1. 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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4. Basic school statistics (2003-2004)
Type of school
No.of
Schs.
Enrol
% F
No. Teachers
% trained
GER
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
JSS
7,626
919,334
45.7
51,419
73.1
65.6
17.9
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Status
Teachers salary constitute 66% of public payroll
There are two strong teachers’ unions-GNAT 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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7. 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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8. 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
* Basic education needs
15,000 teachers annually
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13. 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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16. Pathways to teacher education in Ghana
Pathways of teacher education
location
Implementing agencies
duration
structure
mode
qualification
Pre-service or initial teacher education
38 TTCs
GES/TED
3yrs
IN-IN-OUT
Traditional/DEsch attachment
Certificate A;
Now diploma
University
university
4yrs
1yr
IN-IN-IN-OUT
Sandwich/Full time
Traditional
Bed
PGDE/ Cert in
Education
Induction?
Schools?
GES?
NA* NA
Teaching license?
In-service upgrading
UEW
Traditional/DE
Diploma/BEd
UCC
4 yrs
IN-IN-IN-IN 6wk practicum
Out-out-out
DE/Sandwich
Diploma
In-service cluster
School cluster
GES
variable
traditional
NA/ certificate of attendance
In-service- lifelong
individual
lifelong
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17. Typology of Teacher Education programmes
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19. Teacher training framework
University of
Education,
Winneba
Faculty of Education
University of Cape Coast
Permanent forum of Teacher Education
with other stakeholders, GNAT
Assessment,
Certification
Curriculum
Development
and Review
Pre-service
Training
and INSET
for Basic,
SSS and
TVET
institutions
Teacher Education
Division of GES
(policy implementation)
38 Teacher Training Colleges
(producing diploma teachers for basic schools)
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20. 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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22. Level/Type of Education
Table : Recurrent Public Expenditure Per Student (constant 1996 US$ , US$1=c1637)
Level/Type of Education
1992
1995
1998
2001
primary
36.8
44.3
41.8
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/technical
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)
university
1376.9
1123.9
859.9
566.1
(35.6)
Unit cost of
Teacher educ
Is higher than
All levels except
University
Support to
declined in 2001
Source: Adapted from data in MOE, 1999/2002: Appendix 4.1; World Bank 1998: 16
*financing gap for 2001
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23. Status and factual situation of teacher training
TTC profile:
Student enrolment-25,121
Female % %
Annual output- 8,500
Teaching staff - 1,457
% female staff %
% 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 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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24. 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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25. 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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26. The IN-IN-OUT programme
1st year IN
2nd year IN
3rd year
OUT
SCHOOL
COLLEGE
COMMUNITY
Entry qualification is the
same as that for university
Students Sponsored by
District Assemblies
Mentoring
Use of DE modules
College supervision
Face-to-face in
College
Awards Diploma in Education
Produces generalist
teacher
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UTTDBE
Stay in
Stay in
Stay in
OUT
IN SCHOOL
OUT
IN SCHOOL
OUT
IN SCHOOL
OUT?
IN SCHOOL
College
during
vacation
College
during
vacation
College
during
vacation
FREE DE MODULES
Student sponsorship by district assemblies and NGOs
Mentoring in school
Use of district support teams
4-year duration
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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29. 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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30. … in response to challenges
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31. High Level Expert Mtg on unesco TTI
THANK YOU
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