Over 2,000 educators attend free EDUFORGE training in Kano

Kano state witnessed a landmark moment in teacher professional development on Saturday as over 2,000 educatorsconverged for a large-scale training organised by EDUFORGE, Africa’s leading teacher capacity-building organisation.

The training—the second in the EDUFORGE series, following its inaugural edition in Abuja on January 10, 2026—brought together teachers, school principals, proprietors, and education leaders from across Kano State. The programme was led by renowned education trainer and Lead Facilitator Phrank Shaibu, marking another significant step in advancing inclusive, learner-centred teaching practices in Nigerian classrooms.

The Kano State Commissioner for Education was officially represented by the Director of Schools, Sagir Umar Danbare, whose presence underscored the institutional importance of the programme and the state’s commitment to continuous teacher development.

Speaking during the sessions, Shaibu emphasised that the focus of the training was not linguistic elitism but instructional access.

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“Today is not about speaking big English,” he said. “It is about reaching every learner.”

Participants remained actively engaged throughout the day, contributing to discussions, responding to live classroom scenarios, and taking part in hands-on demonstrations. Observers noted an unusually high level of enthusiasm, curiosity, and sustained attention—clear indicators of the training’s relevance and resonance.

Shaibu facilitated the programme alongside a team of experienced educators—Godwin Adugba, Maria Oche, Jerry Tialobi, and Sifon Akpan—whose coordinated delivery and shared expertise contributed to the depth and smooth execution of the sessions.

Central to the training was the framework of Universal Design for Learning (UDL), which challenges educators to design lessons that accommodate diverse learners—fast and slow, confident and reserved, quick to grasp concepts and those who require repetition.

Using relatable local metaphors, Shaibu explained that teaching design must be as inclusive as public infrastructure.

“If only motorcycles can pass on a road, the road has failed,” he said. “A good road allows okada, keke, cars, buses, and trailers to move safely. That is what UDL demands of teaching.”

The sessions also examined how everyday classroom language can unintentionally exclude learners. Through humour-filled but precise examples drawn from common Nigerian English usage, teachers explored how small adjustments in wording, instruction, and feedback can significantly broaden student participation and confidence.

By the end of the training, participants agreed that the experience went beyond grammar or pedagogy—it reframed teaching as a deliberate design process in which language plays a critical role in equity and access.

The Kano training stands as one of EDUFORGE’s largest single-day engagements in Northern Nigeria and reflects a growing appetite among educators for professional learning that is practical, culturally grounded, and immediately applicable.