A curriculum scholar and Frederick N. Andrews Fellow at Purdue University in the United States, Christabel Anumenechi, has raised concerns over what she described as a growing disconnect between Nigeria’s teacher training system and the realities of modern education.
Anumenechi argued that while learning increasingly takes place in displacement camps, conflict-affected communities, correctional facilities, and other non-traditional environments, teacher education programmes in Nigeria continue to prepare educators primarily for conventional classroom settings.
According to her, the mismatch poses a significant threat to effective education delivery, particularly in vulnerable and underserved communities.
“Nigeria continues to prepare teachers for a system that assumes stable classrooms and predictable learning conditions,” she said, noting that educational realities have changed dramatically in recent years.
The scholar pointed to the country’s growing population of internally displaced persons (IDPs), many of whom are school-aged children with limited access to formal education.
She noted that in many displacement camps, educational opportunities remain scarce, with reports indicating that a significant proportion of children are unable to access structured learning.
Even where learning opportunities exist, Anumenechi said they are often characterised by overcrowded temporary shelters, inadequate learning materials, and a shortage of professionally trained teachers.
“The challenge is not only access to education but also the absence of a workforce adequately prepared to deliver quality instruction in such environments,” she said.
She explained that teaching in crisis and displacement settings requires skills beyond subject mastery, including adaptability, emotional intelligence, ethical decision-making, and the ability to address the needs of learners with disrupted educational backgrounds.
According to her, many learners in conflict-affected communities face trauma, language barriers, and interrupted schooling, making traditional teaching approaches insufficient.
Anumenechi also highlighted infrastructure challenges, noting that teachers in many underserved communities are forced to operate without reliable internet access, electricity, or digital learning tools.
She referenced recommendations by international organisations advocating “offline-first” teaching approaches to address such realities.
Beyond displacement settings, the scholar expressed concern over the state of correctional education in Nigeria, describing prison education programmes as underdeveloped despite their potential role in rehabilitation and reintegration.
She observed that educational initiatives within correctional facilities continue to face challenges including inadequate funding, limited resources, and institutional constraints.
Anumenechi criticised existing teacher education programmes across Colleges of Education and universities, arguing that teaching practice and professional preparation remain heavily focused on traditional school environments.
As a result, she said many teachers graduate without the skills needed to function effectively in alternative learning settings where educational services are increasingly required.
“The result is a growing disconnect between where teachers are prepared to teach and where education is actually happening,” she said.
She warned that without urgent reforms, Nigeria may struggle to sustain educational programmes in displacement camps and correctional facilities.
To address the challenge, Anumenechi called for a comprehensive review of teacher education curricula, advocating greater exposure to non-traditional learning environments and training models that promote adaptability, innovation, and problem-solving skills.
“Education has already moved beyond the classroom. What has not changed is how teachers are prepared,” she stated.
She maintained that Nigeria’s efforts to expand access to education would remain limited unless teacher preparation programmes evolve to reflect the diverse realities of contemporary learning environments.
EduTimes Africa, a product of Education Times Africa, is a magazine publication that aims to lend its support to close the yawning gap in Africa's educational development.