particular issues of teacher education in ghana

High Level Expert Mtg on unesco TTI

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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. 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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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 teachersProvision of bicycles, motor bikes and housing for

teachers in deprived areas accelerated promotion for teachers in such deprived

areasSpecial 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

enrolmentPolicy-driven demand – changes in targets such as P/T

ratio or curriculum emphasisReplacement demand – replacement of teachers who

leave the serviceHowever, it is affected by

Limiting capacities of existing TTCsEntry 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)

0

5000

10000

15000

20000

25000

YEAR 2000 2001 2002

vaca

ncie

s de

clar

ed &

fille

d

VACANCIES DECLAREDVACANCIES FILLED

* 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 GhanaPathways 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

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

3yrs

IN-IN-IN-IN 6wk practicum

Out-out-out

Traditional

DE/Sandwich

Bed

Diploma

In-service cluster

School cluster GES variable variable traditional NA/ certificate of attendance

In-service- lifelong

individual individual lifelong variable variable NA


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Typology of Teacher Education programmesDescription Duration Entry Curriculum Teaching

Practice Teaching styles Certification Cost per

student University-based BEd

4-yr FTR Ssss SSS Subject upgrading, subject methods, professional studies

1). Block practice 4-8 weeks 2). 9-months

Lecture, use of facilities

Written exams, school practice, reports, projects, portfolio

Relatively high

University-based diploma

3-year DE with face to face, non residential

Cert A Subject upgrading, subject methods, professional studies

Teaching in school as normal job

Self instruction modules, face-face

Written exams, school practice, reports, projects,

Medium

University postgraduate diploma in Education

1-year sandwich after first degree

University degree

subject methods, professional studies

Block practice 6 weeks

Lecture, use of facilities


Relatively high but for shorter duration


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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


Relatively high but for shorte r duration

Teacher-training-based certificate/diploma

3-yr FTR SSS subject upgrading, subject methods, professional studies

1-yr internship

Lecture, use of specialist facilities, self study distance modules


Relatively high

Inservice upgrading for initial qualification

1-5 yrs part time residential and/or non residential

Temporary or untrained teachers

subject upgrading, subject methods, professional studies

Teaching in school as normal job

Residential lectures/workshops of varying duration, self study distance learning


High or low depending on duration and intensity of contact with tutors


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Teacher training framework

Teacher EducationDivision of GES

(policy implementation)

38 Teacher Training Colleges(producing diploma teachers for basic schools)

Permanent forum of Teacher Educationwith other stakeholders, GNAT

Assessment, CertificationCurriculumDevelopment and Review

Pre-serviceTraining and INSET for Basic, SSS andTVET institutions

Faculty of EducationUniversity of Cape Coast

University of Education,Winneba


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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

0

10

20

30

40

50

60

70

80

89 90 91 92 93 94 95 96 97 98 99

Year

%

Basic

SeniorSecondary

Technical/Vocational

Teacher

Tertiary


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Table : Recurrent Public Expenditure Per Student (constant 1996 US$ - 1996, 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)

Source: Adapted from data in MOE, 1999/2002: Appendix 4.1; World Bank 1998: 16

*financing gap for 2001

Unit cost of Teacher educIs higher than All levels exceptUniversity

Support toTeacher educ declined in 2001


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Status and factual situation of teacher training

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

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


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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 yearIN

2nd yearIN

3rd yearOUT

COLLEGE COMMUNITY

SC

HO

OL

MentoringUse of DE modulesCollege supervision

Awards Diploma in EducationProduces generalistteacher

Face-to-face inCollege

Entry qualification is the same as that for universityStudents Sponsored by District Assemblies


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UTTDBE

Collegeduring vacation



FREE DE MODULES

OUTIN SCHOOL

OUTIN SCHOOL

OUTIN SCHOOL

OUT?IN SCHOOL

Student sponsorship by district assemblies and NGOsMentoring in schoolUse of district support teams4-year duration

Diploma certificateProduces generalist teachers

Stay in

Stayin

Stay in


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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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