Promoción de encadenamientos productivos

The potential contribution of this study to the Nigerian society is its appeal to ensure that the school maintains its role in the teaching of democratic values and the development of democratic citizens. In addition, this study aimed to ensure that teachers are well equipped with adequate knowledge and expertise through their CPD programmes to carry out these roles.

From the findings of this study, it became apparent that adequate attention needs to be paid to restructuring teachers’ CPD programme in Nigeria to reflect equal participation, inclusion and active collaboration among teachers in order to develop all-round democratic citizens within the school system. Robertson (2008:41) shares a similar view when she suggests that teachers in a democratic society should be able to:

• lead deliberative discussions where students learn to formulate their own arguments, engage others’ point of view, and be open to changing their minds when given good reasons to do so;

• teach skills and attitudes of negotiation that include the willingness to accommodate others’ interest in ways that do not deny fundamental democratic principles, as well as the ability to generate creative solutions to conflicts; and

• encourage students to be willing to change injustice when they see it.

Teachers’ CPD programmes have to be adequately structured to grant equal access to participants and to enable active interactions and collaborations through the process of deliberation in the course of the trainings. While undergoing these CPD programmes, teachers should be able to determine the focus of their learning, question the assigned topics and initiate arguments in order to have a better understanding of the subject of discussion. By doing so, teachers will be well equipped to focus on developing learners’ deliberative capacities that guarantees legitimacy in the classroom and society.

Therefore, this study makes recommendations that might improve teachers’ perception and experiences of CPD programmes with the effort of developing democratic citizens within the school system in Nigeria. The study also provides concerned educational stakeholders with insight for improving their practices on total inclusion and full implementation of relevant policies on teachers’ professional development. These recommendations are aimed to be a motivation for consideration which could lead to improved practices or a starting-point for further research in the areas of effective CPD programmes. Based on the findings of this study, the following recommendations are suggested

6.4.1 Recommendation for the Ministry of Education/government

The following recommendations are suggested to the Ministry of Education/Federal government:

• The Nigerian government, through the Ministry of Education, should look into funding opportunities, including bursaries, grants or loans toward teacher training and professional development.

• Government officials in charge of education must work on rethinking provisions for CPD for democratic citizenship in existing or new policy documents.

• Government should consider raising the profile of democratic citizenship in the education curriculum and ensure that all teachers are involved in its implementation. • All educational stakeholders, including the TRCN, have to make a concerted effort to

ensure that teachers are more involved in their professional learning and enabled to experience democratic values so that these teachers could replicate the experience of teaching and inculcation of democratic skills in their learners within the school system

6.4.2 Recommendations for the Teachers Registration Council of Nigeria (TRCN)

The following recommendations are suggested to the TRCN:

• The TRCN should create a database for all teachers where they can communicate to all other teachers, and which could act as main two-way communication for all-inclusive CPD programmes.

• The TRCN should ensure that relevant teacher education policies are well communicated to teachers through the use of Information Communication Technology (ICT) e.g. newsletters, e-mail or social networks.

• For future purposes, a representative sample of teachers who will give feedback to other teachers at the end of a process should be selected to participate in the formulation of subsequent education policies.

• Regular opinion polls should be conducted for teachers to verify the effectiveness of any policy being implemented.

• Since the TRCN is indirectly responsible for teachers’ CPD, the activities of CPD providers should be closely monitored to make sure whether CPD providers are conforming to the policy requirements for teachers’ CPD.

• The TRCN should constantly carry out evaluations in order to get feedback on the effectiveness of the CPD programmes directly from the teachers.

• TRCN should regulate the activities of CPD providers in ensuring that teachers are equitably selected for participation in CPD programmes.

• The TRCN must ensure continuous organisation of government CPD initiatives to relieve teachers of funding their participation in private CPD programmes.

6.4.3 Recommendations for teachers CPD providers

Based on the findings of this study, the following recommendations are suggested to CPD providers:

• CPD providers should ensure that they comply with the provisions of the TRCN when organising CPD programmes for teachers.

• Providers have to ensure that CPD courses demonstrate clear goals and learning objectives, and that the courses meet specific needs of teachers.

• CPD providers should do away with the use of a one-size-fits-all approach and instead encourage teachers to determine the CPD courses individually and identify the areas that need further training.

• Providers should explore the use of models that allows for teachers inclusion, active participation, deliberation, open debate and consultation with their colleagues.

• CPD providers must encourage participants to complete evaluation forms after each course and at the end of the training sessions for the purpose of evaluating the outcomes for the teachers.

• CPD providers must take into consideration trending programmes or courses, (such as the development of democratic citizens) that are taking central stage on national development.

• There should be clearly defined objectives of the programmes and written documents stating how it should be done and who is to administer the programmes to avoid politics in selecting participants, in order to improve openness and fairness in teachers’ training.

6.4.4 Recommendation for principals

The following recommendations are suggested to the principals based on the findings of this study:

• Principals should show a more positive attitude towards teachers’ CPD, and also encourage teachers’ participation in such programmes.

• Relevant policy documents should be made available at the school for teachers’ consumption.

• Principals should work in collaboration with teachers in seeking government or other educational stakeholders’ subsidy/interventions to fund teachers’ CPD participation.

6.4.5 Recommendation for Accounting teachers

The following recommendations are suggested to Accounting teachers:

• Accounting teachers must remain inspired and committed to participating in CPD to stay relevant in the profession.

• Teachers have to develop themselves in the use of ICT in order to access up-to-date information through e-mails and social networks.

• Teachers should actively engage learners in the classrooms and make more effort towards developing democratic values that would positively shape the future of society. • Teachers should develop critical thinking skills in their learners to enable them to have

independent thoughts for making rational decisions in life.

• Accounting teachers should engage in dialogue with colleagues and more experienced teachers from their own and neighbouring schools in order to improve their own practices.