Transcript PARTICULAR ISSUES OF TEACHER EDUCATION IN GHANA

PARTICULAR ISSUES OF TEACHER
EDUCATION IN GHANA
Jophus Anamuah-Mensah,
Vice Chancellor
University of Education, Winneba, Ghana
&
Margaret Benneh,
Director, Teacher Education, GES Ghana
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Focus of Presentation
Status and assessment of teachers
 Recruitment
 Type of training
 Teacher training framework

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Basic school statistics (2003-2004)
Type of
school
No.of
Schs.
Enrol
%F
No.
%
GER
Teachers trained
PTR
KG
6,182
637,115
49.6
23,248
25.7
50.6
27.4
Primary 14,619 2,686133 47.6
82,833
61.0
78.4
32.4
51,419
73.1
65.6
17.9
JSS
7,626
919,334
45.7
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Status
Teachers salary constitute 66% of public
payroll
 There are two strong teachers’ unionsGNAT and NAGRAT
 Teachers have a low self-esteem and are
frustrated
 TVET teachers have better non-teaching job
opportunities in industry

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Status



Teacher education has unattractive social status,
takes a longer time (7+ yrs; now5+ yrs) to get a
first degree and is not considered as tertiary
education.
Teaching suffers from ‘chronic prestige
deprivation’, leading to inability to attract best
candidate into TTCs
Flows out from the teaching service - high rate of
teachers leaving the service due to poor conditions
of service.
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Assessment of teachers





Assessment at end of pre-service- cert A, cert in
Educ., Diploma, Bed or PGCE
No formal assessment after employment
Formal Appraisal for elevation to next grade or
headship
Informal assessment by public on the basis of their
pupils’ performance in external exams
MOES proposal to license and give teaching
certificates
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Strategy to improve teaching profession
Best Teacher and Best school Award
Scheme
 Institutionalization of INSET for teachers
 Support for teachers on DE programmes
 Making salaries and conditions of service
comparable to other professions
 Networking among teachers to facilitate
information sharing and collegial support
 Teacher involvement in policy making
bodies

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Strategy II
Government’s Incentive for teachers
 Provision of bicycles, motor bikes and housing for
teachers in deprived areas
 accelerated promotion for teachers in such deprived
areas
 Special quota for study leave with pay (to be
implemented)
 The positions of Head of school and Departments
should have salaries and other attractive conditions
attached (new proposal)
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Challenges
Institutionalization of peer review and
continuous monitoring of teachers
 Implementation of incentive packages for
teachers, especially those in deprived areas
 Implementation of teacher networking
 Institutionalization of INSET

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Recruitment
In general recruitment should be based on:
 Growth demand – demographic changes and increasing
enrolment
 Policy-driven demand – changes in targets such as P/T
ratio or curriculum emphasis
 Replacement demand – replacement of teachers who
leave the service
However, it is affected by
Limiting capacities of existing TTCs
Entry level qualification
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Vacancy situation



A total of 652 primary schools with
one or no teacher (GES 2001)
Before 2001, over 10,000 teachers
left their classrooms annually to
pursue further studies with pay; this
has reduced to about 5000;
However, TTCs produce only about
8,500 Certificate A teachers
annually;
Flight from basic to SSS teaching
after upgrading
Dearth of science, Maths, TVET
and English teachers
vacancies for teachers in basic schools and
number of vacancies filled,(2000-2002)
vacancies declared & filled

25000
20000
15000
VACANCIES DECLARED
VACANCIES FILLED
10000
5000
0
YEAR
2000
2001
2002
* Basic education needs
15,000 teachers annually
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Strategies for quality training despite
increasing teacher numbers

Use of non-conventional methods:
• Distance learning using print
• Use of e-learning
• School-based training with no institutional
residence
• School-based training with residence
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Challenge
To deploy e-learning in teacher training
To institute recruitment procedures that will
achieve demand-driven teacher education
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Type of training
Teacher training has a national focus
although colleges are located in all regions
 Teacher training utilizes the generalist and
subject-training approaches

– Generalist - P1-6
– Specialist - JSS & SSS
Distance learning/Sandwich
 School attachment/internship

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Pathways to teacher education in Ghana
Pathways
of teacher
education
location
Implementi
ng agencies
duration
structure
mode
qualification
Pre-service or
initial teacher
education
38 TTCs
GES/TED
3yrs
IN-IN-OUT
Traditional/DE
sch attachment
Certificate A;
Now diploma
University
university
4yrs
1yr
IN-IN-IN-OUT
Sandwich/Full
time
Traditional
Traditional
Bed
PGDE/ Cert in
Education
Induction?
Schools?
GES?
NA*
NA
NA
Teaching
license?
In-service
upgrading
UEW
UEW
4yrs
IN-IN-IN-OUT
Traditional/DE
Diploma/BEd
In-service
upgrading
UCC
UCC
4 yrs
Traditional
Bed
3yrs
IN-IN-IN-IN
6wk practicum
Out-out-out
DE/Sandwich
Diploma
variable
variable
traditional
NA/ certificate
of attendance
variable
NA
In-service
cluster
School cluster
GES
In-servicelifelong
individual
individual
lifelong
variable
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Typology of Teacher Education programmes
Ssss SSS
Description
Duration
Entry
Universitybased BEd
4-yr FT R
Universitybased
diploma
3-year DE
with face
t o face,
non
residential
Cert A
University
postgraduat
e diploma in
Education
1-year
sandwich
after first
degree
University
degree
Curriculum
Subject
upgrading,
subject
methods,
professional
studies
Subject
upgrading,
subject
methods,
professional
studies
subject
methods,
professional
studies
T eaching
Practice
1). Block
practice 48 weeks
2). 9months
T eaching styles
T eaching
in school
as normal
job
Self instruction
modules, faceface
Writ ten exams, Medium
school practice,
reports,
projects,
Block
practice 6
weeks
Lecture, use of
facilities
Writ ten exams,
school practice,
reports,
projects,
Lecture, use of
facilities
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Certification
Cost per
student
Writ ten exams, Relatively
school practice, high
reports,
projects,
portfolio
Relatively
high but
for
shorter
duration
17
Certificate
in
Education
1-year FTR
1 yr
sandwich
HND, City
and Guilds
subject methods,
professional
studies
Block
practice 6
weeks
Lecture, use of
specialist
facilities
Written exams,
school practice,
reports, projects,
Relatively
high but
for shorter
duration
T eachertrainingbased
certificate/d
iploma
Inservice
upgrading
for initial
qualificatio
n
3-yr FT R
SSS
subject upgrading,
subject methods,
professional
studies
1-yr
internship
Written exams,
school practice,
reports, projects,
Relatively
high
1-5 yrs
T emporary subject upgrading,
part time or untrained subject methods,
professional
residential teachers
studies
and/or non
residential
T eaching
in school
as normal
job
Lecture, use of
specialist
facilities, self
study distance
modules
Residential
lectures/worksho
ps of varying
duration, self
study distance
learning
Written exams,
school practice,
reports, projects,
High or
low
dependin
g on
duration
and
intensity
of contact
with
tutors
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Teacher training framework
University of
Education,
Winneba
Pre-service
Training
and INSET
for Basic,
SSS and
TVET
institutions
Faculty of Education
Permanent forum of Teacher Education
with other stakeholders, GNAT
Teacher Education
Division of GES
(policy implementation)
University of Cape Coast
Assessment,
Certification
Curriculum
Development
and Review
38 Teacher Training Colleges
(producing diploma
teachers for basic schools)
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Role of teacher educators







Guide the development of trainees in acquisition
of skills and knowledge
Conduct research into teaching and teacher edu
Act as models of best practice
Implementation of policies on teacher educ
Involvement in policy formulation/analysis
Involved in curriculum reforms
Resource persons at INSET for teachers
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Recurrent Expenditure on Education - Allocation by Subsector (% of Total),
1989-1999
80
70
60
%
50
Basic
Senior
Secondary
40
Technical/
Vocational
30
Teacher
20
Tertiary
10
0
89
90
91
92
93
94
95
96
97
98
99
Year
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Table : Recurrent Public Expenditure Per Student
(constant 1996 US$ - 1996, US$1=c1637)
Level/Type of
Education
Unit cost of
Teacher educ
Is higher than
All levels except
University
Support to
Teacher educ
declined in 2001
primary
1992
36.8
1995
1998
44.3
41.8
2001
46.1
(78.8)*
JSS
66.8
86.6
68.0
58.5
(68.8)
SSS
77.4
153.9
168.0
240.1
(57.1)
vocational/tech
nical
188.4
139.0
299.5
304.1
(49.8)
teacher
education
246.6
442.6
617.3
319.8
(56.2)
polytechnic
102.2
131.8
209.6
212.5
(37.6)
1376.9
1123.9
859.9
566.1
(35.6)
university
Source: Adapted from data in MOE, 1999/2002: Appendix 4.1; World Bank 1998: 16
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*financing gap for 200122
Status and factual situation of
teacher training



TTC profile:
 Student enrolment-25,121
 Female % - 42.7%
 Annual output- 8,500
 Teaching staff - 1,457
 % female staff - 36.5%
 % 2nd degree holders- 9.8%
Universities produce 4000
teachers
DE has about 16,000 students
Only 2.4% of the Ministry
of Education’s budget is
allotted to teacher
education
Annually the government
spends 47.25 billion cedis
(about 6 million US
dollars) on study leave
with pay.
Courses of study at the
TTCs are not aligned to
those offered in the
universities
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Methodological and technical support
for teacher training
IN-IN-IN-OUT programme for UEW
 IN-IN-OUT programme for TTCs
 DE modules used during OUT segment of
TTC programme
 Provision of DVDs on selected teachers for
school-based INSET on mentoring
 Use of DE for upgrading teachers
 Use of sandwich for Cert A teachers within
HEI catchment area

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Methodological and technical support
for teacher training II
Introduction of ICT in all TTCs
 National Teaching Council to license and
give certificates to all teachers, enforce
policy on ethical and professional standards
and advise MOES

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The IN-IN-OUT programme
1st year
IN
2nd year
IN
COLLEGE
3rd year
OUT
COMMUNITY
Entry qualification is the
same as that for university
Students Sponsored by
Face-to-face in
District Assemblies
College
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Mentoring
Use of DE modules
College supervision
Awards Diploma in Education
Produces generalist
teacher
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UTTDBE
OUT
IN SCHOOL
Stay
in
College
during
vacation
OUT
IN SCHOOL
Stay
in
OUT
Stay
in
IN SCHOOL College
College
during
vacation
OUT?
IN SCHOOL
during
vacation
FREE DE MODULES
Student sponsorship by district assemblies and NGOs
Mentoring in school
Use of district support teams
4-year duration
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Diploma certificate
Produces generalist
teachers
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The Internship at UEW









Linking professional development to the life & culture of
schools;
School teacher as legitimate participant in professional
development of the intern;
Establish formal collaboration between university and
schools; Formation of Professional development School
Use the cognitive apprenticeship model;Introduction of
Mentoring system;
Action research as indispensable tool for reflection on
‘native theories’ and professional growth of teachers;
Teacher as reflective decision maker;
Development of teaching philosophy;
Development of Portfolio as a tool for appraisal and
reflection
Involvement in community activities; Use of DE modules
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Regional and international
cooperation





Carnegie Cooperation support to UEW for student
internship and improvement in DE
COL assistance in developing De modules for
TVET
Literacy programme for uncertified teachers
through unesco
ECOWAS initiative for teacher training through
DE
UNESCO capacity building for teacher training
colleges- 552/GHA/1000 project
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… in response to challenges
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THANK YOU
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