（英）Improvement of Teaching Science and Mathematics in Ghana
Ghana Education Service
"Quality of Education is Quality of Teachers". The importance of continuing professional development of teachers at schools cannot be overemphasized when we think of quality education. It is a worldwide common understanding that a teacher should be a life long learner and teaching should be a profession like other professional occupations. Based on this thought, many countries in the world have given focus and important role to teacher education both pre and in-service in their policies and national development framework.
In Japan, preparing good teachers and continuously developing teachers' knowledge have been considered by the government as a key for developing society and securing wealth of the nation for a long time. It is believed that strengthening of teacher development is one of the factors for the success of Japanese economic development based on its human resources and development of scientific technologies.
The Government of Ghana has been also putting strong emphasis on teacher education within the framework of "Education Strategic Plan (ESP)" which aims to achieve "Education for All". In response to this effort, JICA under the Government of Japan has been assisting to establish a sustainable in-service teacher training system since 2000, by implementing technical cooperation projects, dispatching Japanese volunteers to school. Some visible outcome has been appeared such as institutionalization of in-service training mechanism as a result of the supports from grass-root level to policy level.
On the other hand, there are more challenges of quality education at class room level, which could be assumed to be caused mainly by poor quality of teaches. Since only few teachers are able to utilize equipments for experiment, conduct experiment with cheap and locally available materials, and have knowledge of learners-centered activities / lessons, majority of them teach in the way of so-called “chalk & talk” without much interaction with students.
In this context, this training course has been prepared to complement the said efforts with a special focus on counterparts of the Project for Strengthening the Capacity of INSET Management such as primary school teachers, Curriculum Leader(CL)s, Circuit Supervisor(CS)s and other District Teacher Support Team (DTST) members since they play an important role to ensure quality education for all.
It would be also useful to have an actual look at educational system and its implementation in Japan so that training participants could have a clear direction and vision for improvement of education in Ghana.
Pupil-centered teaching and learning is promoted through effective and practical science and mathematics lessons.
The capacity of the participants in conducting quality lessons in the field of science and mathematics and/or providing effective advice to other teachers is enhanced through acquiring the techniques for prepartion of effective lesson plan and teaching materials.
1 Skills and knowledge to prepare lesson plan and teaching material for pupil-centered teaching is acquired.
2 Skills and knowledge of lesson study is acquired, to improve the quality of lessons.
3 A teacher's guide book on pupil-centered lesson preparation in science and mathematics education is prepared, based on the skills and knowledge acquired in Japan.
4 The guide book is shared and utilized with relevant stakeholders.
0-1 Prepare School Report
0-2 Prepare Sample Lesson Plan
1-1 Present School Report
1-2 Conduct Lesson Demonstration
1-3 Outline Science and Mathematics Education in Japan
1-4 Prepare Lesson Plan
1-5 Prepare Teaching Material
2-1 Elaborate Lesson Plan and Teaching Material through Lesson Study
2-2 Undertake Classroom Observation
2-3 Conduct demonstration Lesson and post lesson discussion
3-1 Prepare a teacher's guide book
4-1 Share the teachers' guide book with relevant stakeholders.
4-2 Promote and utilize the teacher's guide book through workshop and seminar.
1-1 Air ticket to Japan
1-2 Accommodations, living expenses, outfit and shipping
1-3 Domestic study tours (basically in the form of train tickets)
1-4 Free medical care for participants who become ill after arriving in Japan (costs related to pre-existing illness, pregnancy, or dental treatment are NOT included.)
1-5 Program implementation, including materials
1 Nominated relevant personnel to undertake the training course (from primary school teachers, CLs, CSs and DTST members who are in charge of assuring quality of science and mathematics education for school children)
2 Support of participants action plans implementation by their organisation
3 Budget to implement participants' action plans
Ghana Education Service (GES)
Teacher Education Division of the GES
Selected District Education Offices
1 (TC) Project to Support the Operationalisation of the INSET Policy, December 2005 to November 2008: Supported GES (mainly teacher Education Division) to develop a structured and replicable INSET model for primary school Science and Mathematics teachers
2 (TC) Project for Strengthening the Capacity of the In-Service Training (INSET) Management, June 2009 to March 2013: Supporting GES (mainly TED) to enhance the management capacity for the nationwide implementation of a structured and quality INSET
3 JOCV dispatch to support improvement of Science and Math Education at DEO, secondary school and College of Education, ongoing
1 Education Sector Budget Support by DFID and World Bank.
2 Development partners such as USAID and UNICEF implement education programms at district level.
|Project Outline / Aperçu du Projet |
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