The TDP scheme commenced in October 2012 and is expected to run until August 2019. By that time, the programme will have supported a cohort of 66,000 teachers of Mathematics, Science, Technology and English. It is expected that for every year these 66,000 teachers will be able to support 2,000,000 students in primary and junior secondary schools in the following states: Jagawa (Phase 1)Katsina (Phase 1) Zamfara (Phase 1) Kaduna (Phase 2) Kano (Phase 2)The programme consists of 2 Phases. Phase 1 runs from 2013 to 2019, whereas Phase 2 from 2016 to 2019. TDP seeks to improve primary and secondary learning outcomes in the five states of northern Nigeria by improving quality of teachers through in-service and pre-service training over 2 Phases and overlaps with the Girls Education Project (GEP3) and Education Sector Support Programme in Nigeria (ESSPIN). TDP’s funding (£33,996,845) originates from UKAid/DfID and the programme itself is run by the Cambridge Education Nigeria Limited along with the Mott McDonald Group. The programme is implemented with the close cooperation with relevant federal and state Ministries, Departments and Agencies (MDAs) (discussed below) to achieve the specific objectives of the programme.From the inception of the programme the main objective of TDP has been to improve the skills of teachers in the three core curriculum subjects of English, maths, and science & technology and produce better teachers through a combination of in-service and pre-service interventions. Fig. 2: The specific objectives of TDPImprove in-service training of primary and junior secondary school teachers (major TDP component); Develop more effective teacher trainers of primary and junior secondary school student-teachers through system reform (pre-service); Strengthen evidence-based research to influence and inform decisions on teachers’ effectiveness and efficiency. The programme Business Case and Summary states that the intended impact of the programme is improved student learning, which will be achieved through the outcome of improved and effective teachers. The quality of teaching will itself be enhanced through the following programme outcomes: Improved training of primary and junior secondary school teachersMore effective teacher educators (in the Colleges of Education (CoEs)) Strengthened evidence on teachers’ effectiveness and efficiency. The programme’s stated mission is as follows: to build sustainable systems for teacher education in collaboration with relevant stakeholders. TDP’s work is segmented into three core areas, which are in turn subdivided into further different programme areas. The programme areas are as follow: In-service teacher trainingPre-service teacher trainingResults and evidence. Pre-service teacher education: TDP is supporting the National Commission for the Colleges of Education (NCCE) to streamline the capacity of CoEs in the 5 states to implement the recently established National Certification of Education (NCE) curriculum and help primary teachers gain the NCE which is the required minimum teaching qualification in Nigeria. It is projected that in the CoEs 816 lecturers (otherwise referred to as primary teacher educators) working in Primary and Junior Secondary School Departments will be trained over three years each. CoEs will also benefit 4,000 student teachers through improved pre-service training. In-service teacher education: TDP in collaboration with the Universal Basic Education Commission (UBEC) is working to enhance the capacity of State Universal Basic Education Boards (SUBEBs) to carry out the school-based combined approach of face-to-face training with self-study relying on technology to improve content knowledge of teachers in the three core subjects of English, Mathematics and Science. State and local government based trainers (lecturers) provide training to improve teachers’ child centered pedagogical skills and attitudes. Lecturers also provide constant support to head teachers and members of school administration. For a better perspective, see Fig.Results and evidence: In addition to the above mentioned activities, TDP is also supporting the effective delivery of a number of state programmes through a monitoring and evaluation framework. For instance, helping the Federal Ministry of Education (FME) implement the National Teacher Education Policy (NTEP) in order to carry out the necessary reform process for pre-service and in-service teacher training using the NTEP Monitoring Framework developed by TDP; TDP is also supporting the improvement of Education Monitoring and Evaluation Systems in order to run an M&E system to complement the NTEP Monitoring Framework.