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Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled 'Continuing learning through alternate home-based platforms' in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers' and school leaders' capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria. [For full proceedings, see ED628982.]

The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in Nigeria were not able to benefit from this intervention due to some barriers. Primary barriers included poor knowledge of technology, infrastructural deficiencies, epileptic power supply, and funding amongst others. Teachers Registration Council of Nigeria (TRCN) is the Teachers Regulatory Agency and Centre for policy issue regarding teachers. TRCN, reached out to its critical stakeholders including the World Bank, United States Agency for International Development (USAID), United Nations Educational, Scientific and Cultural Organisation (UNESCO), Foreign Cooperation Development Organisation (FCDO), and the British Council. The focus was how to respond to the disruption caused by COVID-19 to education, through collaboration to help adopt evidence-based strategies and measures. This paper focuses on partnership between international agencies and the TRCN in Nigeria through the "Technology Enabled Learning Futures" framework. It explores focus-creating innovations to reposition teachers for effective, efficient, and transformative teaching. The paper uses secondary data to discuss the various interventions from International Development partners. It further discusses the impact of all the interventions on teaching and learning in Nigeria and its implications for international partnerships in teacher education. [For the full proceedings, see ED625421.]

The quality of teachers is an important factor in the achievement of educational goals, and this is why Wokocha (2013) asserts that the quality of the teacher could be determined through intellectual competence, mastery of content, teaching experience, skills and dissemination of knowledge. Thus, one of the best ways to raise the quality of teachers is by building their capacity through Mandatory Continuous Professional Development Programmes, (MCPD). Social engagement through teacher education and training has been one of the areas of emphasis of the Teacher Registration Council of Nigeria (TRCN). This paper uses secondary data analysis to discuss the activities of Teachers Registration Council of Nigeria. It examines how social dynamism and globalization demand emerging skills from education and educators. It argues that the new reality requires the need to incorporate new skills into teaching including social issues to encourage deeper connection to social engagement issues. It concludes that teacher education and training is one of the effective ways of ensuring social engagements. Using the experience of the TRCN, the paper shares some strategies and skills that can be employed to inculcate social engagement in teacher training and education. [For the full proceedings, see ED613257.]