5 Public Universities And GTEC To Access The Implementation Of B.Ed Curriculum In Colleges Of Education

By | May 15, 2022
5 Public Universities And GTEC To Access The Implementation Of B.Ed Curriculum In Colleges Of Education

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;
โ€ขB.Ed Early Childhood Education
โ€ขB.Ed Primary Education
โ€ขB.Ed JHS Education

Full Details on How Colleges Of Education Will Be Accessed

๐“๐ก๐ž ๐…๐จ๐ˆ ๐ž๐ฑ๐ž๐ซ๐œ๐ข๐ฌ๐ž ๐ฌ๐ž๐ž๐ค๐ฌ ๐ญ๐จ:

  • 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:

๐€๐๐ก๐ž๐ซ๐ž๐ง๐œ๐ž: 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.?

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๐„๐ฑ๐ฉ๐จ๐ฌ๐ฎ๐ซ๐ž: 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?

๐๐ซ๐จ๐ ๐ซ๐š๐ฆ๐ฆ๐ž ๐๐ข๐Ÿ๐Ÿ๐ž๐ซ๐ž๐ง๐ญ๐ข๐š๐ญ๐ข๐จ๐ง: 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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๐๐ฎ๐š๐ฅ๐ข๐ญ๐ฒ ๐จ๐Ÿ ๐๐ž๐ฅ๐ข๐ฏ๐ž๐ซ๐ฒ 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.

๐๐š๐ซ๐ญ๐ข๐œ๐ข๐ฉ๐š๐ง๐ญ ๐ซ๐ž๐ฌ๐ฉ๐จ๐ง๐ฌ๐ข๐ฏ๐ž๐ง๐ž๐ฌ๐ฌ: Are participants, including student teachers, responding to, and engaged with, the B.Ed. in the way intended? What are participantsโ€™judgmentss about the impact, outcome,s, and relevance of the B.Ed.?

๐…๐š๐œ๐ข๐ฅ๐ข๐ญ๐š๐ญ๐ข๐จ๐ง ๐ฌ๐ญ๐ซ๐š๐ญ๐ž๐ ๐ข๐ž๐ฌ: Are manuals, guidelines, handbooks, professional development sessions and other training, QA โ€“ evaluation, monitoring and feedback, capacity building and incentives provided sufficient to support effective delivery of the B.Ed.?

๐ˆ๐ง๐ญ๐ž๐ซ๐ฏ๐ž๐ง๐ญ๐ข๐จ๐ง ๐œ๐จ๐ฆ๐ฉ๐ฅ๐ž๐ฑ๐ข๐ญ๐ฒ: What are the barriers to implementation and delivery? How can these be addressed?

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