Category Archives: Teaching

Application for Admission into Ghana Colleges of Education 2018/2019 Academic Year

COLLEGES OF EDUCATION- GHANA

ADMISSION TO THE FORTY-SIX (46) PUBLIC COLLEGES OF EDUCATION 2018/2019 ACADEMIC YEAR

Applications are invited from suitably qualified candidates for admission to the NEW FOUR YEAR BACHELOR OF EDUCATION (B.Ed)DEGREE PROGRAMME in the Forty-Six (46) Public Colleges of Education in Ghana for the 2018/2019 academic year.

Admission Requirements: Continue reading Application for Admission into Ghana Colleges of Education 2018/2019 Academic Year

Know The Teachers Code of Conduct

*Know Your Teachers’ Code of Conduct*
*Psychological Violence*
*i* . No act of a teacher shall have a negative psychological effect on a school child. Therefore, no teacher in the course of duty shall intimidate, insult, tease, harass, threaten, snub or discriminate against any child.
*ii* . Teachers shall not use the physical challenges of children to intimidate or ridicule them.
*iii* . Teachers shall not use any acts or means to pester or coerce children into activities of which they do not have a clear understanding.
*iv* . No teacher shall deliberately isolate or ignore any child.
*v* . The teacher shall advise against early marriage and support children continuing their education.
*vi* . No teacher shall emotionally manipulate a child to the teacher’s advantage.
*vii* . No teacher shall send a child out of class for absenteeism or lateness.
*viii.* Teachers shall show maximum consideration for feelings and circumstances of learners.
*ix* . The teacher shall control his/her utterances in order not to threaten with cruel and degrading punishment or hurt the pupil/student.
*x* . A teacher will intervene to stop a pupil/student from perpetrating psychological abuse upon another pupil/student.
*xi* . A teacher shall intervene to stop a fellow teacher from perpetrating psychological abuse upon another pupil/student.
*Copied from the Teachers’ Code of Conduct. GES*

English – ICT Teacher Available In Accra For Private Tuition – Primary to SHS

Name: Lewis Sakare
Continue reading English – ICT Teacher Available In Accra For Private Tuition – Primary to SHS

Mathematics/ICT Teacher Available In Elmina-Ataabadze For Private Tuition

Name: Christopher Arthur
Continue reading Mathematics/ICT Teacher Available In Elmina-Ataabadze For Private Tuition

Maths Teacher in Accra (Israel-Tabora) Available for Private Tuition – Primary to SHS

Name: Nicholas Mensah
Continue reading Maths Teacher in Accra (Israel-Tabora) Available for Private Tuition – Primary to SHS

Maths Teacher Available In Tamale for Private Tuition – JHS to SHS

Name: Huseini Abdul-Ganiyu
Continue reading Maths Teacher Available In Tamale for Private Tuition – JHS to SHS

Teacher Petitions Ministry Over Error- Ridden JHS Text books

A Junior High School teacher,
Phanuel Yaw Ayawly, has petitioned
the Ministry of Education to withdraw
the Integrated Science Textbooks for
Junior High Schools from schools for
what he calls unpardonable errors.
According to Phanuel Ayawli, the
textbooks are full of grammatical and
typographical errors and have been
in use for the past three years.
Complaining to Citi News’ Kwame
Botchway , Phanuel Ayawly said the
textbooks are not worthy to be used
by students.
He said he petitioned the Ministry
last Friday and is awaiting their
response.
“The book is diseased with a lot of
errors and mistakes, typographic
errors and a whole lot. They are all
not wholesome for the consumption
of our young ones. That is what they
are using all over the country.”
Mr. Ayawli gave the title of the book
as the “New Integrated Science for
Junior High Schools: Discovery
series. Authored by Theodore E.T.
Kom-Zuta and published by Sedco
and Pearson.”
Phanuel Ayawli argued that some of
the chemical symbols in the book
have been wrongly captured.
“The third edition of the book two,
page five, on the chemical symbols,
that of Magnesium should be Mg but
in the book it is Na. chemical symbol
for Potassium is K but in this book
it’s Ma. Chemical symbol for Calcium
is Ca but in the book it is Na. The
same form 2 book, page 17, they
repeated the same periodic table with
the same errors. Page 37 also has
some errors there,” he added.
Portions of the petition to the
Ministry said “this petition, without
ceremony, seeks to suggest to your
august office, your high-valued
personality to withdraw these books
not only from our public schools but
also from public view in order to
salvage the already struggling
education in Ghana.”

Source: citifmonline.com

Harnessing the Power of Digital Technology for Education in Ghana

Information Communication
Technology (ICT) can be a great
enabler of learning when used rightly.
For this to happen, both teachers and
students must be adept at handling
all kinds of gadgets and software.
Ghana has a lot of promise in the
digital education space, but a lot
remains to be done to bring our level
up to speed with global standards.
My post explores five ways through
which technology can be applied to
enhance learning in Ghana.
Use of Tech in Classroom
A skilled teacher can apply
technology in her classroom in many
ways. She can run her lessons using
PowerPoint or an open source
alternative. This automatically allows
for the integration of pictures, videos
and other multimedia. Use of
multimedia content increases the
attention of students as their senses
are fully engaged. The chalk or
marker board would still be used for
sketches, annotations and other
classroom activities. Of course
teachers in a typical Ghanaian school
may not have access to a projector
but it is possible in this age of
proliferation of mobile devices to
take initiative to get relevant images
and videos on a smartphone and
tablet that students can watch to
enhance their understanding. A
student may have the challenge of
understanding the chemical
principles behind the cleansing
action of a detergent, but would
easily pick up the concepts when
shown a YouTube video of the
process. I used this method to great
effect.
Content Creation
There is no gainsaying that access to
the Internet opens up a wealth of
information for the Ghanaian learner.
That said, it is often asked whether
the kind of content currently online is
relevant to our students and pupils. I
would say not always. Inability of
students to relate to the information
they come across on the Internet is a
barrier to their full understanding of
concepts. Also, there is almost zero
content available for certain subjects
like Ghanaian languages. Teams of
teachers and students can work
together to address the dearth in
local educational content problem.
This creates a collaborative learning
atmosphere that fosters development
of critical skills such as creativity,
teamwork, leadership and
communication.
App Development
The Ghanaian developer community
must play their part in improving
educational standards in the country.
Advancements in computing and
software development has resulted in
the abundance of many easily
accessible yet powerful open source
platforms, that can be used to create
educational web and mobile
applications relevant to Ghanaian
school children. Therefore,
technologists need to work with
teachers to digitize notes and test
questions, and repackage them into
stimulating content that students can
easily interact with and learn from.
Growth in the use of educational
technologies in Ghana would in the
long run profit software developers.
However, their involvement in the
sector should not be seen with
purely as a business opportunity but
as a social crusade as well. We need
to see more projects like Paasco
Africa spring up and make a
difference to learners.
Student Learning Activities
The effectiveness of ICT in education
is enhanced when use of relevant
tools is integrated into student
learning activities. Students can
explore topics such as Body Mass
Index (BMI) and graphs with
spreadsheet software, allowing them
to develop computing skills
alongside subject-specific
knowledge. Tasking students to
deliver assignments through
presentations and email enable them
to pick up key work-study-life
communication skills needed to
thrive in the 21st century. One may
think my point is basic, but a student
once scanned a handwritten
assignment and sent it to my inbox
when I asked them to submit a group
work electronically. While such a
behaviour is excusable at the pre-
tertiary level, the reaction would have
been totally different at an institution
of higher learning. My point is that
we need to create the platform for the
young ones to make all the mistakes
now, rather than later, when much is
at stake.
Creating a Web of Learning
Social media has become a reality of
our modern existence as a species.
Many students are distracted from
their studies when they spend
endless hours online connecting with
their friends on Twitter or Facebook.
But, this situation can be turned
around through well thought out
strategy. We can capitalise on the
students’ interest and engagement
on these platforms to serve them
with educational content. This ties in
with some of the points raised above.
Imagine the level of excitement and
the amount of learning students will
experience if they were working on a
YouTube video project for class
assignment. Further teachers can use
Facebook groups (such as Global
Lab Ghana, Google + hangouts and
Twitter hashtags to take class
discussions beyond the classroom.
This way students benefit from the
insights of their colleagues and other
experts from across the world. They
also get to analyse issues in a more
relaxed environment as compared to
the traditional Ghanaian classroom
setting. This hopefully will deepen
their understanding and engender
application.
Conclusion
We cannot hide our heads under the
sand like ostriches in the information
age. Ghanaian teachers need to
embrace digital tools for teaching
and content creation. App developers
need to pay more attention to the
needs of the educational sector and
students must be encouraged to
harness ICT to aid their learning. The
steps we take today, through policy
formulation and effective
implementation, will inform how well
our educational sector will work
some few years down the line.
This post is part of Blu’s LiveBlu
Forum, a social commentary on
work-life balance in Ghana. Join the
discussion at: http://
blughana.wordpress.com/ #LiveBlu #
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turbo-charged internet powered by
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How can Technology Transform Education in Ghana?

The Ghanaian education system
today is in a bad state with massive
failures in primary education, the
length of secondary school cycles in
constant flux, and the major
universities altering admissions
procedures and course materials.
However, the overlying conclusion
that can be drawn from all this is that
the Ghanaian Education system today
is woefully inadequate and in need of
immediate reform. Technology, on
the other hand, is rapidly gaining
acceptance in the country and is
proving its benefits to players in the
public and private sector. Here we
examine three ways technology can
transform education in Ghana.
Teaching Methods .Over the world,
the rise of the Internet and the dawn
of the technological age has led to
advances and radical changes in the
way things are done. Education has
not been left out here. Technology
has transformed teaching methods to
make it much easier for students to
grasp concepts quickly. This is
especially true in science education
where videos can be used to help
students visualize forces in physics,
organic structures in biology and
molecular structures in Chemistry.
Universities in this country can make
use of these technologies to improve
science education. Cost may not
even be much of a factor, as there
are several free resources available.
As Mashable reports: ‘The Concord
Consortium, a non-profit organization
that develops technologies for math,
science and engineering education,
has been a leader in developing free,
open source software that teachers
can use to model concepts.’
Globalisation is an oft-talked about
concept that encompasses the
coming together of the various
peoples of the world through
technologies such as the internet and
advances in aviation and
collaboration. In Ghana, the effects of
globalization are very much in
evidence, with many foreign nationals
living and working here. Ghanaians
today do not find it strange to
encounter or work in foreign-owned
businesses or to hear of project
collaboration between the Ghanaian
and a foreign government. It is thus
necessary for the understanding and
appreciation of foreign cultures to be
a part of our educational system.
Many schools around the country
now attach the term ‘International’ to
their names, yet few of these can be
said to be truly international in
respect to having a diverse foreign
student population. The technology
of today such as video-conferencing
facilities and social media can allow
students in classrooms in Ghana to
interact with other students from
around the world and understand
their culture. Today, free Internet
technologies can provide the benefits
of student exchanges without the
cost of actual travel.
Real Work Conditions. One of the
laments of tertiary education
students and businesses around
Ghana today is that the courses
taught them do not adequately
prepare them for working life. In the
area of technology use this is
especially true. Many students first
take basic computing courses when
they arrive in University and current
systems are structured that students
barely need to spend much time in
front of a computer to graduate well.
Accounting students around the
country are often able to graduate
from accounting courses without
gaining proficiency in any accounting
software. Technology should be
integrated in our teaching systems,
allowing our students to familiarize
themselves with the fast paced and
highly demanding tech world at an
early age and for a long period
before entering the job market. These
measures would help our youth to be
better prepared to enter workplaces
where e-mails are the main means of
communication, videoconferences are
frequently held, documents are kept
‘in the cloud’ and the computer use
is constant.
Most often Ghanaians share the view
that technology is ‘expensive’.
However, the few proposals
discussed here are an example of
some of the technology-driven
improvements that can be made to
our education system at little to no
cost. Today, this nation takes a
serious look at how we can transform
our education systems to dispense
with high rates of failure and inability
of graduates to perform on the
workplace. As shown here,
technology can and should be a part
of any such overhaul to ensure the
youth of Ghana are given the best
possible chance of success in a
fast-changing world.
-Terence Adjei-Otchwemah
Executive, Product Marketing &
Media Relations

Promotion and Upgrading In the Ghana Education Service

Promotion has been everyone’s dream in any field of life. Civil, public and others workers in the formal and informal sectors of the economy apply for promotion when due.

This promotion comes about as a result of advancement in education or long service on ones profession.

However, teachers in the Ghana Education Service in all levels of education – first and second cycle – obtain promotion when due for.

This promotion when obtained is expressed in rank. This rank determines the level of a teacher and the amount of salary such a teacher will end in a month and a year. For instance , a newly trained teacher from any of the Teacher Education College in Ghana is automatically qualified to be promoted to the rank of Senior Superintendent II (SNR . SUP II) . He or she is therefore placed on level 14.2 on the current single spine salaries structure (SSSS ).

Furthermore, a teacher who obtains a bachelor degree in education or in any related field of study is qualified to the rank of a Senior Superintendent (SNR . SUP) automatically. But however, Teachers who have taught for long years in the service could also qualify to the rank mentioned, but can obtain the rank only through an interview.

Teachers who attend interviews in order to gain promotion to the ranks of Senior Superintendent (SNR . SUP), Assistant Director (A .D) and Deputy Assistant Director (D. A. D) are often disqualified by the interview pane lists set up to grant deserving teachers the ranks stated. They sometimes disqualify them not on the ground of that they performance abysmally at the interview, but simply because of government’ s policy to cut down the number of teacher who qualify to be promoted to the ranks of senior superintendent and above. This is affecting the mural of teachers to reach out for high in their teaching career.

The most painful thing is that one could attend the interview for several but would be denied of the ranks. Also having acquired the promotion to any rank in the Ghana Education Service is the first step.

The second is that, after acquiring the letter promoting one to a rank, he or she needs to undergo what is popularly referred to as upgrading which means he or she would have to go through tough bureaucracy in the Ghana Education Service in order to be graded to the rank and be placed on scale to attract the corresponding salary to the said rank.

The system of upgrading, begins from the District or Municipal level then to the Regional Education Directorate and finally to National. That is the headquarters of the Ghana education service. This bureaucratic system that exists in the Ghana Education Service is not the best for teachers. It makes processing of promotion and upgrading very tiresome to teachers.

However, each level of assessing promotion and upgrading by teachers in the Ghana education service requires some bureaucratic difficulty.

Each level involves some level of payment in the form of bribe to personnels charge to assists teachers process their promotion and upgrading documents.

For instance teachers pay money to personnels who are charge with the responsibility of ensuring that teachers’ promotion and upgrading is done demand some amount of money before processing their documents.

Therefore teachers who refuse to pay anything do not have their document processed. Even those teachers who are able to pay the money demanded at the end do not receive their promotion letters and not put on scale.

For instance it could take a teacher two year in order to go through the promotion and upgrading process. This discourages teachers to retain in the teaching service as his colleagues in other civil and public places go through promotion and upgrading with ease. They only have to submit all needed documents to enable personnels in charge process them. It could last for a month or two to have it processed. However this payment of money at the District or Municipal level through to the Regional and National level before promotion and upgrading letters are processed should be avoided.

One could not say that money is not involve at all level. This constitutes bribery and corruption.

There are too many corrupt people in the Ghana education service. Promotion and upgrading letters of teachers are often delayed by the Districts or the Municipalities, Regional and the National (headquarters of Ghana Education Service) .

Teachers also do not stay in the classrooms as they would have to follow up their promotion and upgrading letters. This leads to loss of instructional hours thereby affecting the academic performance of schoolchildren in schools. This is one of the reasons why there is much failure in schools as teachers do not stay in their schools to teach the children.

However, I therefore suggest that officials of the government of Ghana help addressed these challenges of delayed promotion and upgrading of teachers.

Article By: Jude Ofei 0243174600