T-TEL Holds 2-Day Capacity Building Workshop For Teacher Trainees
Repeated surveys and studies show that Ghana is failing in the most important aspect of education-learning outcomes. This is according to the Team leader of Transformation Teacher Education and Learning unit (T-TEL) of the Ministry of Education, Robin Todd.
Robin Todd, who was speaking at a two-day capacity building workshop, a Challenge Fund Learning event for Colleges of Education in Koforidua in the Eastern Region, however said “Ghana does not have a bad education system.”
“Having worked in eleven sub-Saharan African countries, I can say that Ghana’s system competes favourably with all others in the region. It is well organised and comprehensive. But repeatedly surveys and studies show that Ghana is failing in the most important aspect of education-learning outcomes”.
Todd further explained that “too many children in this country are leaving primary school without the ability to read and write to required standards. Too many children are failing to gain the educational foundation which will enable them to achieve their potential in life”.
To reverse the trend, Robbin Todd suggested Ghana should have an educational system that is not focused on examinations, but on critical thinking and problem solving skills.
“We also have an education system which is too focused on examinations and which does not do enough to develop critical thinking and problem solving skills. We have a system which focuses on ‘chewing’ and ‘pouring’ facts for examinations – an approach which does not adequately equip young people for the world of work or enable them to achieve their full potential”.
Colleges of Education in Ghana for the past three years have been embarking on numerous capacity building activities in preparation for the roll-out of the new bachelor of education curriculum in September 2018.
As part of multiple levels of support provided to Colleges of Education, Teacher Education and Learning (T-TEL) launched the Challenge Fund to reward and promote innovative practices in teaching, learning and management practices of Colleges of Education.
About 2.5 million cedis was disbursed to thirty-one (31) Colleges of Education across the country.