5 Public Universities And GTEC To Access The Implementation Of B.Ed Curriculum In Colleges Of Education
The management of the Ghana Tertiary Education Commission (GTEC) in collaboration with 5 Public Universities in Ghana will begin the assessment of the B.Ed curriculum program across the 46 accredited Public Colleges of education after four years of successful implementation.
GTEC says that it has already commenced a fidelity of Implementation (FoI) exercise.
About B.Ed Curriculum In Colleges Of Education
It will be recalled that in October 2018, the Government of Ghana through the approval of the Cabinet Ministers has rolled out a new Bachelor Of Education(B.Ed ) program aimed at improving the quality and competence of teachers produced in Ghana.
B.Ed Curriculum Areas Of Specialization
The B.Ed Curriculum introduced in Colleges of Education has three major academic areas namely;
•B.Ed Early Childhood Education
•B.Ed Primary Education
•B.Ed JHS Education
Full Details on How Colleges Of Education Will Be Accessed
𝐓𝐡𝐞 𝐅𝐨𝐈 𝐞𝐱𝐞𝐫𝐜𝐢𝐬𝐞 𝐬𝐞𝐞𝐤𝐬 𝐭𝐨:
- Provide a better understanding of the extent to which the B.Ed.programss are working as intended and producing high-performing, inspirational new teachers.
- Identify areas of strength and areas requiring improvement and adjustment both nationally and for specific Colleges of Education affiliated with mentoring universities.
- Provide a basis for strengthening Quality Assurance across Ghana’s teacher education sector.
Assessment teams will visit every College of Education to examine 7 key components:
𝐀𝐝𝐡𝐞𝐫𝐞𝐧𝐜𝐞: Are the B.Ed.programs being implemented in the CoEs as intended? How far do training and assessment adhere to the principles and practices of the B.Ed.?
Colleges Of Education Second Semester Courses For Level 400 B.Ed Trainees, Check Now
𝐄𝐱𝐩𝐨𝐬𝐮𝐫𝐞: Do student teachers receive the required teaching, STS, and assessment to enable them to demonstrate achievement of yearly outcomes and progress towards meeting the NTS?
𝐏𝐫𝐨𝐠𝐫𝐚𝐦𝐦𝐞 𝐝𝐢𝐟𝐟𝐞𝐫𝐞𝐧𝐭𝐢𝐚𝐭𝐢𝐨𝐧: Are the three B.Ed.programs differentiated to enable effective preparation of good early years, primary/upper primary, and junior high school teachers?
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𝐐𝐮𝐚𝐥𝐢𝐭𝐲 𝐨𝐟 𝐝𝐞𝐥𝐢𝐯𝐞𝐫𝐲 Are the inputs and activities of participants, namely the mentoring universities, CoE leadership, tutor,s and mentors sufficient to deliver the B.Ed.programs effectively? This includes QA, GESI, assessment, STS, interactive teaching,g, and learning.
𝐏𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐧𝐭 𝐫𝐞𝐬𝐩𝐨𝐧𝐬𝐢𝐯𝐞𝐧𝐞𝐬𝐬: Are participants, including student teachers, responding to, and engaged with, the B.Ed. in the way intended? What are participants’judgmentss about the impact, outcome,s, and relevance of the B.Ed.?
𝐅𝐚𝐜𝐢𝐥𝐢𝐭𝐚𝐭𝐢𝐨𝐧 𝐬𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬: Are manuals, guidelines, handbooks, professional development sessions and other training, QA – evaluation, monitoring and feedback, capacity building and incentives provided sufficient to support effective delivery of the B.Ed.?
𝐈𝐧𝐭𝐞𝐫𝐯𝐞𝐧𝐭𝐢𝐨𝐧 𝐜𝐨𝐦𝐩𝐥𝐞𝐱𝐢𝐭𝐲: What are the barriers to implementation and delivery? How can these be addressed?
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