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RESEARCH TOPIC

RESEARCH TOPIC. ATTAINMENT OF QUALITY BASIC EDUCATION: MULTI-SITE CASE STUDY OF BASIC SCHOOLS IN GHANA BY GHANA TEAM Presented by Cecilia Boakye. OVERVIEW INTRODUCTION PROBLEM STATEMENT METHODOLOGY RESULTS SIGNIFICANCE. INTRODUCTION.

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RESEARCH TOPIC

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  1. RESEARCH TOPIC ATTAINMENT OF QUALITY BASIC EDUCATION: MULTI-SITE CASE STUDY OF BASIC SCHOOLS IN GHANABY GHANA TEAMPresented by Cecilia Boakye

  2. OVERVIEW • INTRODUCTION • PROBLEM STATEMENT • METHODOLOGY • RESULTS • SIGNIFICANCE

  3. INTRODUCTION Ghana’s commitment to “Education for All “( EFA) shown through: Poverty Reduction Strategy (GPRS) Millenium Development Development Goals (MDGS)

  4. Focus of GPRS & MDGs w.r.t. EDUC. • GPRS- production of quality educ. • MDGs-Education Strategic Plan -Equitable access -Quality of Education -Educational Management -Science & Technology

  5. Results of GPRS & MDGs • Gen. Improvement in enrolment at JSS & Pri. Sch. Levels • Marginal increase in teaching force at the pri. Level • Decrease in teaching force at the JSS level

  6. Indicators of Quality Educ. In Basic Schs. In Ghana • Basic Cert. Educ. Exam (BECE) Results. • Pupil Teacher Ratios (PTRs) • Pupil Core Textbook Ratio (PCTBR)

  7. Efforts Made to Improve Classroom Practices in Ghana • Improving Education Quality (IEQ) • Improving Learning Through Partnership (ILP/QUIPS)

  8. Focus of IEQ • Availability & use of textbooks • Language of instruction

  9. Focus of ILP/QUIPS • Use of teaching & learning materials • Community participation in educ.

  10. Statement of the Problem • Ghanaian education lacks good qualitative research at the local level based on empirical data on the utilization of input factors by and pupils at the classroom level

  11. Purpose of the study • The study investigated education quality at the classroom level with the hope that it will lead to improving classroom practice and policy direction of the MOES.

  12. Objectives of the study • To investigate how schools in different contexts (rural, urban, private) provide quality education in the classroom situation • To identify good practices that promote quality of educ. In the classrooms of basic schools

  13. Objectives cont’d • To identify areas of weakness that may be contributing to unacceptable quality of educ. In basic schools

  14. Interplay among input factors into classroom-level interactions and measured outcomes Direct Input Teacher Pupils Learning time Curriculum CLASSROOM INTERACTION (PROCESS) BECE PTR PCTBR Support System(Circuit Supervisor Headteacher Peers of teacher) Direct Support • Outcome was measured by Teaching Practices Indirect Support TLMs (Exercise books Workbooks Textbooks Teachers manual etc.) Parents School management Community PTA SMC Direct Input Focus of the study

  15. METHODOLOGY • Research Design:- • Case study using the multisite approach • Qualitative and quantitative approaches

  16. Methodology Cont’d • Location of study Region：central • Districts：Cape Coast and Awutu- Afutu-Senya (selected from 12 districts in the central region) Schools： 6 selected from each of the 2 16districts

  17. Types of schools selected • One private school doing very well • One urban public school doing well • One rural public school doing very well

  18. Information on selected schools

  19. Instruments Head teacher's Questionnaire Teacher’s Questionnaire Pupils’ interview Schedule Observation Schedule

  20. DATA ANALYSIS • Interviews & Observations- partterns & themes • Questionnaires- frequencies & percentages

  21. SIGNIFICANCE OF THE STUDY • Information to MOES • Addition to literature on quality education • Generation of interest in quality education

  22. SOME OF Quality Indicators which form Basis for Study • The Curriculum Lang of instruction Intended and implemented curriculum Teacher Level of education Pre-service training etc Pupils Number Per class ( teacher-student ratio) Distribution by sex Class attendance Teaching and Learning Materials Textbooks (availability and usage) Basic school materials (exercise books, paper/slates, pencils/chalk etc) Learning Time Contact hours, Absenteeism etc Teaching Practices Student participation Assessment of students’ performance (class exercises’ home work etc.

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