Since the inception of Ghana's Educational Reform Programme in 1987, so many interventions have been put in place by the government and various donor organizations. Among them is the Quality Improvement in Primary School (QUIPS) programme sponsored by the USAID, which started in 1997, aimed at improving teaching and learning at the basic level. The purpose of the study was to determine the level of improvement in academic performance of pupils in New Edubiase Methodist Primary School since the inception of the QUIPS programme. It was also to find out what impact the programme has had on the teachers in the school as well as the assistance that the programme has given to parents and the community. The sample for the study included teachers of the New Edubiase Methodist Primary School and the parents who have their children in the school, numbering 58. The instruments used to collect data were questionnaire and interview. In analyzing the data, frequencies and percentages were used. The study revealed the following: The introduction of the QUIPS programme has helped to improve academic performance of the pupils in New Edubiase Methodist Primary School; The teachers in the school have improved their professional expertise through in-service training organized during the intervention; The parents and the community have also benefited indirectly from
As a result of the continued interest in the expansion of early childhood education opportunities in Ghana, questions have arisen about how to prepare teachers for work in this context. This literature review explores the state of pre service teacher preparation for early childhood education in Ghana. Findings from the review show that Ghana faces a lot of challenges including lack of trained teachers, poor infrastructure, and poorly developed teaching and learning. The first formal declaration to address early childhood education in Ghana came in the form of the Gold Coast Colony Education Department schedule of 1930, which included a syllabus for infant classes as part of a primary schedule. The syllabus included instruction based on games, physical exercises, spoken English, singing, and arithmetic (McWilliam, H.O.A., & Kwamena-Po, M. A. (1975). After Ghana gained independence in 1957, the Education Act of 1961 was enacted to designate preschool as the responsibility of the Ministry of Education, and also declared compulsory basic education (Kindergarten- Middle school) as free for all children from age Four (4) to age Fifteen( 15). Four years later, the Nursery and Kindergarten Unit of the Ghana Education Service was created. The purpose of that unit was to develop preschools, nurseries, Kindergartens, as well as assist in the evaluation, control, and registration of these institutions. The idea of employing teaching staff who were trained teachers and professionals, led to the establishment of the National Nursery Teachers’ Training Centre in Accra in 1965 to train early childhood personnel (Morrison, 2002). By the year 1975, the Department of Social Welfare supervised 488 day care centres and the Ghana Education Service supervised 567 nursery schools and Kindergartens which enrolled 56,089 children. In an effort to regulate these early childhood centres and their programmes, the Department of Social Welfare established guidelines, which required centres to apply for permit and therefore register with the Department of Social Welfare. The Children’s Act of 1989 was therefore established and put into effect.
Communities and cultures have a way of passing on their legacies to their young ones for preservation in order to keep the generation and lineage going. Many of these practices are passed on through dramatic or pretend play. Providing children opportunity to learn best should be done through a medium that children find to be interesting and child-friendly. The purpose of this manuscript is to describe dramatic and pretend play and their place in the education of children in early childhood care and development settings in Ghana. This will inform practice, to enable teachers use such dramatic and pretend play to enhance children’s learning. This manuscript is important for teachers, policy makers, and Non-Governmental Organizations who are interested in early childhood education in Ghana. Understanding the knowledge that the ecology within which the child lives and grows will be very crucial, to developing a curriculum and pedagogy that are context bound and therefore very appropriate for the children in that ecology.
The study investigated teacher-utilization in teacher training colleges in the Volta Region of Ghana. 1 wo hundred and four respondents completed the questionnaire and the interview guide on the mode of teacher utilization. It was found that the teaching load of majority of teachers in teacher training colleges in the Volta Region was below the minimum norm of 16.7 hours per week set by Ghana Education Service. Also, all the teachers spent more time on their teaching-related activities. Again, it was found that teachers with administrative responsibilities and those without administrative responsibilities differed in their rates of utilization though not significantly. However, considering teaching-related activities, majority of the teachers worked for more than the maximum of 40 hours per week. It is recommended that the present minimum load of 16.7 hours per teacher per week be reviewed because estimates given by respondents for teaching-related activities ranged between 45-90 hours per week.
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