Parents and students have been called upon to come together to form coalitions to demand accountability from teachers on their performance in the teaching pupils in schools.
Dr . Leslie Casely -Hayford , a Principal Development Consultant with Associates for Change , a Canadian development organisation, made the call during the fourth Northern Ghana Education Forum in Tamale.
The forum , which was organised by the Northern Network for Education Development ( NNED) , was on the theme “Inclusive education – an indispensable tool for achieving education for all.
It was attended by stakeholders in education drawn from the three regions in northern Ghana .
Expatiating on the need for parents and students to come together to demand accountability from teachers , Dr Casely -Hayford noted that teacher unions over the years had been advocating better conditions of service for their members without any mechanism being put in place to ensure that they delivered the desired results after their demands had been met.
She disclosed that in 2007, a World Bank report entitled ” Education in Ghana : Improving equity , efficiency , and accountability in education delivery, ” stated that teachers in basic schools in the country spent only two and half hours teaching their pupils daily.
The same report also indicated that teachers spent 20 to 30 per cent of their work days on personal engagements rather than teaching, she stated.
She said the situation was as a result of ineffective monitoring and supervision within the Ghana Education Service ( GES ) , adding that circuit supervisors who were supposed to supervise teachers were themselves teachers who might find it difficult to sanction their colleagues.
Dr Casely -Hayford said the report indicated that there was a high level of teacher indiscipline in Ghana and asked for the situation to be corrected.
She , therefore, advocated the formation of a third and independent force that would ensure that teachers spent the required eight hours in schools teaching their pupils.
The Consultant also stated that despite interventions by governments, non -governmental organisations ( NGOs ) and other stakeholders could increase access to education ; many children were still out of school , with majority of them found in northern Ghana.
She commended School for Life and Alliance for Change in Education , both NGOs in the Northern Region for developing models to mobilise out of school children and make them have access to education.
An official of the Ministry of Education , Mr . Ernest Otoo , also made a presentation on government policy provisions for inclusive and special education and indicated that the government had its strategic goal on inclusive and special education.
The goal, he explained , was to provide education for excluded children , including those who were physically and , or mentally impaired or disabled , slow or fast learners , orphans , young mothers and street children.
Others included children from, deprived areas, slums and victims of poverty.
Source: Daily Graphic