This study is informed by the researchers’ concern for the government’s determination to upgrade all Teachers’ Grade II certificate holders in the teaching field to holders of the Nigeria Certificate in Education (NCE), since NCE is now the minimum qualification for entry into the teaching profession in Nigeria. The study is designed to evaluate the extent to which the programme objectives are being achieved. The focus of the evaluation is on the content of the Mathematics modules, the educational qualifications of Mathematics Course Tutors, the adequacy of the materials and facilities for programme implementation and the way the entire programme is being coordinated. A total of fifty five subjects (2 centre managers, 7 Mathematics Course Tutors and 46 Students) from five study centres of the National Teachers’ Institute (NTI) in Edo State, Nigeria, participated in the study. The data for the study were collected with the aid of three questionnaires (questionnaire for Teacher Trainees, questionnaire for Mathematics Course Tutors and questionnaire for centre Managers). Analysis of data was done with the aid of percentage, pie chart, Kendall co-efficient of concordance (W) & Friedman (T), and t-test of difference of means. The results showed that the NCE programme have adequate number of Mathematics Tutors who have relevant qualifications and the content of the NCE Mathematics Modules is not significantly adequate for the realisation of the objectives of the programme.
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