Resources for the Implementation of Green Teacher Nigeria Project (GTN): Environmental Education (EE)

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Ndem, Ndem Y
Shuaibu, Zainab M
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Commonwealth of Learning (COL)
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The Green Teacher Nigeria (GTN) Project is a 12-month Advanced Diploma programme in Environmental Education run by the National Teachers’ Institute, Kaduna, Nigeria in partnership with the Commonwealth of Learning (COL) Vancouver, Canada. This paper is an overview of the rationale, preparation and implementation strategies of the Environmental Education programme in Nigeria. In doing this, the availability and utilization of resources for the implementation was examined bearing in mind the demand of global best practices in innovative instructional delivery. Also, the paper X-rays the challenges encountered in the implementation, which include but not limited to, inadequate advocacy that can engender greater participation in the programme which is worsened by lack of a clear career progression for teachers and other prospective enrollees into the Green Teacher programme. The study is a descriptive survey targeting 300 students and 15 facilitators from the 5 purposively sampled study centres in Kaduna state. A validated questionnaire with a reliability coefficient of 0.078 tagged “Resources for Green Teacher Implementation” (RGTI) was used for data collection. Five research questions were raised and answered using descriptive statistics. Results obtained show that the objectives of the Green Teacher Nigeria will be achieved readily if there is more intense advocacy and its contents are infused into the Institute’s already existing programmes such as the Nigeria Certificate in Education (NCE), Post Graduate Diploma in Education (PGDE) and Bachelors’ Degree programmes. These certificate courses are already instant employment requirements into the teaching profession in Nigeria. It is recommended that the Advanced Diploma programme should be run as a preparatory programme for direct admission into the Bachelors’ degree programme of the institute and other institutions running similar programme. // Paper ID 115
Teacher Education, Sustainable Development