<b>QUALITATIVE TEACHER TRAINING IN THE MIDST OF INSECURITY IN NORTH EASTERN NIGERIA</b>

Effective teacher training is crucial for SDG 4; Nigeria’s National Policy on Education warns an education system cannot exceed its teachers’ quality. Formal training began with missionaries in the 1850s. Boko Haram, founded in Maiduguri (2002) and violent by 2009 under Mohammed Yusuf, masks its aims behind the name Jama’atu Ahlis Sunna Lidda’awati wal-Jihad. This study examined qualitative teacher training amid insecurity in North‑East Nigeria, guided by four research questions and a desk review. Systematic searches (Scopus, ERIC, Google Scholar, repositories) yielded 28 of 53 documents (2016–2025 empirical/policy studies, plus UN/World Bank/Nigerian reports) for thematic analysis. Findings revealed that despite Colleges of Education established under Decree No. 3 (1986), NCE intake in Borno and Yobe fell 53% (2014–2021); female enrollment dropped sharply (67% at COE Gashua) due to abductions and early marriage. Modibbo Adama University and University of Maiduguri ran emergency sandwich programs, graduating 1,240 teachers in IDP camps (2017–2022). The study concluded that insecurity specifically from 2016–2025 disrupted access, staffing, practical training and wellbeing, though NTI distance learning, emergency courses and community protection showed resilience. The study recommended among others that government should make teacher training conflict‑sensitive, tech‑enabled and trauma‑informed; adapt Civilian Joint Task Force models for education protection; create PTA “school safety committees” with stipends/training to negotiate local ceasefires; and maintain a live Education-in-Emergencies dashboard (à la HeRAMS) to coordinate support.