No fewer than 200 Facilitators, Education Management Information System (EMIS) Officers and Area Officers across non-formal education sectors and vocational centres in Kogi State have been equipped with enhanced skills through a comprehensive refresher training aimed at improving learning outcomes and strengthening service delivery.
The training was organized by the Kogi State Adolescent Girls Initiative for Learning and Empowerment (AGILE), in partnership with the Participation Initiative for Behavioural Change in Development (PIBCID), the implementing partner under Sub-Component 2.2c for Alternative Education.
Held at the Event Hall of Choice Apartment in Adavi Local Government Area and Royal Dome Hotel in Dekina Local Government Area, the capacity-building programme drew participants from the Central, Western and Eastern Senatorial Districts of the state. The initiative focused on addressing key gaps identified during first quarter monitoring exercises, while strengthening competencies in data management, instructional delivery and programme implementation across learning centres.
Speaking at the training, the State Project Coordinator (SPC), Alhaji Ahmed Tijani Oricha, described the initiative as a strategic intervention designed to enhance the effectiveness of the AGILE project in Kogi State. He noted that building the capacity of facilitators and officers remains critical to achieving sustainable outcomes, particularly in advancing non-formal education for adolescent girls.
He emphasized that accurate data collection and reporting are fundamental to the success of any development programme, stressing that strengthening the capacity of EMIS officers would improve accountability and support evidence-based planning and decision-making across the project lifecycle.
The SPC also commended the collaboration between AGILE and PIBCID, noting that partnerships of such nature are essential for delivering impactful, community-driven interventions. He urged participants to maximize the opportunity provided by the training and apply the knowledge gained to improve access to quality education, especially in underserved communities.
Earlier, the Sub-Component Lead for 2.2c Alternative Education, Hajia Mariam Bello, described the refresher training as a critical step toward strengthening the quality of non-formal education delivery in the state. She explained that the programme was designed to address gaps identified during monitoring exercises, while reinforcing professional standards through the signing of Code of Conduct forms and improving facilitators’ instructional approaches.
According to her, continuous capacity building is essential in equipping facilitators to meet the diverse learning needs within their communities. She highlighted the importance of interactive breakout sessions, which provided participants with the opportunity to assess and refine their teaching strategies, while promoting collaboration among facilitators and officers.
Hajia Bello further underscored the role of EMIS officers in ensuring accurate and reliable data collection, noting that quality data remains indispensable for effective planning, informed decision-making and overall programme success. She added that ongoing evaluation exercises would help identify critical needs across learning centres and guide targeted interventions.
Looking ahead, she expressed optimism about the next phase of the programme, which will include the introduction of life skills and vocational studies, as well as the translation of learning primers into local languages to promote inclusivity. She reaffirmed the project’s commitment to empowering learners with practical skills that can improve their livelihoods.
Also speaking, the Executive Director of PIBCID, Rachael Akande, emphasized the significance of the training, noting that it would have a lasting impact on beneficiaries. She stated that strengthening the capacity of facilitators and officers is central to achieving the project’s objectives, adding that well-trained personnel are better positioned to deliver quality education and drive community development.
Participants at the training expressed appreciation for the opportunity, describing the sessions as insightful and impactful. Many highlighted improved understanding of data collection techniques, enhanced teaching strategies, and better coordination approaches as key takeaways from the programme.
They pledged to apply the knowledge gained in their respective centres and reaffirmed their commitment to improving learning outcomes and ensuring that the objectives of the AGILE project are effectively realized at the grassroots level.
Key activities during the training included the signing of Code of Conduct forms, breakout sessions to assess facilitators’ teaching strategies, administration of evaluation forms to identify critical needs in learning centres, discussions on the translation of primers into local languages, and the introduction of life skills and vocational studies as part of the next phase of the programme.
