9(  Y PROGRAMME4 " d #  ZB o s *1 ?'eZB p s *1 ?'eZB q s *1 ?''ZB r s *1 ?eeZB u s *1 ?'IeIZB w s *1 ?ZB y s *1 ?#@#ZB z s *1 ?@e@ZB  s *1 ?s @s ZB  s *1 ? @ ZB  s *1 ?@ZB  s *1 ?h@hZB  s *1 ?@ZB  s *1 ?'eZB ʸ s *1 ?' e ZB  s *1 ?' e ZB  s *1 ?' e H  0޽h ? ffkkfTTze___PPT10i.P0+D=' = @B +<  0 ;;`Ek\;(  x a c $p `}   : 'h k #"."'h  o <D? h T   @` n <p ?j  T   @` m <, ? j T   @` l <?  T   @` k <?{  T   @` j <(?Z {  T   @` i <)?  Z T   @`3 h <,?' VNF___PPT9(  a ADVANCE DIPLOMAS4 " d# g <=? h  ZC   @` f <XF?j   ZC   @` e <O? j  ZC   @` d <Y?   ZC   @` c <Z?{  ZC   @` b <j?Z {  ZC   @` a <Tt?  Z  ZC   @`' ` <n?'  VNF___PPT9(  U PGDE4 " d# _ <?h  ZC   @` ^ <?j  ZC   @` ] <?j  ZC   @`n \ <$?  VNF___PPT9(   11,004 F " dcC  @` [ < ?{  F>6___PPT9 M 15,587* " dc0 Z <ܤ?Z{ VNF___PPT9(  ^ 12,955 : " dcC Y <t? Z F>6___PPT9 R* " dc  ' X <?'  VNF___PPT9(  U PTTP4 " d# W <?h ZC   @`/ V <?jVNF___PPT9(  ] 41,993: " dcC/ U <?jVNF___PPT9(  ] 72,643: " dcC/ T <? VNF___PPT9(  ] 92,314: " dcC/ S <ŝ?{  VNF___PPT9(  ] 97,799: " dcC/ R <̝?Z{ VNF___PPT9(  ] 76,906: " dcC/ Q <Ν? ZVNF___PPT9(  ] 20,841: " dcC/ P <$֝?' VNF___PPT9(  ] TC II BY DLS4 " d # O <H?h ZC   @` N <?j ZC   @`/ M <?jVNF___PPT9(  ] 12,332: " dcC/ L <? VNF___PPT9(  ] 10,629: " dcC. K <?{  VNF___PPT9(  \ 5,977: " dcC. J <0?Z{ VNF___PPT9(  \ 8,967: " dcC. I < ? ZVNF___PPT9(  \ 4,199: " dcC- H < ?' VNF___PPT9(  [ NCE BY DLS4 " d #( G <@ ?hVNF___PPT9(  V20066(" d#( F < ?jVNF___PPT9(  V20056(" d#( E <L ?jVNF___PPT9(  V20046(" d#( D <x ? VNF___PPT9(  V20036(" d#( C < ?{  VNF___PPT9(  V20026(" d#( B < ?Z{ VNF___PPT9(  V20016(" d#( A <0$ ? ZVNF___PPT9(  V20006(" d#- 9 <4) ? hVNF___PPT9(  [ GRADUATES6 (" d #+ 8 <- ?' VNF___PPT9(  Y PROGRAMME4 " d #ZB p s *1 ?'hZB q s *1 ?'hZB r s *1 ?''ZB s s *1 ?hhZB v s *1 ?'hZB x s *1 ?  ZB z s *1 ?ZZZB { s *1 ? hZB  s *1 ?{ { ZB  s *1 ?  ZB  s *1 ?ZB  s *1 ?jjZB  s *1 ?ZB  s *1 ?'hZB  s *1 ?'hZB  s *1 ?' h ZB  s *1 ?' h H  0޽h ? ffkkfTTze___PPT10i.Qni+D='  = @B +9  0 88:8(  x  c $`2  `   7 'Me  #"2&^^]^M'e  \ U <% ? eVNF___PPT9(  8NTI part-time Supervisors and Course Tutors from SW Zone69(" d8#  ' T < <د ?HbVNF___PPT9(  ] Port Harcourt4 " d #& = < ?'bHVNF___PPT9(  T3.6(" d#H < < ?ebVNF___PPT9(  v$Primary School Teachers from SE Zone6%(" d$#  ' ; < ?0 bVNF___PPT9(  U4006(" d#( : < ?0 bVNF___PPT9(  V20046(" d#A 9 < ?HbVNF___PPT9(  oEnugu4 " d#& 8 < ?'HbVNF___PPT9(  T2.6(" d#H 7 < ?eVNF___PPT9(  v$Primary School Teachers from SW Zone6%(" d$#  ' 6 <p ?0 VNF___PPT9(  U4006(" d#( 5 < ?0 VNF___PPT9(  V20046(" d#B 4 <( ?HVNF___PPT9(  pIbadan4 " d#& 3 <4 ?'HVNF___PPT9(  T1.6(" d#@ 2 <` ?MeVNF___PPT9(  nCategory of Teachers Trained6(" d#> 1 <X ?0 MVNF___PPT9(  lNumber of Teachers Trained6(" d#( 0 < ?M0 VNF___PPT9(  VYear6(" d#8 / <d ?HMVNF___PPT9(  fLocation of Training6(" d#( . < ?'MHVNF___PPT9(  VS/No6(" d#ZB V s *1 ?'MeMZB W s *1 ?'eZB X s *1 ?'M'ZB Y s *1 ?eMeZB \ s *1 ?'eZB ^ s *1 ?HMHZB a s *1 ?MZB d s *1 ?0 M0 ZB g s *1 ?MZB k s *1 ?'eZB  s *1 ?'bebZB  s *1 ?'eZB  s *1 ?' e ZB  s *1 ?' e ZB  s *1 ?' e H  0޽h ? ffkkfTTze___PPT10i.Q+D='  = @B +A  0 A(  -  B  ?"7 9Achievements: Re-structuring and Reforming the Institute<:  &&*9   Bt  ?"x TCarried out structural reform in the Institute between 2000 and 2001 to improve organizational efficiency and effectiveness; Institutional strengthening through procurement and installation of essential working tools (computers, refurbished and equipped Audio and Video recording studios, opened a Caf with 10 workstations, expanded and re-equipped printing press, etc) Capacity building for all cadres to re-train, re-orientate, re-equip staff; Institutionalized Quality Assurance Framework for training programmes; B H  0޽h ? ___f3̙;/f980___PPT10.@ky%  0 %(    Bt9  ?"7 :Achievements Physical presence in all States and FCT Abuja&;  .:   B  ?"x MOpened six Zonal Offices (Abuja, Bauchi, Benin, Enugu, Kano and Ibadan) and 14 State Offices in 2000 to make NTI physically present in all States and FCT Abuja and to ensure effective programme monitoring H0      H  0޽h ? ___f3̙;/f980___PPT10.  0 (    B  ?" ` Achievements: Prepared and launched Institute s first Strategic Plan (2002-2006)4Q  CP   B?  ?"T( RThe Institute s first Strategic Plan (2002-2006) was launched in 2002. The Plan provides a clear direction for Institute s growth and development. An assessment of progress of Plan implementation which was carried out towards the end of 2005 indicated 65% achievement. The second Strategic Plan which will build on the successes and challenges of the first is currently being prepared. B H  0޽h ? ___f3̙;/f980___PPT10.s  0 PH(     B|H  ?"T -Achievements: NTI Retreat on Service Delivery&. -   BL  ?"M'g  The Institute organized a Retreat on Service Delivery for all its senior officers at headquarters and field officers in Bauchi in March 2005. At the Retreat, participants reviewed the Institutes activities, drew its Service Charter and made useful recommendations for the improvement of NTI programmes; An outcome of the Retreat was the setting up of the Servicom Unit to receive and resolve complaints from clients. "B.c  6 H  0޽h ? ___f3̙;/f980___PPT10.Р}  0 $$(  $r $ S V  `}   r $ S TW  `   H $ 0޽h ? ___f3̙;/f9___PPT10i.f+D='  = @B +}  0 ($(  (r ( S ^  `}   r ( S _  `   H ( 0޽h ? ___f3̙;/f9___PPT10i.g +D='  = @B +}  0  4$(  4r 4 S l  `   r 4 S C[ [ H 4 0޽h ? ___f3̙;/f9___PPT10i.kP?+D='  = @B +}  0 $(  r  S { 7   r  S x| MV    H  0޽h ? ffkkfTTze___PPT10i.SE+D='  = @B +  0 *(  x  c $&[ `}   r  S -['e+ [ H  0޽h ? ffkkfTTze___PPT10i.Sp˸+D='  = @B +  0 *(  x  c $ / `   r  S  'e   H  0޽h ? ffkkfTTze___PPT10i.TҶx+D='  = @B +  0 B(  r  S t 'e     S к    *rk ml H  0޽h ? ffkkfTTze___PPT10i.Tئ+D='  = @B +  0 :(  r  S h 'e     S [j]   "H  0޽h ? ffkkfTTze___PPT10i.U+D='  = @B +  0 *(  x  c $L\ `  \ r  S \ \ H  0޽h ? ffkkfTTze___PPT10i.VD&+D='  = @B +$  0 $(  r  S   `   r  S   `   H  0޽h ? ___f3̙;/f980___PPT10.@;tj  0  *(  x  c $  `j   r  S p    H  0޽h ? ffkkfTTze___PPT10i.W`KI+D='  = @B +  0 0*(  x  c $H  `   r  S  j<   H  0޽h ? ffkkfTTze___PPT10i.Wz+D='  = @B +  0 )!$(  x  c $  `}    <   #"."<    n <P[?   q August 2006    M m < ?  V  M l <! ?  X  M k <@: ?   u September 2006 Mx j <; ?   Nation-wide Roll-out of Continuing Professional Development of Trainers of English Language teachers (in collaboration with British Council)*f'c M i <$O ?   j5. M h <4X ?   uJuly-Sept. 2006 M g <dZ ?   6Conduct of nation-wide re-training of 145,000 teachers776 M f <k ?   j4. M e <Tu ?   o July 2006    MY d <\w ?  Governing Council Meeting to deliberate on Reports of Technical Committees on Public Service Reform as it affects the Institute M c < ?  j3. M b < ?  p July 2006    M/ a < ? UMeeting with Chairmen SUBEB to discuss forthcoming nation-wide retraining of teachersVVU M ` <Ħ ? j2. M _ <$ ?/  U July 2006  M< ^ <ܱ ?/ JCapacity building for primary school teachers in Zamfara and Sokoto StatesKK,1M ] < ?/ N1.M \ << ?< / r Time Frame    M [ < ?</ pActivity   M Z < ?</ lS/No M`B o 0o ?< <ZB p s *1 ?/ /ZB q s *1 ? ZB r s *1 ? ZB s s *1 ?  ZB t s *1 ?  ZB u s *1 ?   `B v 0o ? `B w 0o ?<ZB x s *1 ?<ZB y s *1 ?<`B z 0o ? < H  0޽h ? ___f3̙;/f980___PPT10.bco 0 bo(  7 Y  a #"&Y      <0 ?F Y  {October/November 2006 M   < ? F  v,Third Teachers SummitM   <H ?   N9.M  < ?FY  &March  August 2006 M-  < ?F  S5-year Primary School Enrolment projection and determining teacher demand in KadunaTTS M  <) ?  j8. M  <2 ?FvY &March  August 2006 M  <`< ?vF 8Assessment of training needs of teachers in Kaduna State998 M  <F ?v j7. M  <O ?FYv &March  August 2006 M   <Y ?Fv FValidation and verification of credentials of teachers in Kaduna StateGGF M  <$J ?v k6.  M  <l ?FY r Time Frame    M  <v ?F pActivity   M  <~ ? lS/No M`B  0o ?YZB  s *1 ?YZB  s *1 ?vYvZB  s *1 ?YZB  s *1 ? Y `B ! 0o ? Y `B " 0o ? ZB # s *1 ? 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