The Diploma in Basic Education Curriculum for the Colleges of

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.

2

Model of Training for DBE

It is a three-year (six semesters) programme.

Trainees spend part of the time for their training oncampus and part on the field (Out-Component).

The programme employs the concurrent model ofteacher training. (Tatto, Lerman & Novotna, 2010). Thetraining therefore provides training in subject mattercontents and pedagogy/professional educationsimultaneously.

The training is not terminal; trainees are given contents upto level 200 at the University level to enable them furthertheir 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 ofEducation. The Old Programme, which uses the 2005Curriculum and the New Programme, which uses the 2014Curriculum.

Objectives of the 2005 Curriculum was to:

- Train a generalist teacher who would be able to teach atboth Primary and J.S.S. levels.

- Produce teachers who have a clear grasp of intendedoutcomes of their teaching activities, who are skilled inmonitoring, diagnosing and appropriately providing equalopportunity to all pupils.

- Promote close working relationship between Teacher TrainingColleges and local schools through the “Out” programme.

4

The Structure and the Content of the DBE Curriculum Cont’d

Areas covered in the 2005 Curriculum are:

- Content Courses: Trainees are expected to take at least sevenfoundation subjects (English, Mathematics, Ghanaian Language andCulture, Integrated Science, Environmental and Social Studies, Pre-Vocational Skills and Religious and Moral Studies, Technical Skillsand French). However, Technical Skills and French are optionsoffered by specific Teacher Training Colleges. Students taking Frenchare exempted from Integrated Science/Vocational skills while thosetakingTechnical Skills are exempted from social studies.

- Educational and Professional studies courses: These arecourses designed to meet trainees’ professional needs. They includeteaching practice (both On-Campus and Off-Campus)

- Methodology courses: Methods of teaching primary and JuniorHigh School contents (in all areas, including English andMathematics) and the study of Primary and JHS curricula.

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- Practical Activity Courses: such as Music and Dance andPhysical Education are also intended to prepare the trainee foreffective handling of the subjects at the basic level.

- General Studies Courses: Communication and Study Skills,HIV/AIDS Education and Introduction to Information Technologyare 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 secondyear. Trainees spend the whole of the third year for teachingpractice, project work and two professional courses.

Trainees take up to 89 credits hours from 41 courses in order tograduate.

Assessment is both formative and summative. Continuousassessment constitutes 40% of trainees’ assessment while externalexaminations (End-of-Semester) constitutes 60%.

6


Challenges with the 2005 curriculum:

- Workload on trainees affected their performance.

- Some trainees had problems teaching subjects such asmathematics and science at the Junior High School level.

- Generalist taking Technical could not use their knowledgein Technical at the primary school level since it is takenonly at the JHS level.

To address the problem with Mathematics and Scienceteaching at the JHS level, ten of the Colleges of Educationwere designated as Mathematics and Science Colleges anda special curriculum developed for them in 2008.

A separate curriculum was also developed to trainprospective Early Childhood teachers.

7


The 2014 DBE Curriculum:

The Institute of Education reviewed the DBE curriculum in 2014 uponreceipt of a report by a Committee set up by the Professional Boardof the Institute of Education to address all problems relating to thestructure and the content of the DBE curriculum being run by theColleges of Education.

The objectives of the 2014 Curriculum was broadened to includetraining of specialist teachers capable of teaching specificsubjects such as Mathematics, Science and Technical Skills atthe JHS level, French for both Primary and JHS levels andEarly Childhood Education.

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The Generalist trainees are also given the option to choose fromone of the following content areas as their elective area: Music andDance, Physical Education, Vocational Skills (either sewing, cateringor Art Related), Literature in English, Agricultural Science, GhanaianLanguage and Culture and Religious and Moral Education.

On-Campus teaching practice is taken in the first semester of thethird year together with other contents and professional educationcourses.

All methods of teaching courses in the various content areasincluding English and Mathematics are taken in the secondsemester of second year to prepare trainees for their teachingpractice.

Off-Campus teaching practice and project work are taken in thesecond semester of the third year.

9


The duration of teaching practice was reduced by onesemester in the 2014 DBE Curriculum.

In order to reduce the workload on the trainees (froma total of 89hours to 65 hours) most of the courseswere made one credit hour. For example, each of theelective content and general studies courses wasallotted one credit hour.

The 2014 Curriculum was reviewed by experts andissues were raised about the content and the structureof the curriculum.

The reviewers’ reports called for the need to re-look atthe structure and the content of the DBE curriculum.

10

11

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

12

First Year Second Semester CoursesNo. 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


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 Programme13

The Structure of the 2015 Curriculum

S/N Areas

1. (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

14

Issues relating to the CoE Curriculum

Relevance of the DBE Curriculum to the level at whichprospective trainees will be teaching in the Basic Schools:

- Orientation of trainees to Basic School Curriculumthrough the study of Primary and Junior SecondarySchool syllabus (including English Syllabus and MathsSyllabus).

- Orientation of trainees to general methods of teaching atthe Primary and Junior High School levels (EPS 211:Principles and Methods of Teaching in Basic Schools).

- Exposure of trainees to methods of teaching Basic Schooltopics/contents (including English and Mathematics). Thisis done through Methods of teaching courses andTeaching Practice (On-Campus and Off-Campus).

15

Issues relating to the CoE Curriculum Cont’d

Segregation of the training – Separate training for LowerPrimary, Upper Primary and Junior High School teachers:

- This discussion is not new. It came up strongly in thereport of a Committee set up by the Vice-Chancellor ofthe University of Cape Coast in 2013 to look at teachereducation programmes organised by University of CapeCoast and come out with ways of improving theprogrammes.

- We would recommend that a study is conducted toascertain the views of pre-service and in-service teachersbefore such a programme is implemented in Ghana. Theviews of teachers are important for a successfulimplementation of such a programme.

16

End of Presentation Thank You

Questions and Comments

17

18

National Teacher Education Forum

AUGUSTINE TAWIAHAUGUSTINE 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).

20

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 Shift-

Forming 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!

34

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

40

NATIONAL STAKEHOLDER FORUM ON TEACHER EDUCATION

PRESENTATION FROM CRDD

BY

CYNTHIA BOSOMTWE-SAM

41

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 ClassesTraining 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

46

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

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.

VISION

What needs to be in place for this vision to be achieved?

• 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

Language of Education 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)

Preservice Reading and Numeracy

Courses revised

• Updating the pedagogical skills in content delivery• Promoting research skills in reading and numeracy

in teaching• Writing teaching and learning materials

Capacity building for Preservice Tutors in

Literacy and Numeracy pedagogy

Next Steps for Securing the Vision

Who: All stakeholders mobilized: National: MOE/GES, NCCA, NCTE, CRDD, TED, NTC, NIB, NAB and Development Partners (Learning, T-TEL 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 2016-2030.

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.

THE LEARNER

AND LEARNING

CONTENT KNOWLEDGE AND SKILLS

PROFESSIONAL PRACTICE

PROFESSIONAL RESPONSIBILITY

THE CONDITIONS UNDER WHICH TEACHING AND LEARNING TAKES

PLACE ( context )

Teacher education curriculum/standards

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 tutors-

Attractive career progression for Tutors

Length of Teacher training and practicum ? – Use for demonstration schools in lesson study

Teacher Education Enhanced

Proactive and

competent leaders

Linking Pre-service

and In-service

Resources and

Equipment Tutor Status and

Career progressio

n

enhanced

Committed and

motivated Tutors-Tutor

quality

Tutor Status and

Career progression enhanced

rRelevant research and dissemination of best practices

Capacity development for Tutors and principals

Competency -based curriculum-Strengthening Math Science andLanguage studies and inclusiveness

Sound teacher education policy which reflects the needs of trainees/Ghana

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 Pre-service 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-ARHENNational 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.


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 over-emphasis on examination driven curriculum.

CoE curriculum must be aligned to the basic level education curriculum

Diversification of programmesto 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

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.


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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, on-campus 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:◦ NCTE

◦ UCC

◦ NTC

◦ NAB

◦ TED

◦ UEW

◦ CRDD

◦ PRINCOF

◦ GAST

◦ MAG

Thank You

Documents

The Diploma in Basic Education Curriculum for the Colleges of