A Simple Notes on EDU: 151 - Foundation of Education in Ghana

AKROKERRI COLLEGE OF EDUCATION PEDAGOGY DEPARTMENT A Simple Notes on EDU: 151 - Foundation of Education in Ghana December 2019

TABLE OF CONTENTS

1. Lesson One: Teaching as a Profession I
2. Lesson Two: Teaching as a Profession II
3. Lesson Three: Historical, Philosophical and Sociological Trends of Education in Ghana I
4. Lesson Four: Historical, Philosophical and Sociological Trends of Education in Ghana II
5. Lesson Five: Historical, Philosophical and Sociological Trends of Education in Ghana III
6. Lesson Six: Introduction to the Basic Education (Pre-tertiary Curriculum in Ghana)
7. Lesson Seven: Introduction to Policies in Basic Education in Ghana
8. Lesson Eight: Introduction to Teacher Education in Ghana
9. Lesson Nine: The Structure of the New Teacher Education Programme in Ghana
10. Lesson Ten: Technology and Society
11. Lesson Eleven: School-Community Partnership
12. Lesson Twelve: Career Paths and Lifelong Learning in Education

Lesson One: Teaching as a Profession I

Conception, Misconceptions and Prejudices of Society about Teaching

Conceptions

• The general perception of the teaching profession involves:
  • Assisting students to pursue their passion.
  • Supporting students to achieve their goals.
  • Giving students ownership of their learning.
  • Guiding and directing students to become better individuals in the future.

Misconceptions and Prejudices

• Common misconceptions include:
  1. Low salaries associated with the profession.
  2. Lack of respect for teachers by the public.
  3. Threats or violence against teachers by community members.
  4. Beliefs that teaching does not favor individuals with Special Education Needs (SEN).

Sources of Misconceptions

• A variety of factors contribute to these misconceptions:
  1. Cultural intolerance toward disability education.
  2. Discrimination, particularly against female children.
  3. Religious orientation that provides less support for education.
  4. Personal experiences, such as witnessing a teacher being physically harmed.

Addressing Misconceptions

• Strategies for dispelling misconceptions include:
  1. Education for the public and religious organizations.
  2. Strengthening school-community partnerships to prevent violence against teachers.

The Concept of Teacher

• Definition:
  • A teacher can be formal, guiding students in knowledge, competence, and virtue, or informal, assisting peers in performing tasks.

Teaching as a Profession

• Definition: Teaching is defined as a process in which a teacher possesses subject knowledge, embraces accepted values (e.g., professionalism in dress and speech), and positively impacts students' lives.

What is Education?

• According to Kumar and Ahmad (2008), education is the development of an individual in alignment with societal needs, reflecting an integrative process.

Immersion in Teaching as an Art and Science

• Teaching as an Art: This involves teachers personally engaging in their pedagogy, exemplified through direct demonstrations.
• Teaching as a Science: This pertains to experimenting with various techniques or strategies in the classroom, such as the lecture and discussion methods.

Qualities of a Good Teacher

• A comprehensive list of desirable teacher qualities includes:
  1. Expert communication skills
  2. Good listening capabilities
  3. In-depth subject knowledge and passion
  4. Building caring relationships with students
  5. Friendliness and approachability
  6. Expert preparation and organization skills
  7. Strong work ethics
  8. Community-building abilities
  9. Impartiality towards all students
  10. Student encouragement
  11. Acknowledgment and responsibility for guiding students.

Categories of Qualities of a Good Teacher

• Academic, Personal, Professional:
  • Knowledgeable in subject area
  • Patient
  • Strong work ethics
  • Good communication skills
  • Caring and respectful disposition
  • Task responsibility in guiding students
  • Well-prepared and organized
  • Friendly and approachable
  • Motivating to students.

Structure of the B.Ed. Programme

• The new Bachelor of Education (B.Ed.) structure consists of four years, divided into progressive years:
  • Year One (Beginning Teaching): Introduction to core subjects, teaching approaches, and understanding students’ diverse backgrounds.
  • Year Two (Developing Teaching): Courses combined with small-scale classroom inquiries and identification of learning barriers.
  • Year Three (Embedding Teaching): Co-planning and co-teaching responsibilities along with advanced classroom inquiries.
  • Year Four (Extending Teaching): Internship experiences and preparation for final assessments through action research projects.

Lesson Two: Teaching as a Profession II

Misconceptions about Learners with Special Educational Needs (SEN)

• Research by Agbenyega (2003) and Anthony (2010) highlights misconceptions about children with SEN as perceived by society, labeling them negatively (e.g., evil, lazy, stupid).
• UNESCO (2000) identified: underachievement, street children, marginalized populations, and working children among others as misconceptions concerning SEN.

Traditional Beliefs about Learners with SEN

• Societal views often tie children’s disabilities to familial wrongdoing or curses:
  1. Disability seen as a divine punishment for the parent’s actions.
  2. Local beliefs attributing disability to spiritual upset or failure to fulfill responsibilities.

Types of SEN

• Key types include:
  1. Autism
  2. Learning difficulties
  3. Intellectual disability
  4. Physical disability
  5. Hearing impairments
  6. Speech impairments
  7. Visual impairments
  8. Behavioral and emotional disorders
  9. Spina bifida
  10. Traumatic brain injury.

In-Depth Explanations for Types of SEN

1. Autism: Characterized by impaired social interactions and communication, coupled with repetitive behaviors.
2. Learning Difficulties: Significant challenges in one or more learning areas at school, including difficulties in attention span and following instructions.
3. Intellectual Disability: A cognitive limitation severely affecting communication, self-care, and academic skills requiring special teaching methods.
4. Physical Disability: Impairments in movement and mobility.
5. Hearing Impairment: Significant loss of hearing ability affecting communication.
6. Speech Impairment: Difficulties in expression or understanding language leading to educational challenges.
7. Visual Impairment: Affecting the ability to see, causing educational and behavioral issues from missed information.
8. Behavioral and Emotional Disorders: Displaying inappropriate behaviors within the classroom, including aggression and non-compliance.
9. Spina Bifida: A birth defect affecting spinal cord development.
10. Traumatic Brain Injury: Caused by an external force impacting brain function.

Causes of SEN

• Genetic conditions, complications during pregnancy (diet, medications, physical activities), and environmental issues post-birth (abuse or poor nutrition) are significant causes.

Inclusion in Education

• Definition of Inclusion: A recognized global philosophy aiming at equitable access to quality education for all children, facilitating participation in mainstream environments (Salamanca Declaration, 1994).

Strategies for Inclusion in Schools

1. Framework for creating a friendly environment for students with SEN.
2. Teacher training in competencies to support SEN students.
3. Development of flexible curricula to cater to diverse needs.
4. Attitudinal changes towards SEN.
5. Investment in instructional materials and teaching strategies.

Lesson Three: Historical, Philosophical and Sociological Trends of Education in Ghana I

The Meaning of Education

• Interpretations of education vary widely, as this concept evolves continuously along with societal growth, encompassing an array of definitions across cultures and eras.

Etymological Meaning of Education

• Derived from Latin words:
  • Educatum: Training or the act of teaching.
  • Educere: Leading out or drawing out capabilities.
  • Educare: To mold, raise, or bring up individuals.

Western Concepts of Education

• Diverse philosophers provided various definitions:
  • Aristotle: Education is developing a sound mind in a sound body, enabling individuals to appreciate truth and beauty.
  • Spencer: Education refers to complete living.
  • John Dewey: Education involves the continuous reconstruction of experiences, allowing individuals to control their environment.

Broad vs. Narrow Definitions of Education

• Broader Sense: Education signifies a development process spanning from birth to maturity (from 'womb to tomb'), incorporating all learning experiences over a lifetime.
• Narrower Sense: Refers specifically to structured learning in formal educational settings focused on cognitive development.

History of Education

• Examines the evolution of ideas and frameworks surrounding education, encompassing aims, methods, curricula, and pedagogy.

Idea and Ideals

• Ideas guide actions, while ideals represent the embodiment of those ideas in practice.
• Historical understanding helps current teachers avoid repeating past mistakes and fosters appreciation for the evolution of educational practices and philosophies.

Lesson Four: Historical, Philosophical and Sociological Trends of Education in Ghana II

Traditional/Indigenous Education

• Definition by Mushi (2009): Indigenous education transmits skills, knowledge, and norms across generations within a community.

Aims of Traditional Education (Okobiah, 1986)

1. Develop physical skills.
2. Foster respect for authority.
3. Nurture intellectual skills.
4. Provide vocational training with a positive work attitude.
5. Instill community participation values.
6. Promote cultural appreciation.

Philosophical Bases of Traditional Education

1. Preparedness: Knowledge equips individuals for societal roles.
2. Functionalism: Tailored to meet socio-economic activity needs.
3. Communalism: Promotes collaboration and learning within the community’s fabric.
4. Holisticism: Encourages acquisition of various skills rather than specialization.
5. Perennialism: Education serves to preserve cultural norms against change.

Characteristics of Traditional Education

1. Community-centered approaches to education.
2. Emphasis on practical learning rather than theoretical knowledge.
3. Graduation based on practical competencies rather than examinations.

Importance of Traditional Education

1. Provision of employment opportunities based on learned skills.
2. Preservation of cultural traditions and community values.
3. Fostering collective responsibility and support within the community.

Lesson Five: Historical, Philosophical and Sociological Trends of Education in Ghana III

The Education Act of 1961

• Aimed at expanding the educational system while ensuring that teacher training emphasizes African perspectives, vernacular languages, and technological education to meet national needs.

Kwapong Committee Review of 1966

• Recommended a shift to integrated basic education, moving from six years of primary and four years of middle school to an eight-year basic course.
• Suggested introducing textbook fees and increasing the number of secondary schools.

Dzobo Committee Reform of 1974

• Addressed declining educational standards and established the Junior and Senior Secondary School systems, while changing educational governance.

Evans Anform Committee Review of 1987

• Instrumental in reducing total years of pre-university education, enhancing education access, focusing on technological education, and improving the quality of teaching.

Anamuah-Mensah Committee Review of 2002

• Proposed a reformed educational structure ensuring equitable access and quality education tailored to diverse learner abilities, including a diversified assessment system.

Lesson Six: Introduction to the Basic Education (Pre-tertiary Curriculum in Ghana)

Philosophy of Basic Education

• The philosophy aims for harmonious development across physical, mental, and spiritual dimensions, enabling learners to grow into well-rounded individuals equipped for socio-political transformation.

Aims of Basic Education in Ghana

• Graduates should become problem solvers, creative thinkers, and responsible citizens equipped for local and global engagement.

Structure of Basic Education

1. Key Phase 1: Kindergarten 1 & 2.
2. Key Phase 2: Lower Primary (B1-B3).
3. Key Phase 3: Upper Primary (B4-B6).
4. Key Phase 4: Junior High School (B7-B9).
5. Key Phase 5: Senior High School (SHS1-3).

Subjects Offered at Each Level

• Includes a range of subjects tailored for each educational phase, focusing on holistic development and real-world application.

Lesson Seven: Introduction to Policies in Basic Education in Ghana

Definition of Inclusive Education

• Inclusive Education is a process of tackling diversity within school systems, enabling participation while addressing and reducing exclusion based on various factors.

Ghana's Inclusive Education Policy

• Policies emphasize improvements in educational systems for incorporating learners with special needs, fostering inclusive environments, and ensuring sustainable practices.

Standards and Guidelines for Implementation

• Equal access to quality education is vital, accompanied by adaptations across all educational structures to cater to varied learner needs without discrimination.

Free Compulsory Universal Basic Education (FCUBE) Initiative

• Overview:
  • Envisioned in the 1992 Constitution aimed at achieving universal basic education by 2005, addressing costs and ensuring equitable access for all.

School Feeding Programme

• Launched as part of broader educational strategies focused on enhancing school attendance and food security, emphasizing local agricultural integration to support community development.

Lesson Eight: Introduction to Teacher Education in Ghana

Concept of Teacher Education

• Defined as a comprehensive preparatory experience designed to equip student teachers with the necessary skills for instructional efficacy.

Teacher Education Phases

1. Pre-service Phase: Educational preparation before recruitment.
2. Induction Phase: Training and support provided to newly recruited teachers.
3. Continuous Professional Development Phase: In-service training opportunities for practicing teachers.

Models of Teacher Education

1. Concurrent Model: Simultaneous study of educational courses and subject area.
2. Consecutive Model: Completion of degree followed by a dedicated year of education study.

Role of Teachers in National Development

• Teachers contribute significantly to nation-building through their engagement in shaping student progress as future leaders.

Lesson Nine: The Structure of the New Teacher Education Programme in Ghana

Rationale for the New Programme

• Centered upon ensuring a well-rounded preparation for teachers thoroughly focusing on practical teaching experience and curriculum understanding.

Yearly Breakdown of the Programme

• Detailed progression from foundational teaching principles to effective pedagogical practices supported by extensive mentorship and research opportunities by the final year.

Lesson Ten: Technology and Society

Definition of Technology

• Technology refers to tools and methods that enhance task management and communication, bridging gaps in various fields.

Role of Technology in Education

• Technological integration enhances engagement, facilitates individual learning styles, and promotes collaboration among students.

Barriers to Effective Technology Use

• Limitations stem from insufficient training, policy inadequacies, and financial constraints, inhibiting widespread adoption in classrooms.

Lesson Eleven: School-Community Partnership

Definitions of Key Concepts

• School: An institution focused on grading curricula and overseeing student learning.
• Community: A shared cultural and social framework among individuals/universities beyond geographic confines.
• School-Community Partnership: Collaborative efforts linking schools with community resources to enhance student development across all fronts.

Importance and Rationale for School-Community Partnerships

• Enhanced educational opportunities, improved academic achievement, and collaboration to combat social issues are key motivations for fostering these partnerships.

Lesson Twelve: Career Paths and Lifelong Learning in Education

Defining Career and Career Path

• Career signifies a lifelong journey encompassing all experiences, while a career path indicates growth within a cluster of related occupations.

Lifelong Learning

• Defined as ongoing acquisition of knowledge and skills beyond formal education, promoting continuous development and adaptability in various life settings.

Benefits of Lifelong Learning

• Key advantages include personal enrichment, adaptation to social change, and nurturing meaningful community relationships.