Katsina approves N30,000 allowance to boost rural teachers commitment

Katsina State Governor, Dikko Radda. Photo: Katsina State House

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Katsina State Government has introduced a N30,000 monthly allowance for teachers deployed to rural communities across the state.

The incentive was approved by the State Executive Council at its 18th regular meeting presided over by Governor Dikko Radda on Wednesday in Katsina.

Briefing journalists on Thursday, the Commissioner for Basic and Secondary Education, Yusuf Suleiman-Jibia, said the allowance—structured to be paid every term—is aimed at boosting teachers’ commitment and reducing the financial strain associated with working in remote areas.

Suleiman-Jibia also disclosed that the council approved the establishment of Teachers’ Development Training Centres in Katsina, Daura and Funtua.

The centres, he said, would enhance the capacity of primary and secondary school teachers through continuous training, using experts drawn from higher institutions and retired educationists.

The News Agency of Nigeria reports that the decision aligns with recommendations made at a summit held in September by Save the Children International, funded by Education Cannot Wait.

At the summit, officials emphasised the need to encourage teachers to accept postings in hard-to-reach and insecure communities, where teacher shortages remain critical.

The Director of Schools, Senior, in the ministry, Hajiya Raliya Yusuf,  said that the aim was to encourage them to accept posting, especially to areas with light security challenges.

Yusuf explained that it was worrisome to see that many teachers always want to remain within the urban areas, leaving the rural areas with very few teachers.

The SCI Programme Manager, Mrs Atine Lewi, said, “As an organisation working to improve education outcomes in Katsina, we recognise how impactful this support will be.

“This incentive will not only encourage greater commitment among teachers but also motivate them to remain in remote communities where their presence is most crucial.”

According to the SCI programme manager, these interventions reflected a purposeful and forward-looking approach to education reforms.

NAN

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