Over 2,000 educators converged in Kano State for a large-scale training organised by EDUFORGE aimed at advancing inclusive, learner-centred teaching practices in Nigerian classrooms. The event marked the second edition in the EDUFORGE series, following its inaugural training held in Abuja on January 10, 2026, and brought together teachers, school principals, school proprietors, and education leaders from across Kano State.
The programme was led by renowned education trainer and Lead Facilitator, Phrank Shaibu, and was described by participants as timely and practical. The Kano State Commissioner for Education was officially represented by the Director of Schools, Sagir Umar Danbare, whose attendance highlighted the institutional importance of the training and the state government’s commitment to continuous teacher development.
Speaking during the sessions, Shaibu explained that the core focus of the training was access, not language display. “Today is not about speaking big English,” he said. “It is about reaching every learner.” He noted that effective teaching must prioritise understanding and participation rather than complexity of language.
Throughout the day-long programme, participants remained actively engaged, taking part in discussions, responding to live classroom scenarios, and participating in hands-on demonstrations. Observers noted high levels of enthusiasm, curiosity, and sustained attention, which many attributed to the relevance of the examples used and the practical nature of the sessions.
Shaibu facilitated the training alongside a team of experienced educators, including Godwin Adugba, Maria Oche, Jerry Tialobi, and Sifon Akpan. Their coordinated delivery and shared classroom experience were said to have contributed to the smooth flow and depth of the sessions.
A major focus of the training was the Universal Design for Learning (UDL) framework, which encourages teachers to design lessons that accommodate diverse learners. According to Shaibu, this includes learners who grasp concepts quickly as well as those who need repetition or alternative explanations.
Using familiar local metaphors, he explained that teaching design must be inclusive. “If only motorcycles can pass on a road, the road has failed,” Shaibu 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 practical and humorous examples drawn from common Nigerian English usage, participants explored how small adjustments in wording, instructions, and feedback can increase student confidence and participation.
By the end of the training, many participants agreed that the experience went beyond grammar or teaching methods, reframing teaching as a deliberate design process where language plays a key role in equity and access. The Kano training stands as one of EDUFORGE’s largest single-day engagements in Northern Nigeria, reflecting growing interest in professional learning that is practical, culturally grounded, and immediately applicable.
