PARTICULAR ISSUES OF TEACHER EDUCATION IN GHANA

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 High Level Expert Mtg on unesco TTI

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3. Focus of Presentation • Status and assessment of teachers • Recruitment • Type of training • Teacher training framework High Level Expert Mtg on unesco TTI

4. Basic school statistics (2003-2004) High Level Expert Mtg on unesco TTI

5. 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 High Level Expert Mtg on unesco TTI

6. 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. High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

9. 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) High Level Expert Mtg on unesco TTI

10. 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 High Level Expert Mtg on unesco TTI

11. 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 High Level Expert Mtg on unesco TTI

12. 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 Vacancy situation * Basic education needs 15,000 teachers annually High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

14. Challenge To deploy e-learning in teacher training To institute recruitment procedures that will achieve demand-driven teacher education High Level Expert Mtg on unesco TTI

15. 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 High Level Expert Mtg on unesco TTI

16. Pathways to teacher education in Ghana High Level Expert Mtg on unesco TTI

17. Typology of Teacher Education programmes High Level Expert Mtg on unesco TTI

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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) High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

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22. Table : Recurrent Public Expenditure Per Student (constant 1996 US$ - 1996, US$1=c1637) • Unit cost of • Teacher educ • Is higher than • All levels except • University • Support to • Teacher educ • declined in 2001 Source: Adapted from data in MOE, 1999/2002: Appendix 4.1; World Bank 1998: 16 *financing gap for 2001 High Level Expert Mtg on unesco TTI

23. 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 Status and factual situation of teacher training High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

27. 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 High Level Expert Mtg on unesco TTI

28. 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 High Level Expert Mtg on unesco TTI

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 High Level Expert Mtg on unesco TTI

30. … in response to challenges High Level Expert Mtg on unesco TTI

31. THANK YOU High Level Expert Mtg on unesco TTI