GES NATIONWIDE INSET PROGRAMME

TH NEWSLETTER 7 EDITION (FEBRUARY 2012)

Ghana Education Service (GES) Nationwide In-service Teacher Training (INSET) Programme supports the smooth implementation of INSET for primary school teachers in 170 districts. It aims at developing an institutionalized structure and replicable INSET model for primary school Science and Mathematics (Math). The Programme has been sensitizing teachers and other stakeholders on the problems and intervention strategies in teaching of Science and Math. The series of newsletters are one of the advocacy and sensitization medium for the Programme. This 7th edition newsletter reports the major activities that have been implemented in 2011 and early 2012.

PROGRAMME IN BRIEF: STRUCTURE AND CHALLENGES: LOW PUPIL’S PERFORMANCE IN SCIENCE IMPLEMENTATION STRATEGY AND MATH

Government of (GOG) has identified education as a Our societies are dominated and „driven‟ by ideas and key development tool of the nation and aims to ensure free products from science, mathematics and technology. It is access to quality basic education. As a result of a number very likely that the influence of science and math on human of interventions, the access to primary education in Ghana lives will continue to increase in the years to come. increased from 78.4% in 2003/04 to 95.0% in 2007/08 Increasing significance of science, math and technology academic year, but academic achievement of pupils in public may be accompanied by a „parallel growth‟ in interest and primary school is still low, and one of the major reasons is high performance in these subjects which could promote an the lack of appropriate and effective teaching skills of understanding of basic scientific ideas and ways of thinking. teachers. To address this issue, many interventions have been put in place by the GES and Japan International Nevertheless this does not seem to be happening especially Cooperation Agency (JICA), and the most current one in developing countries. The evidence for such claim is in “Project for Strengthening the Capacity of INSET part based on „hard facts‟ (educational statistics relating to Management (INSET Project II, 2009-13)” is on going. It subject choice in schools, enrolment in tertiary education) is also to address pedagogical and content knowledge of and also in part on recent large scale local and international teachers. performance in science and math, comparative studies such as BECE, WASSE, TIMSS.

Pupils continue to perform poorly in science and math in basic schools in Ghana. This has become a great source of worry for parents, guardians, and other stakeholders of education. Results from BECE in 2011 indicated that the performance of pupils in these subjects was poor in most of the districts throughout the country.

Some district chief executives also complain bitterly about the poor performance. A number of BECE schools in districts across the country continue to score zero percent. However, most districts that took the INSET Programme seriously and are implementing SBI/CBI over the years are reaping better results, Metro, Mpohor Wossa East, Asuogyaman and many others.

The Programme has thus been institutionalized with the As outlined in the diagram, the structure is made up of super goal of improving the learning abilities of pupils three levels; national, district, and school. Each level is through the updating of the knowledge or enhancing the equipped with management unit as well as resource persons capacities of teachers in the primary schools through to handle subject/pedagogy. At the school level continuous SBI/CBI. It offers teachers greater management of efficient school/cluster based INSET opportunities for communication among themselves through (SBI/CBI) is to be implemented by the headteacher and regular meetings to share experiences in order to deepen the curriculum leader. With this structure, the INSET their content and pedagogical knowledge and practice Programme has gone through series of trainings to cover all hands-on-activities. Science and math instruction will the 170 districts since 2005. change if teachers‟ knowledge and skills are regularly enhanced through INSET activities.

1 HOW CAN TEACHERS MAKE LESSONS MORE materials which were either conductors or non conductors INTERESTING AND EFFECTIVE? of electricity. With this hands-on activity, the pupils were able to distinguish between conductors and non-conductors Many Ghanaian basic school teachers still argue for or of electricity. The teacher has succeeded in making science against the need to improvise Teaching and Learning interesting to the children by use of simple improvised dry Materials (TLMs) in teaching science and math. Authorities cell holder! and teachers who argue in favour of improvisation adduce among others the following reasons: Many teachers in trying to form electric circuits, often  Improvisation makes teaching and learning interesting; waste a lot of masking tape to put two or more dry cells  Improvised materials make lessons more practical; together. With a little shaking, the dry cells do not hold  Lessons become more learner centred; tightly together hence making the experiment to fail. It is  Improvisation encourages hands-on activities; obvious then that an improvised cell holder is the answer to  Teachers become more creative and innovative; and this challenge! Teachers should therefore become more  Improvised materials are more user friendly than creative and innovative in improvising simple TLMs to make imported equipment. science and mathematics lessons more practical and interesting. For teachers who argue against improvisation in teaching science and math, their main line of reasoning is as follows: IMPACT ON SCHOOLS BY THE PROGRAMME: RESULTS OF o Improvisation is time-consuming: THE THIRD SAMPLING SURVEY o Constructing improvised materials is risky; o Improvised materials do not work as effectively as There is a need for the Programme to grasp the impact of imported laboratory equipments; SBI/CBI on the schools so that the National INSET Unit o Improvised materials are not durable; (NIU) can develop their strategy, priority, training o Improvised materials are less accurate especially when programmes and so forth. To obtain the necessary data, precision in measurement is concerned; and the NIU/GES in collaboration with JICA have been o WAEC examinations do not accept diagrams of conducting sampling surveys annually since 2009. improvised materials in place of that of the real

science apparatus. The sampling survey examines the impact of SBI/CBI on In spite of the above arguments for and against teachers‟ teaching skills through observing their lesson and improvisation, the writer and many Ghanaian teachers are lesson plan and on teachers‟ attitude toward their lesson aware that Ghana has a challenge in providing all schools through questionnaire for both teachers and pupils. It also with well equipped science and math laboratories. For examines the change of management skills of headteachers quality teaching and learning to take place in classrooms, and Curriculum Leaders (CLs) on SBI/CBI too. the Ghanaian teacher is however required to use TLMs to make lessons child-centred and less didactic. This is where 12 districts were selected as sample districts in improvisation comes in as a better option of two evils! consideration of a regional balance between northern and southern area, and size of districts. In each selected Here is an example of effective usage of TLMs. This district, 4 different types of schools were selected as experience will buttress the fact that the use of target schools under the following classification; urban- improvised materials makes lessons practical and effective. good, urban-challenge, rural-good, and rural-challenge. The The teacher whose lesson was observed constructed composition of varied schools contributes to secure an battery (dry cell) holders for use in teaching, „conductors impartial data as much as possible. and non conductors of electricity‟. He used pieces of discarded plywood from a carpenter‟s workshop, small nails The 3rd sampling survey, conducted in October 2011, found and aluminium scrap to construct simple dry cell holders. teaching skills of teachers who had participated in

SBI/CBI significantly higher than that of teachers who

Aluminium Plate had not participated. SBI/CBI also had positive impact on

Dry cell pupils‟ readiness to study. This readiness is one of the fundamental factors for pupils to improve their quality Drawing learning. Pupils whose teachers participated in SBI/CBI Bulb Wood pin assess teachers‟ attitude and lessons higher than pupils whose teachers had not. Paper clip Plywoo d The survey confirmed the clear positive impact of the Wire Programme on teaching and learning in classrooms. Metal strip Teachers in schools where headteachers and CLs trained Bottle top by the Programme organise SBI/CBI have higher teaching skills and are satisfied with their teaching activities more than teachers in schools where there was no intervention The pupils formed electric circuits by connecting dry cells by the Programme. In the districts where the Programme in cell holders with flexible wires, bulb, switches and had been operationalised, headteachers are performing

2 managing roles in various aspects of SBI/CBI than the Other performing districts will be selected as Model others. Pupils in such districts have higher satisfaction Districts in 2012. Your district can be part of it if only than the others too. These facts indicate that the INSET INSET activities are going on effectively in the districts model introduced by the Programme functions very well as and in your schools! expected when implemented properly. Headteachers and CLs trained seem committed and organise quality SBI/CBI. This has resulted in improving the skills and knowledge of teachers and subsequent satisfaction of pupils on teachers teaching.

The survey also revealed that there was a challenge on provision of quality content at SBI/CBI from some headteachers and CLs, as the Programme does not focus on providing various contents, but focusing on management skills in organising SBI/CBI mainly. In addition, participants of SBI/CBI at each school cannot provide quality contents, as their knowledge is limited. This implies The 2011 participants with their lecturers in a group picture that the support from District Master Trainers (DMT) and (seated first on the far left is Mr Gershon K. Dorfe, NIU District Teacher Support Team (DTST) are to encourage member and the leader of the 2011 group). teachers to implement more SBI/CBI to improve their teaching. DISSEMINATION WORKSHOP

For proper co-ordination and sharing experiences with other teachers by the trainees from the 3 model districts and 3 pilot districts, a 2 day dissemination workshop was organised for 24 participants and their District Directors at Technical Institute (KTI) in October 2011.

The objectives for the workshop were to: - Learn from the last year group as to how they shared and made use of the knowledge and skills NIU conducting interview and administering pupils questionnaire with other teachers; during the sampling survey. - Explain the modalities behind the 3 booklets that

the 2011 year group produced during the training A NEW DIMENSION: “MODEL DISTRICT CONCEPT” and how teachers can use them in teaching; - Draw up a common Action Plan for the 6 districts The established structures in the 170 districts such as as to how to make use the knowledge and skills District INSET Committee (DIC) and DTST are to make acquired in improving the teaching and learning of sure that all schools organise SBI/CBI with the aim of science and math; and continuously developing the knowledge and skills of - Set up a monitoring team to be monitored district teachers in teaching all subjects with emphasis on science activities and evaluate the Programme regularly. and math. It was a well organised workshop which we hope will yield In an attempt to motivate performing districts in SBI/CBI, more positive results in the near future in the districts and GES in collaboration with JICA has established a Model schools concerned. District concept. The Model District is a district that has taken absolute ownership of the Programme and has ANNUAL INSET PROGRESS REPORT (AIPR) WORKSHOP committed and dedicated teachers who attend SBI/CBI regularly. In January 2012, 167 DTOs reported their progress of implementing the Programme at the AIPR Workshop. The 3 districts that met this criteria as at November 2011 districts were identified in 4 groups according to their were Asuogyamang, New Municipal, and Lower progress: „Group I‟ is the most advanced districts which Manya Krobo, and 4 participants from each of these 3 could be a model district; „Group II‟ has started SBI/CBI districts were sent to Okayama University, Okayama, but need more implementation; „Group III‟ has completed Japan to attend a programme on learner-centred lesson training for their headteachers and CLs and is ready to approach in July to September 2011. start SBI/CBI; and „Group IV‟ is the districts which will implement training for their headteachers and CLs to The participants who were members of DTST, DMT, enable schools organize SBI/CBI very soon. The NIU District Training Officer (DTO) and CLs were selected by focuses on supporting Group III and VI through monitoring their districts based on the seriousness that they put on in February. The results of the grouping are as shown in the implementation of the INSET activities in their the table on the next page. districts and schools.

3 GRO DISTRICTS TOTAL (W/R), Ga East Municipal (GA/R) (1.8%) UP TOTAL 170 I Pru, Tano South (BA/R), (V/R) 8 Tamale Metropolitan (N/R) (4.7%) About 80% of the districts were in Group III-VI and Kassena-Nankana East (UE/R) Nsuaem Municipal (W/R) recommended to implement CL training and SBI/CBI as Municipal, Metro (GA/R) soon as possible. We expect to find further progress in II Adansi North, Municipal, Obuasi 20 2012 – more districts will implement INSET activities. Your Municipal (A/R), Municipal, Tano North (11.8%) schools will thus experience successful SBI/CBI in (BA/R), Central Gonja (N/R), Builsa, Kassena- collaboration with trained headteachers and CLs very soon! Nankana West (UE/R), Wa Municipal (UW/R), COME-ON AND JOIN US!! Aowin/Suama, Mpohor/Wassa East, Nzema East, Sefwi-, Ellembele (W/R), Assin North (C/R), Birim North, Asuogyaman, SERIES OF NATIONWIDE INSET ACTIVITIES Suhum/Kraboa/Coaltar, Upper Manya Krobo IMPLEMENTED IN 2011 AND EARLY 2012 (E/R), Dangme West (GA/R) Ahafo Ano North, -Juabeng, Adansi 81 III DATE ACTIVITY PARTICI South, Amansie West, Atwima Kwanwoma, (47.6%) Kwabre East, Municipal, Sekyere PANTS Afram Plains, Afigya Kwabre, Ahafo Ano South, 9TH-13TH Orientation and Sourcebook 55 Atwima Mponua, Sekyedumase, MAY training for Districts Master Municipal, Sekyere East (A/R), Asunafo South, Trainers (DMTs) Jaman South, Kintampo South, Asunafo North, 15TH-20TH Orientation and Sourcebook 55 Dorma East, Kintampo Municipal, North, Sunyani West, Municipal MAY Training for DMTs (BA/R), Bole, East Gonja, East Mamprusi, 6TH-10TH DTST Orientation and 162 Nanumba North, Nanumba South, , JUN Sourcebook Training -Nanton, Sawla-Tuna-Kalba, West 13TH-17TH DTST Orientation and 162 Mamprusi, /Tatale (N/R), East JUN Sourcebook Training Municipal, Bawku West, -Municipal, TH TH Bongo, Garu-Tempane, Talensi-Nabdam (UE/R), 20 24 DTST Orientation and 89 Jirapa, Wa West (UW/R),Ahanta West, JUN Sourcebook Training Jomoro, Juabeso, Wasa Amenfi West, 27TH JUN- DTST Orientation and 113 /Anhwiaso/ Bekwai, -Huni Valley 1ST JUL Sourcebook Training (W/R), Abura/Asebu/Kwamankese, ND TH Mfantsiman,Twifu/Heman/Lower/Denkyira, 2 -6 Dissemination Workshop on 30 Upper Denkyira East, Upper Denkyira West, OCT6 Learner Centered Approach Asikuma/Odoben/Brakwa, Awutu/Senya, 7TH OCT Monitoring Training for 3rd 12 Gomoa West (C/R), Akuapem South Municipal, Sampling Survey Akuapim North, Birim South, East Akim, 14TH-18TH Monitoring Training for DMTs 42 Kwaebibirem, Kwahu West, Lower Manya Krobo, NOV Akyemansah, Birim Central Municipal, TH TH Fanteakwa, Kwahu North, Kwahu South, New- 5 -9 DEC Monitoring Training for DMTs 54 Juaben Municipal (E/R), , , 12TH-19TH Sensitization Workshop for 215 Krachi East, (South Tongu), South DEC Regional, District, Municipal,

Dayi, Adaklu-Anyigbe, Municipal, Ketu Metro and Regional Managers of North, South (V/R), Education Directors Municipal, Dangme East, Ga South Municipal TH TH (), Ledzekuku-Krowor Municipal (GA/R), 16 -27 AIPR Workshop 168 IV Amansie Central, Asante Akim North, Asante 58 JAN Akim South, Atwima Nwabiagya, Bosomtwe, (34.1%) Kumasi Metropolitan, Sekyere South (Afigya Quote

Sekyere), Bosome Freho, Offinso North, The Power of the Teacher „The assumption that teachers Sekyere Central (A/R) are not powerful is one of the biggest fallacies of our -Amantin, Sene, , Dormaa society. As a group they have a power which is second to Municipal, Jaman North, Nkoranza, Tain, none… It is they, the teachers now at work and going , Asutifi (BA/R), -, through Training College who are shaping what [the Gushiegu, Karaga, , , Tolon- country] will become, much more than we who pass laws, Kumbungu, West Gonja, (N/R), , Lumbussie Karni, , Sissala East, Wa make rules, and make speeches!‟ (Julius Nyerere) East (UW/R), Bia, Sekondi-Takoradi, Wasa Amenfi East, Shama (W/R), Assin South, We hope you have enjoyed the 7th issue of the INSET Komenda/Edina/Eguafo/Abirem, Agona East, Programme Newsletter. Please contribute to the Agona West, Ajumako/Enyan/Essiam, Cape newsletter by sending your article on science and math Coast Metro, Effutu Municipal, Gomoa East teaching and learning. We hope this newsletter will be a (C/R), Atiwa, Kwahu East, West Akim, Yilo place where teachers can share their thoughts, ideas and Krobo (E/R), (North Tongu), Biakoye, successful experiences. Please contact National INSET Unit Nkwanta North, Ho Municipal, Municipal, (NIU), Teacher Education Division (TED), GES, P. O. Box , Ketu South, Krachi West (V/R), MB247, Accra, or Mr. Jacob W. Molenaar, 0244-584913 or Metropolitan, Ga West (GA/R) Mrs. Evelyn O. Oduro, National INSET Coordinator, 0208- N/A Sissala West (UW/R), 3 179-896, [email protected].

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