Katsina Okays N30,000 Allowance For Rural Teachers

The Katsina State Government has approved a monthly allowance of N30,000 for teachers posted to rural communities, in an effort to boost staff motivation and address shortages in remote areas.

The decision was taken at the State Executive Council’s 18th regular meeting held on Wednesday, presided over by Governor Dikko Radda.

Speaking to journalists on Thursday, the Commissioner for Basic and Secondary Education, Yusuf Suleiman-Jibia, stated that the incentive, structured to be disbursed every term, was designed to “boost teachers’ commitment” and alleviate the financial burden associated with working in remote locations.

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

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

According to the commissioner, the initiative aligns with recommendations from a summit convened in September by Save the Children International (SCI), with support from Education Cannot Wait.

At the meeting, stakeholders underscored the urgency of encouraging teachers to accept postings to underserved and insecure communities.

The ministry’s Director of Schools (Senior), Hajiya Raliya Yusuf, said the incentive was intended “to encourage them to accept posting, especially to areas with light security challenges.”

She added that it had become “worrisome to see that many teachers always want to remain within the urban areas, leaving the rural areas with very few teachers.”

Also speaking, SCI Programme Manager, Mrs Atine Lewi, welcomed the move, “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.”

Lewi added that the interventions reflect “a purposeful and forward-looking approach to education reforms.”