The University of Education, Winneba has shown readiness to provide the needed assistance to the Colleges of Education in upgrading its status into tertiary institutions in Ghana. Structures put in place were discussed at a stakeholder workshop held on the theme “Current Trends in Teacher Education in Ghana” by two renowned educationists: Professor Jophus Anamuah-Mensah and Dr. (Mrs.) Evelyn Oduro.
In his presentation, the Director of the Institute for Educational Research and Innovation Studies (IERIS), Prof. Jophus Anamuah-Mensah mentioned that in ensuring a smooth transition of the Colleges of Education into Tertiary Status the University of Education, Winneba with support from T-TEL Project Fund, has put in place appropriate programme. These programmes included the development of resources for Continuous Tutor Professional Development, weekly conduct of CPD in each College, Teaching and Learning Advisor (TLA) to support the tutors in the Colleges and other academic staff through training, coaching, and guidance on the use of trainee-centred materials in English, Mathematics, and Science, and College Improvement Advisor (CIA) support leadership. There is also plans to support various College Councils to develop and implement CIP and School partnership Advisor (SPA) works with the Colleges of Education and partner schools to support trainees and mentors during teaching practice.
The workshop was the first of series of engagements to be held at the University to update stakeholders on relevant policy-related research conducted periodically by the University of Education, Winneba on topical educational issues in the country aimed at connecting with the Ministry of Education.
The IERIS workshop brought together over 200 participants (both Faculty and Students) who were stakeholders in education to discuss issues which were of much relevance to the educational sector in Ghana.
Professor Jophus Anamuah Mensah led discussions on three key topics at the workshop, which were, (i) Transformation of the Colleges of Education in Ghana – the Roadmap, (ii) Teacher Professional Standards in Ghana and (iii) The National Action Plan for Education: 2016 – 2030. The second presenter, Dr. (Mrs) Evelyn Oduro, Director of Teacher Education Division, GES also led discussions on Pre-tertiary Teacher Professional Development and Management.
Presenting on the theme current trends in education in Ghana, both presentations enlightened audience that in spite of the numerous educational policies developed in the past years for the nation, there was still a disconnection between research carried out in the education sector and what the Ministry does, hence the need for the connection to be made.
On the milestones to strengthen tertiary status of the Colleges of Education, Prof. Anamuah-Mensah highlighted challenges confronting the present effort of upgrading the colleges, which were lack of clarity on the Colleges of Education’s status and the need for Legislative Instruments for the Act. He cited some examples of the new pay scale not agreed, government’s failure to invest in Colleges of Education’s upgrade, new post and appointment still frozen and budget and salary controls remaining with GES. “These are some bottlenecks facing the transition”, he said.
Speaking on the pre-tertiary teacher professional development and management (PTPDM) policy, the Director of Teacher Education Division of the Ghana Education Service, Dr. Evelyn Oduro said the policy was intended to provide the principles and standards for effective preparation of all pre-tertiary teachers in response to the changing needs of education in Ghana. The policy framework is expected to guide all teacher education activity in Ghana, she noted.
Further explaining the core value of the policy, Dr. Oduro indicated that the Teacher Professional Development and Management Policy framework envisages the production of a teacher who is committed to their own professional growth and development and is committed to the provision of quality teaching and learning for all children in Ghanaian schools. Three dimensions of the Policy framework were brought to light:
• Teacher education and training shall comprise pre-service and regular in-service training.
• Recognition and reward of professional growth and achievement of teachers.
• Evidence of professional growth and achievement the basis of career advancement.
Notwithstanding, Dr. Oduro touched on some challenges including funding for sensitization of PTPDM Policy to all stakeholders and teacher unions not in agreement with the new career path.
The Vice-Chancellor of the University of Education, Winneba, Professor Mawutor Avoke noted that the workshop was a timely one as the University is engaged in affiliating with Colleges of Education in the Country. UEW was still committed to its mandate of showing leadership in that direction, he said.
Source: Media Relations Office