Kano State witnessed a landmark moment in teacher professional development on Saturday as over 2,000 educators converged for a large-scale training organised by EDUFORGE, Africa’s leading teacher capacity-building organisation.

The training—the second in the EDUFORGE series, following its inaugural edition in Abuja on January 10, 2026—brought together teachers, school principals, proprietors, and education leaders from across Kano State. The programme was led by renowned education trainer and Lead Facilitator, Phrank Shaibu, marking another significant step toward advancing inclusive, learner-centred teaching practices in Nigerian classrooms.

The Kano State Commissioner for Education was officially represented by the Director of Schools, Sagir Umar Danbare, whose presence underscored the institutional importance of the initiative and the state government’s commitment to continuous teacher development.

Speaking during the sessions, Shaibu stressed that the focus of the training was not linguistic elitism but instructional access.

“Today is not about speaking big English,” he said. “It is about reaching every learner.”

Participants remained actively engaged throughout the day, contributing to discussions, responding to live classroom scenarios, and taking part in hands-on demonstrations. Observers noted a consistently high level of enthusiasm, curiosity, and sustained attention—clear indicators of the programme’s relevance and impact.

Shaibu facilitated the training alongside a team of experienced educators—Godwin Adugba, Maria Oche, Jerry Tialobi, and Sifon Akpan—whose coordinated delivery and shared expertise contributed to the depth and smooth execution of the sessions.

Central to the training was the Universal Design for Learning (UDL) framework, which challenges educators to design lessons that accommodate diverse learners—fast and slow, confident and reserved, quick to grasp concepts and those who require repetition.

Using relatable local metaphors, Shaibu explained that effective teaching design must be as inclusive as public infrastructure.

“If only motorcycles can pass on a road, the road has failed,” he 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 humour-filled but precise examples drawn from common Nigerian English usage, participants explored how small adjustments in wording, instruction, and feedback can significantly expand student participation and confidence.

By the end of the programme, participants agreed that the training went beyond grammar or pedagogy, reframing teaching as a deliberate design process in which language plays a critical role in equity and access.

The Kano training stands as one of EDUFORGE’s largest single-day engagements in Northern Nigeria, reflecting a growing appetite among educators for professional learning that is practical, culturally grounded, and immediately applicable.