DOCSLIB.ORG

A Survey of ICT Capacity in Ghana's Public Colleges of Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Survey of ICT Capacity in Ghana's Public Colleges of Education A Survey of ICT Capacity in Ghana's Public Colleges of Education 23 October 2017 Cambridge Education 22 Station Road Cambridge CB1 2JD United Kingdom T +44 (0)1223 463500 F +44 (0)1223 461007 camb-ed.com A Survey of ICT Capacity in 327209 1 1 Ghana's C:\Users \BRI84122Public\AppData\Local \MicrosoftColleges\Windows\Temporary Internet of Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Education Cambridge Education 23 October 2017 Mott MacDonald Limited trading as Cambridge Education. Registered in England and Wales no. 1243967. Registered office: Mott MacDonald House, 8-10 Sydenham Road, Croydon CR0 2EE, United Kingdom Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education Issue and Revision Record Revision Date Originator Checker Approver Description Document reference: 327209 | 1 | 1 Information class: Standard This document is issued for the party which commissioned it and for specific purposes connected with the above- captioned project only. It should not be relied upon by any other party or used for any other purpose. We accept no responsibility for the consequences of this document being relied upon by any other party, or being used for any other purpose, or containing any error or omission which is due to an error or omission in data supplied to us by other parties. This document contains confidential information and proprietary intellectual property. It should not be shown to other parties without consent from us and from the party which commissioned it. This report has been pr epared sol el y for use by the party which commissi oned it (the ‘Client’) i n connecti on with the capti oned proj ect. It should not be used for any other purpose. N o person other than the Client or any party who has expressl y agreed ter ms of r eliance with us (the ‘Reci pient(s)’) may rel y on the content, i nformati on or any views expressed i n the repor t. We accept no duty of care, responsi bility or liability to any other r eci pient of thi s document. T his r eport is confi denti al and contains pr opri etar y intell ectual property. No representati on, warranty or under taking, expr ess or i mplied, is made and no responsi bility or liability is accepted by us to any party other than the Cli ent or any Reci pient(s), as to the accuracy or completeness of the i nformati on contai ned i n this r eport. For the avoidance of doubt this r eport does not in any way purport to i nclude any legal , insur ance or fi nanci al advice or opi nion. We disclai m all and any liability whether arising i n tort or contract or other wise which it might otherwise have to any party other than the Cli ent or the Reci pient(s), in r espect of this report, or any infor mation attri buted to i t. We accept no r esponsibility for any error or omission i n the r eport which is due to an error or omission i n data, infor mation or statements supplied to us by other par ties incl udi ng the client (‘D ata’). We have not i ndependentl y verified such D ata and have assumed it to be accurate, complete, reli abl e and current as of the date of such infor mation. Forecasts presented i n this document were pr epared usi ng Data and the report is dependent or based on D ata. Inevitabl y, some of the assumptions used to develop the for ecasts will not be realised and unantici pated events and circumstances may occur. C onsequentl y M ott MacDonal d does not guarantee or warr ant the concl usi ons contained i n the repor t as there are li kel y to be differ ences between the for ecasts and the actual results and those di ffer ences may be material. Whil e we consi der that the infor mation and opini ons gi ven i n this r eport are sound all parti es must rel y on their own skill and j udgement when making use of it. Under no circumstances may this report or any extr act or summar y ther eof be used in connection with any public or pri vate sec urities offering i ncluding any rel ated memorandum or prospectus for any securities offering or stock exchange listing or announcement. 327209 | 1 | 1 | 23 October 2017 C:\Users\BRI84122\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education Contents Acknowledgements 1 Acronyms and Abbreviations 3 Executive summary 4 1) CoEs would benefit from guidance on how to improve their ICT capacity 5 2) A CoE sector strategy for integrating ICT in education could provide efficiencies for all CoE 5 3) The proposed CEMIS system must respond to the actual ICT capacity of most CoEs 5 1 Introduction 8 1.1 Need for a survey of ICT capacity in Colleges 8 1.2 Purpose of the survey of ICT capacity in CoEs 8 1.3 The uses of ICT capacity by Colleges 9 1.4 Training student teachers to use ICT in education 9 1.5 Recent ICT initiatives with CoE 10 2 Methodology 12 2.1 Developing the survey tool: Capacity domains 12 2.1.1 Infrastructure Capacity 12 2.1.2 ICT policy 12 2.1.3 Human Resource Capacity 13 2.1.4 Access to ICT devices 13 2.2 Developing the survey tool: Survey questions 13 2.3 Testing the survey tool 14 2.4 Enumerator training 14 2.5 Data collection 14 2.6 Ensuring data quality 15 2.7 Data entry 15 2.8 Data Analysis 15 2.8.1 College of Education ICT Capacity Index 19 3 Findings on ICT Capacity: ICT Infrastructure 21 3.1 Power 21 3.1.1 Reliability of electrical power supply 21 3.1.2 Areas served by power 22 3.2 Networking 23 3.2.1 Wired local area network (LAN) 23 3.2.2 Wireless LAN 24 3.2.3 Combining LAN and WLAN to increase access 26 327209 | 1 | 1 | 23 October 2017 C:\Users\BRI84122\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education 3.2.4 Functional assessment of LAN/WLAN infrastructure 26 3.2.5 Number of CoE with Servers 27 3.2.6 How servers are used by CoE 27 3.2.7 Server maintenance 27 3.3 Internet 28 3.3.1 Availability of internet at CoEs 28 3.3.2 Internet connection types used by CoEs 28 3.3.3 Internet Service Provider (ISP) 29 3.3.4 Cost of internet 30 3.3.5 Quality of internet connectivity 30 3.3.6 Measured Internet bandwidth 30 3.4 ICT labs 32 3.4.1 Number of ICT labs 32 3.4.2 Condition of the ICT labs 32 3.4.3 ICT equipment in the ICT labs 33 3.4.4 Capacity of ICT labs for lessons - functioning computers and seating 34 3.4.5 Facilities in the ICT labs 35 3.4.6 ICT Labs open for lessons 35 3.4.7 Capacity and access to ICT labs outside of lesson hours 35 3.4.8 Gender differences in ICT lab usage 37 3.5 ICT devices in CoE classrooms 37 3.6 ICT devices in CoE administration offices 38 4 Findings on ICT Capacity: ICT Policy 39 4.1 Policies available for regulating and controlling aspects of ICT systems 39 4.2 College communication through a website and social media 41 5 Findings on ICT Capacity: Human Resources Capacity 42 5.1 ICT Technicians 42 5.1.1 Number of ICT technicians in the CoE sector 42 5.1.2 Required Competencies for ICT Technicians 42 5.2 ICT Tutors 43 5.2.1 Number of ICT tutors 43 5.2.2 Qualifications and skills of ICT tutors 43 5.3 CoE Staff Professional Development needs in ICT 45 5.3.1 Professional Development needs in ICT - College Leaders 45 5.3.2 Professional Development needs in ICT – ICT Tutors 47 5.3.3 Professional Development needs in ICT – Tutors 47 5.3.4 Professional development needs in ICT - student teachers 48 6 Findings ICT Capacity: Access to ICT devices (Tutors and Students) 49 6.1 Tutors’ access to ICT devices 49 6.2 Tutors access to ICT facilities outside the college 49 6.3 Student teachers’ access through their own ICT devices 49 327209 | 1 | 1 | 23 October 2017 C:\Users\BRI84122\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education 6.3.1 Smartphone ownership by students 50 6.3.2 Tablet ownership by student teachers 52 6.3.3 Laptop ownership by student teachers 53 7 Findings on ICT Capacity: College Leaders’ Priorities 55 8 Findings: CoE ICT Capacity Scorecards and ICT Capacity Index 57 8.1 CoE ICT Capacity Scorecard Results 57 8.2 ICT Capacity Index Results 57 9 Discussion of findings 60 9.1 Low ICT Capacity in CoE across a range of capacity domains 60 9.2 Weak ICT policy capacity in CoEs 60 9.3 Inadequate technical support to manage ICT systems in CoEs 60 9.4 Irregular power supply 61 9.5 Poor internet connectivity 61 9.6 Inadequate management of internet provision 61 9.7 Limited access to larger screen ICT devices for student teachers outside of ICT lessons 62 9.8 Limited range of ICT infrastructure used in teaching and learning 62 9.9 Student teachers’ mobile devices – an untapped resource? 63 9.10 Professional development in ICT is required for college leaders and tutors 63 9.11 CoE sector has limited expertise in ‘how to use ICT in teaching and learning’ 63 9.12 CoEs are at different points on a development pathway to ICT integration 64 10 Conclusions and Recommendations 66 Annex 1: Colleges of Education ICT Capacity Index 68 Annex 2: CoE ICT Capacity Scorecards for Every College 73 327209 | 1 | 1 | 23 October 2017 C:\Users\BRI84122\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education 1 Acknowledgements The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people.
Load more

Recommended publications
  • National Council for Tertiary Education Statistical Report on Tertiary Education for 2016/2017 Academic Year
    NATIONAL COUNCIL FOR TERTIARY EDUCATION STATISTICAL REPORT ON TERTIARY EDUCATION FOR 2016/2017 ACADEMIC YEAR Research, Planning and Policy Development (RPPD) Department i Published by National Council for Tertiary Education P O Box MB 28 Accra © National Council for Tertiary Education 2018 Office Location Tertiary Education Complex Off the Trinity College Road Bawaleshie, East Legon Accra Tel: + 233 (0) 0209989429 E-mail: [email protected] Website: www.ncte.edu.gh ii TABLE OF CONTENTS LIST OF TABLES v LIST OF FIGURES vi LIST OF ACRONYMS viii INTRODUCTION 1 METHODOLOGY 2 1. SUMMARY OF ALL TERTIARY INSTITUTIONS 3 1.1 ENROLMENT 3 1.2 GROSS ENROLMENT RATIO (GER) 4 1.3 GENDER PARITY INDEX (GPI) 5 1.4 NUMBER OF STUDENTS IN TERTIARY EDUCATION PER 100,000 INHABITANTS 6 1.5 ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 6 2. PUBLIC FUNDED UNIVERSITIES 7 2.1 ADMISSIONS INTO FULL-TIME (REGULAR) STUDY 7 2.2 FULL-TIME (REGULAR) STUDENTS’ ENROLMENT 8 2.3 FULL-TIME (REGULAR) POSTGRADUATE STUDENT ENROLMENT 9 2.4 FULL-TIME ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 9 2.5 ENROLMENT OF INTERNATIONAL STUDENTS 10 2.6 FULL-TIME (REGULAR) ENROLMENT OF FEE-PAYING STUDENTS 11 2.7 FULL-TIME (TEACHING) ACADEMIC STAFF 11 2.8 STUDENT-TEACHER RATIO 12 2.9 GRADUATE OUTPUT 12 2.10 STUDENT ENROLMENTS IN DISTANCE AND SANDWICH PROGRAMMES 13 3. TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.1 ADMISSIONS IN TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.2 ENROLMENT IN THE TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.3 STUDENT ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 16 3.4 INTERNATIONAL STUDENTS 16 3.5 ACADEMIC STAFF 17 3.6 STUDENT-TEACHER RATIOS 17 3.7 GRADUATE OUTPUT 18 4.
    [Show full text]
  • National Council for Tertiary Education Annual Report 2014 I Published by National Council for Tertiary Education P O Box MB 28 Accra
    NATIONAL COUNCIL FOR TERTIARY EDUCATION ANNUAL REPORT 2015 National Council for Tertiary Education Annual Report 2014 i Published by National Council for Tertiary Education P O Box MB 28 Accra Office Location Tertiary Education Complex Off the Trinity College Road Bawaleshie, East Legon Accra Tel: + 233 (0) 209989413/209989429 E-mail: [email protected] Website: www.ncte.edu.gh ii National Council for Tertiary Education Annual Report 2014 CONTENTS Foreword . iv PART ONE: EXECUTIVE SUMMARY . 1 PART TWO: PROFILE OF COUNCIL/SECRETARIAT . 2 PART THREE: PROGRAMME DELIVERY . 7 PART FOUR: SPECIAL PROJECTS . 11 PART FIVE: STANDARDS AND NORMS PERFORMANCE INDICATORS . 16 PART SIX: FINANCIAL PERFORMANCE . 19 PART SEVEN: PERFORMANCE REVIEW OF STRATEGIC PLAN (2010–2014) . 24 PART EIGHT: UNAUDITED ACCOUNTS AND FINANCIAL STATEMENT OF THE SECRETARIAT . 31 PART NINE: CONCLUSION — CHALLENGES AND WAY FORWARD . 38 APPENDICES . 39 APPENDIX 1: 2014 BUDGET DISTRIBUTION FOR THE TERTIARY EDUCATION . 39 APPENDIX 2: SUMMARY OF STATISTICS FOR TERTIARY EDUCATION INSTITUTIONS IN GHANA . 42 APPENDIX 3: LIST OF PUBLIC TERTIARY EDUCATION INSTITUTIONS IN GHANA 45 APPENDIX 4: LIST OF SECRETARIAT STAFF . 47 APPENDIX 5: ORGANOGRAM OF THE SECRETARIAT . 49 National Council for Tertiary Education Annual Report 2014 iii FOREWORD The National Council for Tertiary Education Corporation of New York to support capacity (NCTE) continues to make significant building of senior management staff of universities contributions towards the development of tertiary in Ghana and Nigeria. Other important projects education in Ghana. The Council’s aim is that that the Council helped to facilitate during the tertiary education assumes its role as a catalyst year were the Open Universities Ghana (OUsG) and resource base for national growth and and the Africa Centres of Excellence (ACE) development.
    [Show full text]
  • Edulearn Guide of Authors
    Journal of Education and Learning (EduLearn) Vol. 14, No. 2, May 2020, pp. 289~300 ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i2.14921 289 ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana Dzakpasu Prince Edem1 Christopher Dewodo2 Pascal Benson Atiglah3 1,2St. Francis College of Education, PO Box 100, Hohoe Volta Region, Ghana 3E.P. College of Education, Amedzofe, Volta Region, Ghana Article Info ABSTRACT Article history: Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching Received Dec 10, 2019 animal science using blended learning and the benefits of blended learning for Revised Jan 1, 2020 teachers and students. The study utilized a descriptive survey design. The Accepted Feb 1, 2020 target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. Keywords: With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection Blended learning was questionnaires. Four and five scaled Likert like tests were designed to Colleges of education elicit information on the level of ICT skill of teachers and their students, and Distant learning on benefits of blended learning to teachers and students respectively. The ICT skills information gathered was analyzed using SPSS version 21 and the hypotheses Teachers were tested using Analysis of Covariance.
    [Show full text]
  • TVET College Lecturer Education Annex Report
    TVET College Lecturer Education Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Douwe Grijpstra November – 2015 EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate B - Modernisation of Education II: Education policy and programme, Innovation, EIT and MSCA Unit B4 – International cooperation in education and youth; Jean Monnet actions European Commission B-1049 Brussels EUROPEAN COMMISSION TVET Teacher education in Africa Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Directorate-General for Education and Culture International cooperation in education and youth 2014 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2014 © European Union, 2014 4 Table of contents 1 NATIONAL BACKGROUND OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) - CAMEROUN ..............................................................................
    [Show full text]
  • CHARTERED PRIVATE TERTIARY INSTITUTIONS Institution
    CHARTERED PRIVATE TERTIARY INSTITUTIONS Date of Institution Programme Accreditation Duration Expiry Date Qualification Awarded by M.A. Theology and Missions 9/1/2016 5 years 8/31/2021 Master of Theology African Akrofi Christaller Institute of Akrofi Christaller Institute of Theology, Christianity/Bible Translation & Theology, Mission and Mission and Culture, Akropong Interpretation 9/1/2016 5 years 8/31/2021 Culture, Akropong PhD Theology 9/1/2016 5 years 8/31/2021 B.A. Christian Education 9/1/2013 5 years 8/31/2018 B.A. Church Administration 9/1/2013 5 years 8/31/2018 B.A. Communication Studies 9/1/2014 5 years 8/31/2019 B.A. English 9/1/2013 5 years 8/31/2018 B.A. Environment and Development Studies 11/23/2015 3 years 11/22/2018 B.A. Family Counseling 9/1/2013 5 years 8/31/2018 B.A. French Translation 9/1/2014 5 years 8/31/2019 B.A. Social Work 9/1/2017 3 years 8/31/2020 B.A. Sociology 9/1/2017 3 years 8/31/2020 B.B.A. with options in: Accounting, Marketing, Human Resource Management 3/1/2014 5 years 2/28/2019 B.Sc. Agribusiness 9/1/2014 5 years 8/31/2019 B.Sc. Banking and Finance 9/1/2017 3 years 8/31/2020 Central University B.Sc. Business Administration - Human Central University Resource Management option 9/1/2017 3 years 8/31/2020 B.Sc. Business Administration - Marketing option 9/1/2017 5 years 8/31/2020 B.Sc. Civil Engineering 1/1/2014 5 years 12/31/2018 B.Sc.
    [Show full text]
  • Tertiary Education Statistics Annual Statistics Report 2018/2019
    Tertiary Education Statistics Annual Statistics Report 2018/2019 NATIONAL ACCREDITATION BOARD www.nab.gov.gh P. O. Box Ct 3256, Cantonments - Accra National Accreditation Board © 2020 i Table of Contents INTRODUCTION ................................................................................................................................. iv Definitions: ......................................................................................................................................... v Abbreviations/ Acronyms ................................................................................................................ vii Table 1: Student Enrolment and Staff by Type of Institution and Gender ...................................... 1 Table 2: Enrolment by Type of Institution, programme and Gender .............................................. 2 Table 3: Enrolment by Public Universities, Programme and Gender ............................................... 3 Table 4: Enrolment by Specialised/ Professional TEIs, Programme and Gender ............................. 5 Table 5: Enrolment by Technical Universities & Polytechnics, Programme and Gender ................ 6 Table 6: Enrolment by Colleges of Agriculture, Programme and Gender ........................................ 7 Table 7: Enrolment by Colleges of Education, Programme and Gender ......................................... 8 Table 8: Enrolment by Nursing and Midwifery Colleges, Programme and Gender ......................... 9 Table 9: Enrolment by Private Universities and
    [Show full text]
  • Ministry of Education (Moe)
    REPUBLIC OF GHANA MEDIUM TERM EXPENDITURE FRAMEWORK (MTEF) FOR 2016-2018 PROGRAMME BASED BUDGET ESTIMATES FOR 2016 MINISTRY OF EDUCATION (MOE) The MOE MTEF PBB Estimate for 2016 is available on the internet at: www.mofep.gov.gh Ministry of Education Page ii TABLE OF CONTENTS PART A: STRATEGIC OVERVIEW OF THE MINISTRY OF EDUCATION ........................... 1 1. GSGDA II POLICY OBJECTIVES ......................................................................................................................... 1 2. GOAL .................................................................................................................................................... 1 3. CORE FUNCTIONS ........................................................................................................................................... 1 4. POLICY OUTCOME INDICATORS ..................................................................................................................... 2 5. EXPENDITURE TRENDS FOR THE MEDIUM-TERM (2011-2015) ...................................................................... 4 6. SUMMARY OF KEY ACHIEVEMENTS IN 2015 BY PROGRAMME ..................................................................... 5 PART B: BUDGET PROGRAMME SUMMARY .......................................................................... 15 PROGRAMME 1: MANAGEMENT AND ADMINISTRATION ................................................................................. 15 PROGRAMME 2: BASIC EDUCATION ..................................................................................................................
    [Show full text]
  • The Challenges of Visual Arts Education in Ghana's Colleges Of
    International Journal of Scientific Engineering and Applied Science (IJSEAS) – Volume-2, Issue-3, March 2016 ISSN: 2395-3470 ww.ijseas.com THE CHALLENGES OF VISUAL ARTS EDUCATION IN GHANA’S COLLEGES OF EDUCATION 1 2 Johnson Kofi KassahP ,P Agbeyewornu Kofi Kemevor (PhD)P 1 P St.P Francis’ College of Education P.O. Box 100, Hohoe – Ghana 2 P DepartmentP of Graphic Design, University of Education, Winneba – Ghana, P.O. Box 25, Winneba- Ghana ABSTRACT The focus of this paper was to find out rationale, scope, structure and the Challenges of Visual Arts Education in Colleges of Education in Ghana. The qualitative research approach with questionnaire, Interview guide and observation helped to sift the scope, structure and challenges of Colleges of Education Visual Arts Education. Simple random sampling procedure was used to select five colleges of education in the Volta region of Ghana namely St. Francis College of Education, St. Teresa College of Education, Akatsi College of Education, Peki College of Education, and Jasica College of Education. The paper unveiled that Visual Arts Education in Colleges of Education faces copious challenges. The problems ranging from low patronage of the programme, lack of studios, and training tools and materials, inadequate quality Visual Arts lecturers or facilitators, negative perceptions towards Visual Arts education. The paper also recommended that Colleges of Education stakeholders should find doable ways of addressing the challenges of Visual Arts Education in Colleges of Education. Keywords: Visual Arts, Colleges of Education, Vocational Education. INTRODUCTION Education plays a crucial role in fostering self development as well as the development of human capital for national socio-economic development (Newman, 2014).
    [Show full text]
  • Agogo Presbyterian College of Education Under The
    International Journal of Scientific Research and Management (IJSRM) ||Volume||08||Issue||01||Pages||EL-2020-1157-1172||2020|| Website: www.ijsrm.in ISSN (e): 2321-3418 DOI: 10.18535/ijsrm/v8i01.el02 Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study *Frederick Mensah Bonsu, Augustine Adjei, David Doe Ayornoo MPhil/Med. Wesley College of Education, Kumasi- Ashanti. Ghana West-Africa Mphil/Med. Offinso College of Education, Offinso Ashanti. Ghana West Africa MA. Ada College of Education. Ada-Eastern. Ghana West Africa Abstract The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries.
    [Show full text]
  • Chapter Iii Plan and Procedure of the Study
    CHAPTER III PLAN AND PROCEDURE OF THE STUDY 3.1 Introduction This chapter presents a plan and procedure used to collect adequate and valid data to answer the research questions and to achieve the objectives of the study. The details of the plan and procedure that was adopted in this study are presented as follows. 3.2 Design of the Study As per the objectives of the study i.e., to judge the relevance of the curriculum objectives, appropriateness of the contents, and mode of transactions, a descriptive survey method was followed. As Creswell, (2012) has cited, some advantages of the descriptive survey are; 1) helps to evaluate programs and 2) provide useful data that be generalized. The details of the design are presented as follows. 3.2.1. The Population of the Study To determine the population of this study, a brief discussion about Ghana is essential. Ghana is located in the western part of Africa. It regained political independence from the British in 1957 and currently subject to multi-party democracy for electing presidents and parliamentarians. The population of Ghana as per the 2010 Population and Housing Celsius was approximately 27 million with agriculture being the main occupation for about sixty per cent of the citizen. They cultivate cereals, tuber crops, and rearing of livestock. But those at the coastal belt fish in the sea and the rivers. The farm products are for consumption purposes but the left-overs are sold to finance children’s education. This suggests that most of the Ghanaians are living below the poverty line.
    [Show full text]
  • University of Education, Winneba University Of
    UNIVERSITY OF EDUCATION, WINNEBA S/N NAME OF COLLEGE OF EDUCATION REGION Affiliate University Specialism 1 ADA COLLEGE OF EDUCATION Greater Accra U-TVET (UEW.) Technical/Voca 2 AKATSI COLLEGE OF EDUCATION Volta U-TVET (UEW.) Technical/Voca 3 BAGABAGA COLLEGE OF EDUCATION Northern U-TVET (UEW.) Technical/Voca 4 KOMENDA COLLEGE OF EDUCATION* Central U-TVET (UEW.) Technical/Voca MAMPONG TECHNICAL COLLEGE OF 5 Ashanti U-TVET (UEW.) Technical/Voca EDUC. N. J. AHMADIYYA COLLEGE OF 6 Upper West U-TVET (UEW.) Technical/Voca EDUCATION 7 PRESBYTERIAN COLLEGE, AKROPONG* Eastern U-TVET (UEW.) Technical/Voca ST. JOHN BOSCO COLLEGE OF 8 Upper East U-TVET (UEW.) Technical/Voca EDUCATION 9 WIAWSO COLLEGE OF EDUCATION Western U-TVET (UEW.) Technical/Voca 10 ST. LOUIS COLLEGE OF EDUCATION Ashanti UEW. Winneba Early Childhood PRESBYTERIAN WOMEN COLLEGE, 11 Eastern UEW. Winneba Early Childhood ABURI 12 SDA COLLEGE OF EDUCATION, ASOKORE Eastern UEW. Winneba Early Childhood 13 PRESBY WOMEN’S COLLEGE, AGOGO Ashanti UEW. Winneba General METHODIST COLLEGE OF EDU. AKIM 14 Eastern UEW. Winneba General ASENE 15 BIA LAMPLIGHTER COLLEGE OF EDUC. Western UEW. Winneba General UNIVERSITY OF GHANA, ACCRA 1 ACCRA COLLEGE OF EDUCATION Greater Accra University of Ghana General 2 PEKI COLLEGE OF EDUCATION Volta University of Ghana General 3 ENCHI COLLEGE OF EDUCATION Western University of Ghana General/French 4 MOUNT MARY COLLEGE OF EDUCATION Eastern University of Ghana General/French E.P. COLLEGE OF EDUCATION, 5 Volta University of Ghana General/French AMEDZOFE 6 GBEWAA COLLEGE OF EDUCATION Upper East University of Ghana General/French KWAME NKRUMAH UNIVERSITY OF SCIENCE & TECHNOLOGY, KUMASI 1 AKROKERRI COLLEGE OF EDUCATION Ashanti KNUST Science & Maths 2 WESLEY COLLEGE OF EDUCATION Ashanti KNUST Science & Maths 3 ST.
    [Show full text]
  • GES-Postings-Brong-Ahafo-REGION
    BRONG AHAFO REGION S.NO INDEX_NUMBER NTC NSS_NUMBER FULL_NAME COLLEGE SCHOOL POSTED TO: SPONSORSHIP_DISTRICT REGION 1 BECE/0002/2018 NTC/GTLE/29069/18 NSSGTG8017318 ABABIO AUGUSTINE BEREKUM COLLEGE OF EDUCATION MPUASU R/C PRIMARY JAMAN SOUTH BRONG AHAFO 2 ACCE/0001/2018 NTC/GTLE/20492/18 NSSGTG6209518 ABANGA STEPHEN ACCRA COLLEGE OF EDUCATION AKWABOAH NO. 2 M/A BASIC SCH ASUNAFO NORTH BRONG AHAFO 3 TUCE/0117/2018 NTC/GTLE/18108/18 NSSGTG6932918 ABANGBASE FRANCIS APUSIYINE TUMU COLLEGE OF EDUCATION KAJAI D/A PRIMARY PRU EAST BRONG AHAFO 4 GACE/0004/2018 NTC/GTLE/10828/18 NSSGTG7971118 ABASIYURE WILLIAMS BABA GAMBAGA COLLEGE OF EDUCATION KENKAASE D/A BASIC ASUTIFI SOUTH BRONG AHAFO 5 ATCE/0001/2018 NTC/GTLE/29345/18 NSSGTG6736018 ABASS SAFIATU ATEBUBU COLLEGE OF EDUCATION NASSANA D/A KG/PRIMARY TAIN BRONG AHAFO MAMPONG TECHNICAL COLLEGE OF 6 MTCE/0123/2018 NTC/GTLE/26109/18 NSSGTG5930718 ABAYIE ASIAMAH KOMFOURKROM R/C JHS PRU WEST BRONG AHAFO EDUCATION 7 ATCE/0002/2018 NTC/GTLE/00368/18 NSSGTG6738118 ABDALLAH NURUDEEN LOURY ATEBUBU COLLEGE OF EDUCATION AMPENKRO D/A PRIMARY SCHOOL DORMAA EAST BRONG AHAFO 8 GACE/0012/2018 NTC/GTLE/10409/18 NSSGTG6022618 ABDUL KARIM SHAIBU GAMBAGA COLLEGE OF EDUCATION TUOBODOM S.D.A KG/PRIMARY TECHIMAN NORTH BRONG AHAFO 9 TUCE/0118/2018 NTC/GTLE/04981/18 NSSGTG6266418 ABDUL MARTENI TUMU COLLEGE OF EDUCATION NCHIRAA METH. SCH WENCH MUNICIPAL BRONG AHAFO 10 ATCE/0003/2018 NTC/GTLE/22309/18 NSSGTG7660118 ABDUL MUMIN ALI ATEBUBU COLLEGE OF EDUCATION MASANDO M/A PRIM ATEBUBU AMANTEN BRONG AHAFO 11 TACE/0432/2018 NTC/GTLE/21705/18 NSSGTG5205418 ABDUL RAHMAN MUSAH TAMALE COLLEGE OF EDUCATION YEJI NSUANO V.R.A JHS PRU EAST BRONG AHAFO 12 SJCE/0128/2018 NTC/GTLE/24490/18 NSSGTG7029918 ABDULAI FATIMATU ST.
    [Show full text]