COVID-19: FCTA to maintain quality teaching, learning | Dailytrust

COVID-19: FCTA to maintain quality teaching, learning

The Federal Capital Territory Administration (FCTA) has assured of quality teaching and learning in schools in the territory despite the prevalence of COVID-19.

To achieve this goal, the Department of Quality Assurance of the Education Secretariat recently put together an intensive one-day workshop for evaluators in the education sector.

Welcoming the participants, the acting Director of Quality Assuarance, Mrs Magdalene Uzoanya, said the workshop was aimed at updating the evaluators on how to provide constructive feedback that would help both the teachers and students to achieve their maximum potentials in the learning and teaching process.

She stated that in the circumstances of the second wave of COVID-19, the evaluators were expected to understand the theory of change and apply it in their various assessments of the quality of teaching and learning.

She explained that there were different phases of evaluation where the evaluators selected criteria of merit and methodology when collecting data, programmes implementation and results dissemination.

Speaking further on the topic: “Quality Assurance Imperatives for Effective Hybrid Learning During COVID-19 Era and Beyond”, Mrs Uzoanya stressed on the need for the students to learn through a mix of in- person and online activities in order to enhance discussions in class.

She added that the benefit of the hybrid learning method was to harness technologies and customise content, as well as create more engaging learning experiences for students.

The Director of the FCTA Education Resource Centre, Hajiya Nameet Abdulrahim, while speaking on: “Curbing Examination Malpractice in the Light of Negative Impact of COVID-19 on Education”, said examination malpractice was a serious problem that required all hands to be on deck to find solutions.

She, therefore, called on all custodians of children to properly monitor their wards and ensure all academic gaps were bridged to avoid examination malpractice, stressing punishment for offenders.