NATIONAL EDUCATION SECTOR ANNUAL REVIEW (NESAR) 2009

1. NATIONAL EDUCATION SECTOR ANNUAL REVIEW (NESAR) 2009 QUALITY OF EDUCATION

2. Quality of Education 1a. What is ‘quality in education? b. Distinguish between ‘hardware and software’

3. Quality of Education ‘Quality in education’ is the desired outcome of an education process. There is quality in education when teaching and learning results in the acquisition of knowledge, values, attitude skills and competencies that are relevant and impact on the individual child and the society for social and economic development.

4. Quality of Education 1b. Hardware refers to tangible inputs in the school e.g. relevant infrastructure, furniture, facilities, TLMs, etc Software refers to management and supporting systems, supervision, monitoring and evaluation, quality control, accountability and reward systems, etc, that are basically required in educational delivery

5. Quality of Education What measures are used for achievement of quality?

6. Quality of Education The measures used for the achievement of quality involve adequate and effective inputs and processes Inputs e.g. Structures – infrastructure including libraries, classrooms, laboratories, workshops/demonstration halls, etc Teachers – qualified with required competencies

7. Quality of education Processes e.g. Pedagogy – teaching and learning Quality Control – monitoring and supervision Assessment (qualitative/quantitative) – NEA, SEA etc . Measurement to access quality not adequate Accountability measures - SPAM, Performance appraisal etc Motivation – teachers/supporting staff and students etc

8. Quality of Education Are the inputs and processes adequate? No Alternate Education/learning materials (teacher preparation) Cost effective accountability systems Continued professional development programmes Continued focus of untrained teachers i.e. UTDBE INSET Project-based learning (students) Time management – optimum use of instructional time (both teachers/students)

9. Quality of Education Information Gap – assessment of learners from one level to the other, e.g. P1 - P2 to inform teachers on the individual differences/aptitudes

10. Quality of Education Recruitment/training/development (calibre of teachers) Review of syllabus of teacher colleges to reflect new demands required of teachers The quota for admission into colleges of education should be increased from 9,000 to 12,000 Continued Professional Development (CPD) programmes

11. Quality of Education CPD/INSETS – Development for modules for uniformity GES – institute of Education Libraries need to be restocked

12. Quality of Education 3. Discuss the quality indicators (Annex C. ESP Vol. 1) Are they adequate? How could they be strengthened?

13. Quality of Education Quality indicators: KG enrolment projections from 2010 - 2020 remain the same (ESP Vol 1 p.42) There should be increase in teacher supply as class size grows with increase in student population PTR of KG (82.4 ) in comparison with that of JHS (19.2) is disturbing (ref ESP Vol 1 p.42). The PTR should rather be low because the children are in their formative years when they need more attention for moral and mental development.

14. Quality of education 4. Difference in quality provision in public and private schools How are the schools run Public schools are run as social institutions while private schools, business institutions

15. Quality of Education Supervision/Motivation - Supervision is more effective in private than in public schools. - Support parents offer in respect of children in private school is better apparently because of perceived favourable outcomes

16. Quality of Education 6 Inspection and Supervision In spite of the establishment of NIB the inspectorate division and systems in the GES should be maintained and tasked to offer monitoring and support to teachers and schools

17. Quality of Education Sector Analysis – External Review (Civil society/Academia) To ensure that sector-wide analysis becomes effective. There should be an external body (comprising experts and academia) with oversight responsibilities that will validate yearly performance reports.

18. Quality of Education SEN Orientation should be given to teachers to handle Maths and Science for SENSs Provision of text books in brail for students must be given priority

19. Quality of Education Non-formal Education Government should extend funding to non-formal education to ensure consistency and sustainability of programmes and activities that enhance quality

20. Quality of EducationRECOMMENDATIONS Teacher motivation Teachers should be adequately motivated to improve upon their attitude and commitment, e.g. approved allowances should be paid without undue delay

21. Quality of Education RECOMMENDATIONS Teacher Development and Deployment Existing andon-going teacher development plans, policies and programmes should be implemented, sustained, strengthened and improved

22. Quality of Education RECOMMENDATIONS 3. Planning, Supervision and Monitoring Planning, supervision, monitoring assessment and evaluation systems should be strengthened by building capacity and empowering heads of schools, introduction of school and district report cards and enforcement of accountability systems like staff performance appraisal and SPAM

23. Quality of Education RECOMMENDATIONS 4. Establishment of standards National Standards at various grades and levels should be set and used to evaluate performance

24. Quality of Education RECOMMENDATIONS Regional/District Director and Regional Managers of FBOs should made to address imbalances in staffing in their schools

25. Quality of Education RECOMMENDATIONS Ghanaian Language Government should enact a policy by which every pupil/student should offer at least one Ghanaian language for external examination and all institutions should make proficiency in a Ghanaian Language part of admission requirements

26. Quality of Education RECOMMENDATIONS