（英）Improvement of Teaching Science and Mathematics in Ghana
Ministry of Education
“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) 2003-2015” 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 and dispatching Japanese teachers to school.
In this context, this training course has been prepared to complement the said efforts with a special focus on primary school teachers, since they play an important role to ensure quality education for all.
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 is enhanced through acquiring the techniques for preparation 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 Travel to Japan (Air Ticket, Travel Insurance, Accommodation in Japan)
2-1 Accommodations, living expenses, outfit and shipping
2-2 Domestic study tours (basically in the form of train tickets)
2-3 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.)
2-4 Program implementation, including materials
1 Nominate relevant personnel to undertake the training course
(from primary school teachers, circuit supervisors and instructors working for Colleges of Education 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
The government of Ghana continues to put strong emphasis on IN-Service training, and teacher education as a whole.
1 Chief Director, Ministry Of Education
2 Director General, Ghana Education Service
3 Teacher Education Division, National INSET Unit (Working counterpart)
4 College of Education instructors: in charge of assuring quality of science and mathematics education for schools.
5 District Education Offices (DEO) and District Assemblies (in the target districts)
(Counterpart and Implementation Manager)
6 Circuit supervisors (Working counterpart)
7 JOCVs (in the target districts) (daily counterparts)
8 Primary school teachers
1 JICA Chugoku International Center
2 Graduate School of Education, Okayama University
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
Project Outline / Aperçu du Projet
|Project Outline / Aperçu du Projet |
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