Abstract
Teacher training is widely recognised as a major investment in improving educational quality and human capital development, yet its economic efficiency and value for money in Nigeria remains underexamined. This paper developed a Cost-Benefit Analysis (CBA) framework for evaluating teacher training programmes in Nigerian Colleges of Education through a review of relevant theoretical and empirical literature. The framework linked training costs and implementation processes to outputs, educational outcomes, and long-term economic and social benefits. It provided a systematic basis for assessing returns such as improved teacher competence, student learning, institutional effectiveness, workforce productivity, and societal development. The paper argued that viewing teacher training as an investment rather than merely recurrent expenditure could support evidence-based policy, efficient resource allocation, and accountability. It recommended empirical validation of the framework across different institutional contexts.
2026-09-14
Vol. 2 Issue No. 3 July 2026
Articles
Cost-benefit analysis, teacher training, human capital theory, Economics of Education, colleges of education, Nigerian educational policy
Vol. 2 Issue No. 3 July 2026
/ ArticleDEVELOPING A COST-BENEFIT ANALYSIS FRAMEWORK FOR EVALUATING TEACHER TRAINING IN NIGERIAN COLLEGES OF EDUCATION
ABUBAKAR, FARUK
Department of General Studies Education, Federal College of Education Gidan Madi
farukabubakar@fcegm.edu.ng
ABUBAKAR, SALIM
Department of General Studies Education, Federal College of Education Gidan Madi