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Status of Replication and Community Support Teacher’s Scheme

Status of Replication and Community Support Teacher’s Scheme. Presentation by: Karimu Alhassan Mohammed and Alhaji H. A. Ziblim. Background. SfL is still working through two types of replication:

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Status of Replication and Community Support Teacher’s Scheme

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  1. Status of Replication and Community Support Teacher’s Scheme Presentation by: Karimu Alhassan Mohammed and Alhaji H. A. Ziblim

  2. Background • SfL is still working through two types of replication: • The MoE/GES and School for Life cooperate on the implementation of the National Complementary Basic Education policy. This will involve a public-private partnership. • Other civil society organisations implementing the SfL model

  3. Status of replication • The National Complementary Basic Education Policy has been approved for implementation. • Strategies and Work plan and Annual Complementary Education Operation Plan have been drafted awaiting stakeholders’ validation.

  4. Civil Society Organization Implementing SfL Model • Convenient Learning and Strategic Solutions On Education (CLASS-ONE) project under Roots and Futures is implementing the SfL model through DANIDA support. • CLASS-ONE has graduated 234 (175m and 59f) learners for the first cycle (Oct. 2009 – July 2010) of its operation.

  5. Civil society organisation implementing SfL Model cont. • CLASS-ONE project has enrolled 300 learners out of 12 community-based literacy classes for this cycle (Oct. 2010 – June 2011). • 12 (8males and 4 females) volunteers have been recruited and trained in the School for Life model of mother-tongue literacy and numeracy skills delivery.

  6. SfL support to CLASS-ONE • SfL has provided support to CLASS-ONE in the following areas: • Training of Trainers • Materials development • Support visits and • Coaching

  7. Achievements • CLASS-ONE has already made 234 out-of-school children literate in their mother tongue. • Built the capacity of 50 local committee members. • Trained 22 volunteers as facilitators. • Introduced SfL model in Kasena Nankana West District for the first time.

  8. Challenges • Inability of the Kasena Nankana West District Assembly to meet its commitment of 5% cost. • Lack of full participation of community members. • Invasion of community based literacy classes by regular school children in some cases. • Inability of some graduates of CLASS-ONE to integrate into formal school due to long distance from their community to the nearest school. • Bad weather conditions e.g. rains disrupt literacy classes .

  9. Lessons learned • Introduction of Community-based literacy classes positively change the attitudes of many parents in beneficiary communities. • Availability of facilitating and learning materials motivates both facilitators and learners to give out their best. • CBOs with the right capacity can have innovative ideas in replicating SfL model. E.g. Launch of literacy classes at the beginning of every cycle.

  10. Conclusion • It is envisaged that SfL will continue to attract more Civil Society Organisations who are into education to replicate the SfL model in underserved communities.

  11. STATUS OF CST Introduction • The Community Support Teachers Scheme is to address the problem of teacher shortage in four SfL operation districts (West Mamprusi, Nanumba South and North, Saboba, Chereponi and East Gonja) of the northern region of Ghana.

  12. Identification and training of volunteers as CSTs • In collaboration with the Ghana Education Service, senior high school leavers were identified and provided training in SfL methodology of literacy and numeracy skills. • They also received additional training in lesson planning, preparation of teaching and learning materials, basic skills in handling lower primary pupils, peer to peer learning, classroom management and other related topics.

  13. Identification and training of volunteers as CSTs cont. • The CSTs have been placed by the various district directorates of education based on the communities from which they reside (CSTs). • Resource persons at the training included Tutors from Teacher Colleges of Education and staff from District Education Directorates.

  14. Detailed statistics of CSTs by District

  15. Support to CSTs • All the CSTs have been supplied with note three books for their lesson notes, manila cards and pens and some sections of the CST Manual to help them in the teaching and learning process.

  16. Conclusion • Regular monitoring will be done to ensure that the CSTs are at post and carrying out their activities in the selected schools of their respective districts.

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