The Diploma in Basic Education Curriculum for the Colleges of Education Frederick Ocansey & Ernest Kofi Davis Institute of Education, College of Education Studies, University of Cape Coast, Cape Coast, Ghana Stake Holders’ Meeting held at the NCTE Conference Room, 31st March, 2016 1
Outline of presentation
The DBE Programme Run by the CoEs. The Structure and the Content of the DBE Curriculum. Issues Relating to the CoE Curriculum. End of presentation, Questions and Comments.
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Model of Training for DBE
It is a three-year (six semesters) programme. Trainees spend part of the time for their training on campus and part on the field (Out-Component). The programme employs the concurrent model of teacher training. (Tatto, Lerman & Novotna, 2010). The training therefore provides training in subject matter contents and pedagogy/professional education simultaneously. The training is not terminal; trainees are given contents up to level 200 at the University level to enable them further their education at the Post Diploma level. The pedagogy related courses expose trainees to Primary and Junior High School pedagogies. 3
The Structure and the Content of the DBE Curriculum Currently two programmes are running in the Colleges of Education. The Old Programme, which uses the 2005 Curriculum and the New Programme, which uses the 2014 Curriculum. Objectives of the 2005 Curriculum was to: - Train a generalist teacher who would be able to teach at both Primary and J.S.S. levels. - Produce teachers who have a clear grasp of intended outcomes of their teaching activities, who are skilled in monitoring, diagnosing and appropriately providing equal opportunity to all pupils. - Promote close working relationship between Teacher Training Colleges and local schools through the “Out” programme.
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The Structure and the Content of the DBE Curriculum Cont’d
Areas covered in the 2005 Curriculum are:
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Content Courses: Trainees are expected to take at least seven foundation subjects (English, Mathematics, Ghanaian Language and Culture, Integrated Science, Environmental and Social Studies, PreVocational Skills and Religious and Moral Studies, Technical Skills and French). However, Technical Skills and French are options offered by specific Teacher Training Colleges. Students taking French are exempted from Integrated Science/Vocational skills while those taking Technical Skills are exempted from social studies. Educational and Professional studies courses: These are courses designed to meet trainees’ professional needs. They include teaching practice (both On-Campus and Off-Campus) Methodology courses: Methods of teaching primary and Junior High School contents (in all areas, including English and Mathematics) and the study of Primary and JHS curricula.
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The Structure and the Content of the DBE Curriculum Cont’d -
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Practical Activity Courses: such as Music and Dance and Physical Education are also intended to prepare the trainee for effective handling of the subjects at the basic level. General Studies Courses: Communication and Study Skills, HIV/AIDS Education and Introduction to Information Technology are geared towards the trainee’s personal development. The first year of the training is used mainly to build trainees’ content knowledge. Pedagogy and further content courses are also taken in the second year. Trainees spend the whole of the third year for teaching practice, project work and two professional courses. Trainees take up to 89 credits hours from 41 courses in order to graduate. Assessment is both formative and summative. Continuous assessment constitutes 40% of trainees’ assessment while external examinations (End-of-Semester) constitutes 60%. 6
The Structure and the Content of the DBE Curriculum Cont’d Challenges with the 2005 curriculum: - Workload on trainees affected their performance. - Some trainees had problems teaching subjects such as mathematics and science at the Junior High School level. - Generalist taking Technical could not use their knowledge in Technical at the primary school level since it is taken only at the JHS level. To address the problem with Mathematics and Science teaching at the JHS level, ten of the Colleges of Education were designated as Mathematics and Science Colleges and a special curriculum developed for them in 2008. A separate curriculum was also developed to train prospective Early Childhood teachers.
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The Structure and the Content of the DBE Curriculum Cont’d The 2014 DBE Curriculum:
The Institute of Education reviewed the DBE curriculum in 2014 upon receipt of a report by a Committee set up by the Professional Board of the Institute of Education to address all problems relating to the structure and the content of the DBE curriculum being run by the Colleges of Education. The objectives of the 2014 Curriculum was broadened to include training of specialist teachers capable of teaching specific subjects such as Mathematics, Science and Technical Skills at the JHS level, French for both Primary and JHS levels and Early Childhood Education.
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The Structure and the Content of the DBE Curriculum Cont’d
The Generalist trainees are also given the option to choose from one of the following content areas as their elective area: Music and Dance, Physical Education, Vocational Skills (either sewing, catering or Art Related), Literature in English, Agricultural Science, Ghanaian Language and Culture and Religious and Moral Education. On-Campus teaching practice is taken in the first semester of the third year together with other contents and professional education courses. All methods of teaching courses in the various content areas including English and Mathematics are taken in the second semester of second year to prepare trainees for their teaching practice. Off-Campus teaching practice and project work are taken in the second semester of the third year.
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The Structure and the Content of the DBE Curriculum Cont’d
The duration of teaching practice was reduced by one semester in the 2014 DBE Curriculum. In order to reduce the workload on the trainees (from a total of 89hours to 65 hours) most of the courses were made one credit hour. For example, each of the elective content and general studies courses was allotted one credit hour. The 2014 Curriculum was reviewed by experts and issues were raised about the content and the structure of the curriculum. The reviewers’ reports called for the need to re-look at the structure and the content of the DBE curriculum. 10
First Year First Semester Courses No.
Course Code
Course Title
Credits
1
EPS 111
Principles and Practice of Education
2
2
FDC 111
English Language Studies
2
3
FDC 114
Integrated Science 1*
2
4
FDC 119
Religious and Moral Education
1
5
FVA 111
Vocational Skills (Arts Related)
1
6
FDC 112
Mathematics (Number and Basic Algebra)
2
7
FDC 118
Social Studies
1
8
FDC 113
Ghanaian Language and Culture
1
12
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First Year Second Semester Courses No.
Course Code
Course Title
Credits
1
EPS 121
Child & Adolescent Development and Learning
2
2
FDC 121
English Language
2
3
FDC122
Mathematics (Geometry & Trigonometry)
2
4
FDC 124
Integrated Science 2*
2
5
FDC 128
Social Studies
1
6
PRA 121
Music and Dance
1
7
PRA 122
Physical Education
1
8
FVH 121/122
Vocational Skills (Sewing)/Catering
1
9
GNS 121
HIV/AIDS Education
1
10
FDC 123
Ghanaian Language and Culture
1
14
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The Structure and the Content of the DBE Curriculum Cont’d The 2015 Curriculum: A. The new DBE Programme has the following options: 1. General 2. Science and Mathematics 3. Technical 4. Vocational 5. French B. Early Childhood Programme 13
The Structure of the 2015 Curriculum S/N 1.
Areas (a) Core Content - English, English literature, Mathematics and Science (b) Elective Content – For example Social Studies
2.
General Education Courses
3.
Methods of Teaching Courses (English, Mathematics, Science and Elective area)
4.
College Courses – Information Literacy Skills and HIV/AIDS
NB: In addition to the College Courses all students will take the following courses: (1) Physical Fitness and Wellness (2) Computer Literacy Skills
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Issues relating to the CoE Curriculum -
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Relevance of the DBE Curriculum to the level at which prospective trainees will be teaching in the Basic Schools: Orientation of trainees to Basic School Curriculum through the study of Primary and Junior Secondary School syllabus (including English Syllabus and Maths Syllabus). Orientation of trainees to general methods of teaching at the Primary and Junior High School levels (EPS 211: Principles and Methods of Teaching in Basic Schools). Exposure of trainees to methods of teaching Basic School topics/contents (including English and Mathematics). This is done through Methods of teaching courses and Teaching Practice (On-Campus and Off-Campus). 15
Issues relating to the CoE Curriculum Cont’d Segregation of the training – Separate training for Lower Primary, Upper Primary and Junior High School teachers: - This discussion is not new. It came up strongly in the report of a Committee set up by the Vice-Chancellor of the University of Cape Coast in 2013 to look at teacher education programmes organised by University of Cape Coast and come out with ways of improving the programmes. - We would recommend that a study is conducted to ascertain the views of pre-service and in-service teachers before such a programme is implemented in Ghana. The views of teachers are important for a successful implementation of such a programme.
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End of Presentation Thank You Questions and Comments
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National Teacher Education Forum
AUGUSTINE TAWIAH EXECUTIVE SECRETARY NATIONAL TEACHING COUNCIL
The Teacher is the Engine of the School GNAT has boldly noted that “The essence of successful instruction and good schools come from the thoughts and actions of the professionals in the schools who are mainly teachers.” (GNAT, 2014 – Accessed, January 10, 2014).
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We all Agree Teachers are Shaped and Developed by: (1) Instruction (Thoughts): As a man thinks in his heart, so is he ….. Pro. 23:7 (2) Actions: Planned activities that foster learning and shape behavior (Practicum) (3) Perspective Transformation: Paradigm ShiftForming NEW meaning from prior experience
University of Cape Coast – Inst. of Education Diploma in Basic Education Curriculum: Being Transformed to the “National Curriculum”
Point of Reference for Colleges of Education
Provides Uniformity in Training of Teachers
Ever Changing, Never Static
National Consensus on What it Should be for All!
GHANA TTIs BASIC EDUCATION CURRICULUM: *Descriptive or Prescriptive What?
Early Grade Teacher –KG through Primary Three
Upper Primary Teacher (P4-P6)
Junior High School QUASI-SPECIALIZATIONS FOR DBA?
Ghana TLMs: This is a Coffin!
Ghana TLMs: What is This?
Ghana TLMs: What is This Too?
Ghana TLMs: And What is This?
Ghana TLMs: Besides What is This?
Ghana TLMs: What a Coffin!
Ghana TLMs: Then There is This! GPRTU at the Aeroplane Park
WHY REVIEW THE CURRICULUM? “When I Thought I had all the Answers, they Changed the Questions!”
We Have the National Teachers’ Standards!
Now Let’s Go on with the
NATIONAL CURRICULUM FOR DIPLOMA IN BASIC EDUCATION For
Teacher Licensing and Registration!
THE END RESULT: GHANA WINS! NATIONAL BASIC EDUCATION CURRICULUM FOR ALL INSTITUTIONS –PUBLIC & PRIVATE!
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NATIONAL STAKEHOLDERS CONFERENCE: REVIEW OF DBE CURRICULUM
Presentation by Charles Aheto-Tsegah, Ag. Executive Secretary, National council for curriculum and assessment (NCCA)
Vision for the impact of teacher education That our COEs will produce teachers who are:
Well-trained, Empowered, professionally qualified, motivated, creative, possess the fundamental skills of literacy and numeracy, problem solving, analytical, mature in the use of their cognitive, interpersonal and social skills. They must also have good values and attitudes and be able to make informed decisions in response to local and global challenges. (Section 9 of the Incheon Declaration, May 2015, headed ‘Towards a new vision for Education’.
National Vision for Teacher Education: Set against the following parameters: - increase in the number and quality of teachers; - increase in the number and quality of teachers with skills in the teaching of the
basic foundational subjects: English, Mathematics and Science.
What should be in place to make it happen? A good synergistic curriculum for training teachers: (incorporates the curriculum framework and elements of the syllabuses for Basic Education; inspires trainees to aspire to pursue Science and Maths; Emphasise practical skills; and values; enhances trainees personal development (confidence, motivation and self respect);
An agreed and shared understanding of (a) the conceptual framework of the curriculum, (b) admission of students with good grades in Mathematics and Science; and (c) how it should be assessed. A well resourced, efficient and effectively governed system (TLMs; National Teachers’ standards; proper placement and CPD, Career progression)
Clear decision on expected outcomes of training in COEs: Should all trainees pursue a ‘generalist’ training programme?
Steps to securing the vision
Evaluation of existing DBE Curriculum
Development of synergistic Curriculum Framework for DBE
Defining the content of the synergistic curriculum: Highlight practical training and assessment to include both cognitive knowledge and teaching skills
COEs implement new Curriculum under the monitoring and support from National Teaching Council (NTC)
Thank you for your attention
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NATIONAL STAKEHOLDER FORUM ON TEACHER EDUCATION
PRESENTATION FROM CRDD BY CYNTHIA BOSOMTWE-SAM
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Expectations of GES Skills for Effective Delivery Content Knowledge Professional Competence Pedagogy Assessment and Remediation Support Practice and Mentoring Psychosocial/Values/Beliefs
The Missing Links Competencies of newly trained teachers Unprofessional behaviours and attitudes The first two are addressed by the Teacher Standards Postings
Securing the Vision Policies governing admission of applicants into colleges of Education should Attract people with High Grades Target people with good morals and intellectual capabilities Attract people with special interest in teaching in the Early Grade Classes Training of prospective teachers should focus on: Strengthening the teaching and learning of the L1 and L2 Equipping the teachers with adequate knowledge and skills for effective content delivery Linking the curriculum of the basic school to the training of prospective teachers
THANK YOU
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THE NATIONAL STAKEHOLDER FORUM ON CURRICULUM REVIEW OF TEACHER EDUCATION
USAID/GHANA LEARNING March 31, 2016
Our vision for Reading and Numeracy and implications for Preservice Teacher Training
V I S I O N
All Ghanaian teachers (preservice and inservice) will be equipped with the knowledge and strategies that will enable them to deliver effective instruction to improve the reading and numeracy performance of early grade children in English and Ghanaian languages. a) Knowledge –research-based fundamentals of reading and numeracy; b) Strategies –building upon successful experiences in Ghana and elsewhere.
What needs to be in place for this vision to be achieved?
Language of Education Revised
• Support for use of Ghanaian Languages parallel to use English in primary schools • Development of Bi-Lingual Curriculum to strength Both Languages as medium of instruction
Preservice Reading and Numeracy Courses revised
• Preservice Courses revised to more appropriately address numeracy and reading skills for the early grades • Pedagogy skills aligned with the primary curriculum and teaching and learning materials • Students study 2 Ghanaian languages (major and minor)
Capacity building for Preservice Tutors in Literacy and Numeracy pedagogy
• Updating the pedagogical skills in content delivery • Promoting research skills in reading and numeracy in teaching • Writing teaching and learning materials
Next Steps for Securing the Vision
Who: All stakeholders mobilized: National: MOE/GES, NCCA, NCTE, CRDD, TED, NTC, NIB, NAB and Development Partners (Learning, TTEL etc.) What: Preservice and Inservice training programs revised to meet the needs of schools. When: Reading and Numeracy included as an agenda in the ESP 20162030.
Thank you!
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Presentation by Teacher Education Division
Dr(Mrs) Evelyn O. Oduro 31st March, 2016
How do we prepare Teachers for these Kids?
The 21st Century Teacher in Ghana
The need to identify knowledge and skills needed for 21st century teaching and learning which will form the basis for teacher preparation, licensure, and professional learning.
Ensuring a continuum from pre-service, induction and in-service.
Emphasising skills development especially in science, mathematics ,language and literacy and communication skills-
The will to make Ghanaian Language core subject at SHS for a better progression.
The challenge of Maths , Science and English language –Strengthen the training in Language and literacy- increase number of science and maths colleges
Technical and Vocational skills also improved.
Teacher education curriculum/standards PROFESSIONAL PRACTICE
CONTENT KNOWLEDGE AND SKILLS
THE LEARNER AND LEARNING
PROFESSIONAL RESPONSIBILITY
THE CONDITIONS UNDER WHICH TEACHING AND LEARNING TAKES PLACE ( context )
How should this happen?
Curriculum and assessment Segregated programmes for KG, Primary, and JHS? A well structured curriculum – competency-based The curriculum having a framework which is consistent and coherent across all levels. Incorporating national teaching standards Integrate content with pedagogy Well structured Assessment system(s) Knowledge of assessment for learning integrated in teaching Other forms of assessment whilst de-emphasising frequent tests and examinations( eg. ( portfolio, projects , action research) Resources Establish and equip Language labs ,Science and ICT and Voc/tech Labs Teacher Status Qualified and motivated , resourceful Tutors Tutor support Establish professional development for tutorsAttractive career progression for Tutors Length of Teacher training and practicum ? – Use for demonstration schools in lesson study
Sound teacher education policy which reflects the needs of trainees/Ghana
Relevan t researc h and dissemi nation of best practice s
Tutor Status and Career progression enhanced
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Committe d and motivated TutorsTutor quality
Proactive and competen t leaders Linking Pre-service and Inservice
Teacher Education Enhanced
Tutor Status and Career progressio n enhanced
Resources and Equipment
Capacity development for Tutors and principals
Competenc y -based curriculumStrengtheni ng Math Science and Language studies and inclusivene ss
3.Next steps to securing the vision: who, what and when Need for proactive leadership to incorporate standards in designing pre-and in-service programmes ( COEs, UNIs, MOE, GES, NCTE) The need to recognise the end users of Preservice products in planning and designing programmes.( Teacher educators, GES/MOE , NTC, etc) Strong collaboration with all stakeholders as well as effective support systems.( DPs, COEs, UNIs, MOE, NTC) Effective Monitoring and evaluation system.(NIB)
LCA For the 21st Century Teacher
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NATIONAL TEACHER EDUCATION FORUM - ACCRA 31ST March 2016 Theme: Aspirational Training for Aspirational Leaders
Presentation By:
rev. sr. Elizabeth AMOAKO-ARHEN National Principals’ Conference
(PRINCOF) On Behalf OF COLLEGES OF EDUCATION
Training To Educate Generations
OUR VISION FOR TEACHER EDUCATION To train professionally competent teachers for a rapidly changing world, by equipping them with critical thinking abilities, pedagogic skills and respect for core values of honesty, integrity, loyalty and compassion.
Training To Educate Generations
WHAT NEEDS TO BE PUT IN PLACE
The CoE curriculum must be responsive to changing educational needs and challenges of society. The newly developed Teacher Standards must drive the CoE Curriculum. Necessarily, avoid overemphasis on examination driven curriculum. CoE curriculum must be aligned to the basic level education curriculum
Diversification of programmes to ensure that trainee teachers’ master teaching at a particular level in the BS – primary or JHS A development of the school practicum experience and mentoring of trainees Institutionalization of College based Continuous Professional Development (CPD) for tutors as a means of further improving their teacher education skills Training To Educate Generations
STEPS to Securing the vision Set up a committee to review the Colleges of Education (CoEs) Curriculum to be completed by August 31, 2016 with a view to: Placing more emphasis on the acquisition of pedagogic skills which must reflect the newly developed Teacher Standards and be reflected in the approach to assessing trainee teachers Synchronize CoE curriculum with the Basic Level Curriculum The review team should include among others: Practitioners from CoEs, Basic Education level, CRDD, Teacher/subject associations and Teaching Universities. The review team should work with the Teaching Universities to secure accreditation for courses and programmes that enable teachers to undertake further study in their field of interests; be that early years, primary or JHS. Training To Educate Generations
Training To Educate Generations
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Remarks & Next Steps NATIONAL STAKEHOLDERS FORUM ON REVIEW OF TEACHER EDUCATION CURRICULUM
Jophus Anamuah-Mensah
“Our commitment is to an education agenda that is holistic, relevant and aspirational, and all embracing. Our vision is fully captured by Sustainable Development Goal (SDG) 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Minister for Education, 2015).
Key Issues to Address- A transformational TE curriculum
A model of effective teaching that should underline the teacher education curriculum A vision or philosophy of teacher education in Ghana Review the Teacher education curriculum against Teacher standards Linking subject knowledge and pedagogy to Basic education curriculum Reduce over emphasis on content for progress to BEd. A curriculum that enables children to acquire reading and numeracy skills in Ghanaian languages and English.
A curriculum that focuses on the core/foundational subjects: science, mathematics and languages An assessment system that gives recognition to school observation, oncampus teaching and off-campus practicum
What Next? Set up Working Group: Curriculum Steering Group (CSG) With specific terms of reference to develop a broad framework that specifies NTC requirements for licensing This will be made up of representatives from:
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NCTE UCC NTC NAB TED UEW CRDD PRINCOF GAST MAG
Thank You
