Facebook CEO, Mark Zuckerberg has become the 4th Richest Person on Earth

– Mark Zuckerberg has become the fourth-richest person in the world – He has moved from sixth place to fourth on the world billionaire list in just one week

 – Zuckerberg’s fortune is estimated to be $50 billion With his net worth of $50 billion Facebook founder Mark Zuckerberg has officialy become the fourth-richest person on Earth.

 According to Bloomberg daily ranking of the world’s richest people, he has already surpassed Amazon founder Jeff Bezos ($49,1 billion) and Mexican billionaire Carlos Slim ($49 billion).

Besides, Facebook is also considered to be the fourth-most valuable company in the world after Google parent Alphabet, Apple and Microsoft. It has risen 9,5 % in January despite the majority of US stocks were hit hard last month.

 It would be recalled that on December 1, 2015, Mark and his wife Priscilla Chan announced the birth of their daughter Maxima Cheng Mingyu.

Shortly afterwards they pledged to donate 99% of their Facebook shares, currently valued about $45 billion, to the Chan Zuckerberg Initiative, their new charitable foundation with focuses on health and education.

Meanwhile, Microsoft founder, philanthropist and investor Bill Gates remains the world’s richest person, with a net worth of $78,7 billion.



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JAMB Condemns Institutions that Charge Fees For Change Of Course

The Joint Admission and Matriculation Board, JAMB, has described as illegal the amount of money charged by institutions as change of course fee

This was disclosed by the Head of Media and Information of the board, Dr. Fabian Benjamin in a chat with newsmen.

According to him, once a candidate registers for UTME he/she automatically becomes an applicant in all the over 300 tertiary institutions in the country.

He further stressed that this was part of the reason JAMB made provision for one preferred university, one polytechnic and one college of education in their application forms so as to broaden their chances of securing admission at any level.

Concerning the readiness of JAMB for this year’s UTME, he stated that the board would not leave any stone unturned to conduct a hitch-free exam far better than the last edition.

Meanwhile, for candidates who would like to effect changes in either their courses or institutions, you will be able to do that after you have sat for the exam and your result released. For more information on how you can do that, please visit this link: JAMB Change of Course/Institution

Start Now! Practice JAMB CBT 2016 for Free. With real JAMB questions, answers & real CBT experience. It's totally free! Try it now!

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FG Sacks 13 Vice Chancellors of Federal Universities

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The Federal Government has sacked all the vice chancellors of 12 federal universities that were established by the administration of ex-President Goodluck Jonathan, including the Vice Chancellor of the National Open University of Nigeria (NOUN) Prof. Vincent Tenebe.

‎A statement personally signed by the Minister of Education, Mallam Adamu Adamu which was obtained by journalists on Saturday in Abuja said President Muahammadu Buhari, has approved the appointment of new Vice Chancellors for the Universities.

According to the public statement conveying the sack of the VCs, the substantive Vice Chancellor of the Federal University, Dutse, Jigawa State, Prof. Mohammed Kundiri, was transferred to the Federal University, Wukari, Taraba State.

A former Head, Department of International Relations at the Obafemi Awolowo University, Ile-Ife, Prof. Kayode Soremekun, who was said to be on Sabbatical in NOUN is the new Vice Chancellor of the Federal University, Oye-Ekiti, Ekiti State.

While the Federal University, Birnin Kebbi, Kebbi State has Prof. Auwal Yadudu of the Faculty of Law, Bayero University, Kano as its new VC, Prof. Fatima Batoul Muktar of the Department of Biology, North West University, Kano is the VC of Federal University, Dutse, Jigawa State.
A lecturer in the Department of Pharmacy, Ahmadu Bello University, Zaria, Prof. Haruna Abdu Kaita is the new VC of Federal University, Dutsin Ma, Katsina State, while Prof. Andrew Haruna of the Department of Linguistics, University of Jos will now function as VC, Federal University, Gashua, Yobe State.

While another lecturer in the Department of Pharmacy, ABU, Zaria, Prof. Magaji Garba, will now be VC in Federal University, Gusau, Zamfara State, Prof. Alhassan Mohammed Gani of the Institute of Maritime Studies, Federal University, Kashere in Gombe State has been elevated to the position of VC in same University.

A lecturer in the Department of Physics, Federal University, Lafia, Prof. Muhammad Sanusi Liman will henceforth be VC of same institution.

For Prof. Angela Freeman Miri of the Linguistics Department, UNIJOS, she is the Vice Chancellor of the Federal University, Lokoja.

The Federal University, Ndifu-Alike, Ebonyi State now has Prof. Chinedum Nwajiuba of the Post-Graduate School, Imo State University, Owerri as its VC, while Prof. Seth Accra Jaja of the Department of Management, University of Port Harcourt is now the VC of Federal University, Otuoke, Bayelsa State.
 Source:

JAMB 2016/2017 Syllabus on Principles of Accounts

See JAMB Syllabus for English Language

The aim of this 2016/2017 Unified Tertiary Matriculation Examination (UTME) syllabus in Principles of Accounts is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to:

1. Stimulate and sustain their interest in Principles of Accounts;
2. Use the basic knowledge of and practical skills in Accounting;
3. Apply the knowledge and interpretation of accounting information to decision making;
4. Determine the relevance of accounting information to business and governments;
5. Use information and communication technology for present and future challenges.
6. Use current accounting principles in financial reporting.

TOPICS/CONTENTS/NOTES	OBJECTIVES
1. Nature and Significance of Accounting a.Development of accounting (including branches of accounting) b. Objectives of bookkeeping and accounting; c. Users and characteristics of Accounting information d. Principles, concepts and conventions of accounting (nature, significance and application) e. Role of accounting records and information	Candidates should be able to: i. differentiate between bookkeeping and accounting; ii. use the historical background of bookkeeping and accounting for future development; iii. apply the right principles, concepts and conventions to solving accounting problems; iv. examine the role of accounting records and information in decision making. v. List the branches of Accounting such as Cost Accounting, Management Accounting, Auditing, Financial Accounting and Taxation.
2. Principles of Double Entry a. Functions of source documents b. Books of original entry c. Accounting equation d. The ledger and its classifications e. Trial balance f. Types and treatment of errors and uses of suspense account	Candidates should be able to: i. relate the various source documents to their uses; ii. relate source documents to the various books of original entry; iii. determine the effect of changes in elements of accounting equation; iv. identify the role of double entry and use it to post transactions into various divisions of the ledger; v. balance off ledger accounts; vi. extract a trial balance from balances and determine its uses; vii. identify various types of errors and their necessary corrections; viii. create a suspense account.
3. Ethics in Accounting a. Objectives b. Qualities of an Accountant	Candidates should be able to: i. use ethics in preparing and presenting Accounting Reports; ii. list qualities of an Accountant such as honesty, integrity, transparency, accountability and fairness.
4. Cashbook a. Columnar cashbooks b. Discounts c. Petty cashbook and the imprest system	Candidates should be able to: i. determine the cash float; ii. differentiate between two and three columnar cashbooks and how transactions are recorded in them; iii. differentiate between trade and cash discounts; iv. examine the effects of trade and cash discounts in the books of accounts. v. Identify various petty cash expense;
5. Bank Transactions and Reconciliation Statements a. Instrument of bank transactions b. e-banking system c. Courses of discrepancies between cashbook and bank statement d. Bank reconciliation statement	Candidates should be able to : i. identify bank documents such as cheques, pay-in-slips, credit and debit cards and their uses; ii. assess the impact of automated credit system, credit transfers, interbank transfers and direct debit on cash balances; iii. list factors that cause discrepancies between balances of cashbook and bank statements iv. prepare adjusted cashbook balance v. prepare bank reconciliation statements.
6. The Final Accounts of a Sole Trader a. Income statement (Trading and profit and loss account) b. Statement of financial position (Balance sheet) c. Adjustments: i. provision for bad and doubtful debt ii. provision for discounts iii. provision for depreciation using straight-line and reducing balance methods iv. accruals and prepayments	Candidates should be able to: i. determine the cost of sales, gross profit and net profit of a sole trader; ii. identify fixed assets, current assets, long- term liabilities, current liabilities and proprietor's capital; iii. compute adjustable items on the related expenditure and income in the profit and loss account; iv. relate the adjustable items and their corresponding disclosure in the statement of financial position; v. differentiate between bad debts and provision for bad and doubtful debts.
7. Stock Valuation a. Methods of cost determination using FIFO, LIFO and simple average b. The advantages and disadvantages of the methods c. The importance of stock valuation	Candidates should be able to: i. determine the cost of materials issued to production or cost of goods sold using FIFO, LIFO and simple average; ii. calculate the closing stock of materials or finished goods using FIFO, LIFO and simple average; iii. compare the advantages and disadvantages of each method of stock valuation; iv. determine the effects of stock valuation on trading, profits and cost of goods sold.
8. Control Accounts and Self-balancing Ledgers a. Importance of control accounts b. Purchases ledger control account c. Sales ledger control account	Candidates should be able to: i. determine the importance of control accounts in a business enterprise; ii. differentiate between sales ledger control account and purchases ledger control account; iii. identify the individual elements of control accounts; iv. prepare the control accounts
9. Incomplete Records and Single Entry a. Conversion of single entry to double entry b. Determination of missing figures c. Preparation of final accounts from incomplete records	Candidates should be able to: i. determine proprietor's capital using statement of affairs; ii. determine the amount of sales, purchases, cash balances, debtors, creditors and expenses by converting single entry to double entry; iii. use accounting equations and gross profit percentage to determine gross profit or cost of sales.
10. Manufacturing Accounts a. Cost classification b. Cost apportionment c. Preparation of manufacturing account	Candidates should be able to: i. calculate prime cost, production overhead, production cost and total cost; ii. determine the basis of apportionment into production, administration, selling and distribution.
11. Accounts of Not-For-Profit-Making Organizations. a. Objectives of Not-For-Profit-Making organizations b. Receipts and payments account c. Income and expenditure account d. Statement of financial position (Balance sheet)	Candidates should be able to: i. distinguish between the features of Not-for-profit-making organizations; ii. determine the subscription income, subscription in arrears and in advance; iii. compute the cash balances and accumulated funds, surplus and deficit for the period from all sources. iv. Prepare: a. receipts and payments account b. income and expenditure account c. statement of financial position
12. Departmental Accounts a. Objectives b. Apportionment of expenses c. Departmental trading and profit and loss account	Candidates should be able to: i. identify the reasons for departmental accounts; ii. determine the expenses associated with individual departments; iii. compute departmental profits or losses.
13. Branch Accounts a. Objectives b. Branch accounts in the head office books c. Head office account d. Reconciliation of branch and head office books	Candidates should be able to: i. determine the reasons for branch accounts; ii. calculate profits and losses from branches; iii.determine the sources of differences and reconcile them.
14. Joint Venture Accounts a. Objectives b. Personal accounts of venturers c. Memorandum Joint venture accounts	Candidates should be able to: i. identify the objectives of Joint Venture; ii. determine the profit or loss of the Joint Venture; iii.determine the profit or loss of each venture.
15. Partnership Accounts a. Formation of partnership b. Profit and loss account c. Appropriation account d. Partners current and capital accounts e. Treatment of goodwill f. Admission/retirement of a partner g. Dissolution of partnership h. Conversion of a partnership to a company	Candidates should be able to: i. determine the instruments of partnership formation; ii. categorize all accounts necessary for partnership; iii. determine the effects of admission and retirement of a partner; iv. prepare revaluation account v. identify the accounts required for dissolution and conversion to a company; vi. determine the partners share of profits or losses
16. Introduction to Company Accounts a. Formation and classification of companies b. Issue of shares and debentures c. Final accounts of companies d. Interpretation of accounts using ratios. e. Distinction between capital and revenue reserves	Candidates should be able to: i. differentiate between types of companies; ii. identify the processes and procedures of recording the issue of shares and debentures; iii. compute elements of final accounts of companies; iv. Interprete the accounts for decision making using ratios such as current, acid test and stock turnover.
17. Public Sector Accounting a. Comparison of cash and accrual basis of accounting b. Sources of government revenue c. Capital and recurrent expenditure d. Consolidated revenue fund e. Statement of assets and liabilities f. Responsibilities and powers of: i. The Accountant General ii. The Auditor General i. The Minister of Finance ii. The Treasurer of local government g. Instruments of financial regulation	Candidates should be able to: i. differentiate between public sector accounting and private sector accounting; ii. identify the sources of government revenue; iii. differentiate between capital and recurrent expenditure; iii. calculate consolidated revenue fund and determine the values of assets and liabilities; iv. analyse the duties of the Accountant General, the Auditor General, the Minister of Finance and the Treasurer of local government; v. distinguish between the elements of control in government accounting procedures e.g. virement, warrant, votes, authority to incur expenditure, budget and due process certificate.
18. Information Technology in Accounting a. Manual and computerized accounting processing system b. Processes involved in data processing c. Computer hardware and software d. Advantages and disadvantages of manual and computerized accounting processing system	Candidates should be able to: i. relate and differentiate between manual and computerized accounting processing system; ii. identify the processes involved in data processing; iii. relate the different components of computer; iv. identify the advantages and disadvantages of manual and computerized accounting processing system

RECOMMENDED TEXTS

Abdullahi D. Z. (2014) Modern Financial Accounting, Husab Global Press Concept Ltd.

Adeifa O. Ajileye, J. O and Oluwasanna, R. O (2001) Get your Financial Accounting Right. Book One:
Oyo, Tenlad Press International.

Ajileye, J. O. and Adetifa O. (2001); Get your Financial Accounting Right, Book Two: Lagos:
De Hadey Printing Services

Akinduko, A. O (2001) Basic Accounting: Akure: Spetins

Awoyemi, E. O. (1989) A guide to Government Accounting and Internal Audit, Ibadan: Onibonje Press

Dodge, R. (2002) Foundation of Business Accounting, (Second Edition), Bershire: Chapman and Hall

Ekwere, A. B. (1997) Contemporary Accounting, Abuja: Aflon Finance (Control and Management) Act 1959

Ekwue K. C. (2010) Principles of Accounts, Book 1 & 2, Adson Publishing Company, Onitsha

Femi L. (2013) Simplified and Amplified Financial Accounting

Frankwood and Alan S. (2002) Frankwood's Business Accounting, Prentice Hall International Edition

Hassan M. M. (2001), Government Accounting, Lagos: Malthouse Press Limited

Igben, R. O. (2004) Financial Accounting Made Simple (Vol. I) Lagos: Roi Publishers

Longe, O. A. and Kazeem, R. A (2006) Essential Financial Accounting for Senior Secondary Schools:
Lagos: Tonad Publishers Limited

Millichamp, A. H. (1989) Foundation Accounting: An Introduction manual for Accounting Students,
London: DP Publications

Okwoli, A. A. (1995) Financial Accounting, Zaria: Tamaza Publishers

Oshisami, K. (1997) Government Accounting and Financial Control: Ibadan: Spectrum
Wisdomline Pass at Once JAMB.

JAMB Syllabus for English Language

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The aim of the 2016/2017 Unified Tertiary Matriculation Examination (UTME) syllabus in Biology is to prepare the candidates for the Board's examination. It is designed to test their achievement of the course objectives, which are to:

1. demonstrate sufficient knowledge of the concepts of the diversity interdependence and unity of life;
2. account for continuity of life through reorganization, inheritance and evolution;
3. apply biological principles and concepts to everyday life, especially to matters affecting living things, individual, society, the environment, community health and the economy.

TOPICS/CONTENTS/NOTES	OBJECTIVES
A. Comprehension/Summary (a) description (b) narration (c) exposition (d) argumentation/persuasion (i) Each of the three passages to be set (one will be a cloze test) should reflect various disciplines and be about 200 words long. (ii) Questions on the passages will test the following: (a) Comprehension of the whole or part of each passage. (b) Comprehension of words, phrases, clauses, sentences, figures of speech and idioms as used in the passages. (c) Coherence and logical reasoning (deductions, inferences, etc). (d) The Last Days at Forcados High School, A. H. Mohammed. (e) Synthesis of ideas from the passages. NOTE: By synthesis of ideas is meant the art of combining distinct or separate pieces of information to form a complete whole.	Candidates should be able to: i. identify main points/topic sentences in passages; ii. determine implied meaning; iii. identify the grammatical functions of words, phrases, clauses and figurative/idiomatic expressions; iv. deduce or infer the writer's intentions including mood, attitude to the subject matter and opinion.
B. Lexis and Structure (a) synonyms (b) antonyms (c) homonyms (d) clause and sentence patterns (e) word classes and their functions (f) mood, tense, aspect, number, agreement/concord, degree (positive, comparative and superlative) and question tags (g) punctuation and spelling (h) ordinary usage, figurative usage and idiomatic usage are to be tested. NOTE: Idioms to be tested shall be those that are formal and expressed in standard British English.	Candidates should be able to: i. identify words and expressions in their ordinary, figurative and idiomatic contexts; ii. determine similar and opposite meaning of words; iii. differentiate between correct and incorrect punctuation and spelling; iv. identify various grammatical patterns in use; v. interpret information conveyed in sentences.
C. Oral Forms (a) Vowels (monophthongs and diphthongs (b) Consonants (including clusters) (c) Rhymes (including homophones) (d) Word stress (monosyllabic and polysyllabic) (e) Intonation (words emphatic stress) NOTE: Emphatic stress involves the placement of normal stress on words in an utterance for the purpose of emphasis.	Candidates should be able to: i. make distinctions between vowel types; ii. differentiate between consonant types; iii. identify correct accentuation in individual words and connected speech.

 

THE STRUCTURE OF THE EXAMINATION

SECTION A: Comprehension/Summary

(a) 2 comprehension passages - 10 questions, 3 marks each = 30 marks
(b) I cloze passage - 10 questions, 2 marks each = 20 marks
(c) 1 reading text - 15 questions, 1 mark each = 15 marks
= 65 marks

SECTION B: Lexis Structure
(a) Sentence interpretation - 10 questions, 2 marks each = 20 marks
(b) Antonyms - 10 questions, 2 marks each = 20 marks
(c) Synonyms - 10 questions, 1 mark each = 10 marks
(d) Sentence completion - 20 questions, 1 mark each = 20 marks
= 70 marks

SECTION C: Oral Forms
15 questions, 1 mark each = 15 marks

Total: 100 questions 65 + 70 + 15 = 150 marks

RECOMMENDED TEXTS

Attah, M. O. (2013) Practice in Spoken English for Intermediate and Advanced Learners, Maiduguri: University of Maiduguri Press

Bamgbose, A. (2002) English Lexis and Structure for Senior Secondary Schools and colleges (Revised Edition), Ibadan: Heinemann

Banjo, A. et al (2004) New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Plc.

Caesar, O. J. (2003) Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited

Daniel Jones (2011) Cambridge English Pronouncing Dictionary, Cambridge: Cambridge University Press

Egbe, D. I (1996) Mastering English Usage and Communication Skills, Lagos: Tisons

Elugbe, B. (2000) Oral English for Schools and Colleges, Ibadan: Heinemann

Grant, N. J. H, Nnamonu, S. Jowitt, D. (1998) Senior English Project 3, (New Edition) Harlow: Longman

Idowu, O. O, Sogbeson, T. S, Adofo, A. K. Burgess, D. F and Burgess, L. J. (1998) Round-up English: A Complete Guide, Lagos: Longman

Idris, U. (2001) Oral English at Your Fingertips for Schools and Colleges, Lagos, M. Youngbrain Publishers

Igiligi, E. C. and Ogenyi, S. O. (2010) Grammar and Composition in the G.S.M. Age, Enugu: Joe Hills Production Services

Jauro, L. B. (2013) Oral English for Schools and Colleges: A teaching and Learning Approach, Yola: Paraclete Publishers.

Nnamonu, S. and Jowitt, D. (1989) Common Errors in English, Lagos: Longman

Obinna, M. F. (2001) University Matriculation Use of English,(Fourth Edition) Port Harcourt: Sunray Books Limited

Ogunsanwo, O. Duruaku, A. B.C, Ezechukwu, J and Nwachukwu, U. I (2005) Countdown English Language, (Revised Edition), Ibadan: Evans

Olatoye, S. (2006) The Silent Teacher, Ado-Ekiti: Segun and Sons Enterprises

Oluikpe, B. O. A, nnaemeka, B. A, Obah, T. Y, Otagburuagu, E. J. Onuigbo, S. and Ogbonna, E. A. (1998) Intensive English for Senior Secondary School 3, Onitsha: Africana - FIRST Publisher.

Tomori, S. H. O (2000) Objective Tests for School Certificate English: Practice in Lexis, Structure and Idiom (Reprinted Edition), Ibadan: Heinemann

Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002) Catch-up English for SSCE/UME, Ibadan: Heinemann


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Shocking! 25% of Nigerians Have Tested Postive to Zika Virus - Health Minister

It will amaze Nigerians that the Zika Virus causing the retarded development of the brains of new born babies in South America has been living with us over the years.

Twenty Five percent of Nigeria’s population have tested positive to the dreaded Zika virus currently ravaging the South American continent, according to the Daily Sun.

The Minister of Health Prof. Isaac Folorunso Adewole who made the revelation while defending the 2016 budget of the Ministry of Health said the virus is not taken serious because Nigeria is not interested in it.

He said: “I want to say that Zika has been with us since 1954. About 25% of Nigerians are positive to Zika virus but what has happened is that it has done nothing to us.”

Zika virus according to the Centre for Disease Control, spread to people through mosquito bites. The most common symptoms of Zika virus disease are fever, rash, joint pain, and conjunctivitis (red eyes). The illness is usually mild with symptoms lasting from several days to a week. Severe disease requiring hospitalization is uncommon.

In May 2015, the Pan American Health Organization (PAHO) issued an alert regarding the first confirmed Zika virus infection in Brazil.

 

The outbreak in Brazil led to reports of Guillain-Barré syndrome and pregnant women giving birth to babies with birth defects and poor pregnancy outcomes.

In response, CDC has issued travel notices for people traveling to regions and certain countries where Zika virus transmission is ongoing.

The World Health Organisation (WHO) said the incubation period (the time from exposure to symptoms) of Zika virus disease is not clear, but is likely to be a few days. The symptoms are similar to other arbovirus infections such as dengue, and include fever, skin rashes, conjunctivitis, muscle and joint pain, malaise, and headache. These symptoms are usually mild and last for 2-7 days.

 

 

Tori News

Treasure Schools: Our Event Calendar for 2nd Term 2015/2016 Session

 

 

TREASURE INTERNATIONAL SCHOOL EVENTS CALENDAR

2^ND TERM 2015/2016 ACADEMIC SESSION

 

 

S/NO	ACTIVITIES	DATE(S)
1	Resumption date	Jan 11
2	Normal Lesson continues	Jan 12
3	Submission of 2nd term exam question	Jan 15
4	Students’ Fellowship	Jan 27
5	Treasure Hall of Fame (1st Batch)	Jan 29
6	Students’ Week	Feb 3-4
7	Staff Fellowship – 1st	Feb 5
8	PTA Meeting	Feb 6
9	Treasure Hall of Fame (2nd Batch)	Feb 12
10	Mid-term Break	Feb 19
11	Treasure Hall of Fame (3rd Batch)	Mar 4
12	Staff Fellowship – 2nd	Mar 4
13	Inter-house Sports Hit	Mar 7
14	Revision for 2nd term Examination	Mar 7-9
15	2nd Term Examination	Mar 10-18
16	Collection of Results/ School Vacation	Mar 24
17	Inter-house Sports Competition	Mar 26

 

 

Career: Make Money in 3 Ways...

UK Report: 'National crisis' looming in teaching, unions warn

 

 

 

A "national crisis" in teacher numbers is looming, six unions representing teachers and school leaders in England and Wales have warned.

 

Government limits to teachers' pay and "real terms cuts" to school budgets risk undermining standards, they warn.

"Teachers need a pay rise," they urge, in a joint statement to the School Teachers' Review Body (STRB), which sets their pay.

The government said it was attracting "the best and brightest" to teaching.
Teachers' pay increases have been limited to 1% or less for the past five years, and the government aims to keep to this limit for the next four years.

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---

The teaching challenge by Hannah Richardson

With long, hard working hours and a relatively low starting salary for a graduate, it is hardly surprising that teacher recruitment is struggling.

Qualified teachers in England can expect to start on £22,000 outside London or £27,000 in inner London.

In most cases, this is after post-graduate training, a year's school placement and a degree course.
And although there is room for growth and progression - based on performance of course - many newly-qualified teachers find the pressures of the job too much and leave soon after taking their first post.

Teachers in England have some of the longest hours and largest classes in the developed world, says the Organisation for Economic Co-operation and Development.

Teaching unions have complained that although their staff were promised a 1% pay rise, this has had to be found from within existing school budgets.

Head teachers say school budgets are already at breaking point as they struggle to deal with other inflationary pressures.

But the DfE maintains new trainees can benefit from financial support, a good salary, enviable job security and a generous pension.

---

In October, England's education secretary, Nicky Morgan, wrote to the STRB to remind them of this policy.

'False economy'

But the joint statement warns that "as pay and prospects improve in comparable occupations", further pressure will be placed on teacher recruitment and retention.

This means more children will be taught by teachers who are not specialist in the subjects they teach, it adds.

With budgets "at breaking point", schools will struggle to maintain current spending - "let alone afford pay increases", it continues.

"The government must fully fund the necessary pay increases for teachers and school leaders in both England and Wales."

The six unions are:

• The National Union of Teachers
• The Association of Teachers and Lecturers
• The National Association of Head Teachers
• The Association of School and College Leaders
• UCAC, representing teachers in Wales
• Voice

Brian Lightman, general secretary of the Association of School and College Leaders, described four more years of pay austerity as a "false economy".


BBC News

Training: UNESCO trains 114 Northeast teachers on Safe School Initiative

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) said it had trained 114 teachers in the North-East on Safe School Initiative.

It said that the programme was for the promotion of safety and security of schools in the country.
This is contained in a statement by Mr Anthony Eromosele, Head, Public Relations, Examination Ethics Marshal International, which was made available to the News Agency of Nigeria (NAN) on Wednesday in Abuja.

It stated that the teachers who were drawn from schools in Bauchi, Gombe and Taraba were trained as safe school ambassadors, first responders and vigilantes.

It said that the training was to educate the participants on how to conduct risk audit of their schools and how to prepare for emergency.

 

The UN body said that a total of 650 safe school kits which contained a safety manual were also distributed to the teachers.

 

According to the statement, UNESCO had in November, 2014, sponsored the training of 345 teachers from Yobe, Adamawa and Borno states, distributing 1,350 safe school kits to them.
“The training of another batch of 114 Safe School Ambassadors and distribution of additional 650 Safe School kits to teachers from the North-East marks the fourth direct intervention by UNESCO.

 

“The training is aimed at building capacity of education stakeholders on safe schools”.

It stated that beneficiaries of the training commended UNESCO, adding that it was educative and timely as the North-East was presently facing security challenges.

The statement said the beneficiaries urged UNESCO to extend the programme to all education stakeholders in insurgency-affected states, including all teachers, principals, members of staff of education ministries, commissions and boards.

They also called for the extension of the training to supervisory and regulatory authorities to facilitate implementation of recommended policies and programmes.

Today News

News: NUT urges Buhari ro use recovered loot to feed pupils

The Nigeria Union of Teachers has urged President Muhammadu Buhari to deploy money recovered from looters in financing a feeding programme for pupils in public schools.

Buhari had promised to feed schoolchildren during his campaign.

However, more than six months after his inauguration as President, the promise has yet to materialize, prompting questions on how the Buhari-led administration would source funds to finance the project.

The NUT President, Mr. Michael Alogba-Olukoya, on Wednesday argued that recent revelations that certain public officials had started returning stolen wealth was a pointer that the promise could still be fulfilled.

According to him, the government should use the recovered loot to service public education and restore social services.

Alogba-Olukoya said, “The position of the NUT is that the President should continue to sweep all the mess so that Nigeria can return to a position of reckoning in the comity of nations. There is the need to restore confidence in public education in the country. There should be no sacred cow. President Buhari should not forget to feed children attending public schools. Get the money back and use it to feed children of the poor.”

Today News

News: Sokoto buys N44m JAMB forms for students

Sokoto state government has bought JAMB forms worth N44m for 8,000 of its students seeking admission into various tertiary institutions in the country.

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A statement issued Sunday by Malam Imam Imam, the spokesman of Governor Aminu Waziri Tambuwal, disclosed that in addition to the payment of the forms, the state government will take over the four Computer Based Examination Centres (CBT) under construction by the Federal Government under the defunct SURE-P intervention programme.

He said the centres, located in Sokoto, Gwadabawa, Wamakko and Tambuwal LGAs, will have a combined capacity of 1,400 computers and will be put to use during the 2016 nationwide JAMB examination.

Meanwhile, Governor Aminu Waziri Tambuwal has assured that his administration will continue to sponsor Sokoto indigenes who seek to further their studies outside the shores of Nigeria.
The Governor spoke in Kampala, Uganda, weekend at the graduation ceremony of 236 Sokoto students who bagged various degrees at the Islamic University, in the Eastern African nation.
He said his administration will continue to support exceptional students and will continue to make education his number one priority.


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