The purpose of the paper is to review literature on the challenges and the way forward of the Computerized School Selection and Placement System (CSSPS) in Ghana. Literature informs us that the key challenge to the Computerized School Selection and Placement System was the human factor in terms of refusal of parents and students to accept placement into other schools apart from their chosen high endowed schools. It is also found from the literature of this paper that, there was the challenge of some parents not being able to pay the school fees for their wards who have been placed in private schools due to the high cost of private schools' fees. Methodologically, this paper relied primarily on secondary sources of information such as online literatures on computerized school selection, archives, some excerpts from the daily graphic among others. Parents, Headteachers of Junior High Schools and Senior High Schools, students, policy makers and stakeholders in education were the focus in this study. Finally, the review established that the CSSPS has become fertile grounds for bribery and corruption in our dear country Ghana. From the review, it is therefore recommended that there is the need to revisit the policy of developing some of the senior high schools in each region as model schools, with all the modern facilities required in a standard second cycle school. Also, we recommend that Ministry of Education (MOE) and Ghana Education Service (GES) should provide inputs in time to the least endowed schools and also upgrade the infrastructural facilities in the least endowed schools to make them attractive to students so as to reduce pressure on the highly endowed schools. Finally, we encourage stakeholders to get on
Quality basic education is the one of the most important educational institutions that influences and is influenced by other educational institutions. The instrumental role played by basic education in developing human resources for both personal fulfilment and social advancement has been recognized in the world over. The general objective of this paper is to review literature and making discussions on the challenges encountered in the Ghana National Teachers' Licensure Examination.It is obvious that even though the works reviewed, the challenges and the ways forward for the licensure examination were not in the Ghanaian setting, the challenges found in other areas where the teacher licensing examination is conducted annually are applicable to the Ghanaian setting. Therefore, the search for ways of addressing the challenges will help to improve the quality of basic education in Ghana. We recommend that there is an urgent need for a tripartite collaboration between the Government of Ghana, the Ministry of Education and the National Teaching Council to be able to establish a committee that is responsible for addressing the challenges of the teacher licensure examination in Ghana. This will go a long way to help in addressing the problems or the challenges that arises in the conduct of the teacher licensure examination year by year in Ghana before the challenges become compounded and get out of hands. As the saying goes, "the earlier, the better".
The purpose of the study is to assessing the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design that was used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers’ teaching-learning strategies significantly enhanced the Social Studies instructional process in the classroom. It is recommended that Teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.
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