PROGRAMME: POLICY REVIEW MEETING
&
BUDGET GUILDELINES
Wednesday,
16th
August,
2011
9.30-10.00
10.00- 10.10
10.10-10.20
10.20- 10.30
10.30- 10.45
10.45 - 11.00
11.00- 11.10
11.10- 11.25
11.25 - 11.45
11.45 - 12.05
12.05 -12.15
12.15-12.30
12.30
Arrival & Registration
Prayer (Elliot Lamptey)
Welcome & Introduction (Director, PBME)
Opening Remarks (Chief Director)
Presentation of Focal Areas for Budgeting {Mr. Karikari-Ababio)
Presentation of Policy Matrix (Ernest Otoo)
Discussions
(Q
& A)
Break/ Snack
Highlights of 2012 Budget Guidelines (Patrick Arthur)
Discussions
(Q
&
A)
PBME Division
:!:
Eight (8} main Policy objectives
;
Six ( 6) focal areas
The ESP 2010-2020 The
GSGDA-GSGDA and the Budget Activate Software The Policy Matrix
Conclusion
.
· ' lmp.-ove equitable access to .and partidpatlon in quality education at all levels
Improve quality of teaching and learning Bridge gender gap in access to education
Improve access to quality education for people with disability
Promote science and technical education at all levels Strengthen links betwe~n tertiary education and industry Mainstream issues of population, family life, gender, health, HIV/AIDS/STI, conflicts, fire & road safety, civic responsibility, human rights, and environment In the curricula at all levels
Improve management of education ~ervice delivery
*
Basic Education
*
Second cycle Education
*
Non-Formal Education
Inclusive and Special Education
Tertiary Education
Educadon Management
1:-~·, ' . :' '·.:.~· ,. Ensuring and sustaining macroecon6riltcstilbllity
Enharced competitiveness of Ghana's private sector
Accelerated agricultural modernization and natural resource management
Energy, Oil and Gas Development
Infrastructure and Human Settlement Development
Human development, employment and productivity
Transparent and accountable governance
Se.:ond cycle Education Non-Formal Education Inclusive and Spedal Education Tertiary Education Education Management
Provide equlnble a<<eU to good-quohtychllcHriendly univ.,...l ~ edut.otlon. by lmpro~ng opportunttles for all children In the ftnt <.yde of education at kindergarten, I
prknary and Junior high school levels
Increase equitable access to high quality second cycle education that prepares young
adutts tor the various options avallablewlthln tertiary education and the workplace
PrcMde op~unlttesfor those outstde the form. I eduatJon system to have free access to meaningful hlgh-qualtty user·frtendly education and tratntng. whet he!"
through induslve or complementary provlsl">n,approved or lnfOfmod apprenUCf!Shlps, t distance education or technical anrl vocatlonat st"JIIs devek>pment (lVSD)
PrOY1de education foc excluded children (Including those who are physically and/or mentally impaired.,.. disabled, slow/fast leame<>, orphans, young mothers, street children, !hose from deprived areas, slum children, povenyvlc:tlms)by tn<lucf"'l them, whereverposstbM, wtthkl the: matnstreamformiill system or, only when considered necessary, within spedal units or schools
Increase equtt;able access to high quality tertlary eduutlon that provides relevant courses to young adults within Colleges of Education, Polytechnics and Universities, and for research and Intellectual stimulus
To iml>"""' plonntrli•nd tnartOgementln the deUvety of eoYcation by d...,olving ruouru tm.N&emtnt.lnd deckloo-m.illdnglo re;gknls_ districts and klstttutions, while
reulnhlgtantnl rtipoNlbmtyfor estab~:shi'l(ronn$, gUH:tellnti. and S'y!te:m accountability
·-
dl)j'E~Ct:fves
for
e
ducatio·
n
(GSGDA,
ESP)
Selected number of strategies
Linking activities and cost elements to
strategies
8/17/2011
2
I
'
l
~'
!
!
"' fl;.'Basic Education
Second Cycle Education
Inclusive and Special EdL·cation
Management
Non-Formal Education Matrix
Tertiary Education Matrix
(NCTE (IMB,NABPTEX, EA,GAAS)
Frame"vork
Example
GLB GBDC WAEC SITF GETFUND FPMU
MANAGEMENT(MAIN MINISTRY)
CONCLUSION
8/17/2011
(I
*
Additional allocation will be based on the outcome of the budget bilateral hearing and final cabinet C:leclslonOld
classification
Personnel Emoluments
classification
The new classification Includes all
salary related allowances
and I This includes
expenditures and allowances
administrative e~cludes all
• Additional cost based on new government policy
• A significant change in government strategy
• Cost df expansion in the provision of Improved essential services
8/17/2011
• Bulk ceiling for MDAs to rli~;u:tc:rr;,;;;pjR'iil,6t:,iffl!~&;<l,.i'v1;»c
and Assets;
• Goods arid Services should exclude All,. allowances
• SSSS/ no cejljpg for Compensation of Employees;
~
• MDAs1 to submit details of Wage Bill in their Budget
proposals for consideration (f.ppendix 4);
6~-.-f
''s
• School Uniforms & Free Exercise books • Capitation Grant
• BECE and SHS Subsidies
• Ghana Government Scholarships
The funding requirement for these programmes should
be clearly identified and full details provided
• Social Intervention
• Count~rpart Funds
• Payment of Utilities • Exchange Rate
• Counterpart Funds required
breakdown of the expenditure for the counterpart funding (appendix 6 ).
Payment of Utilities
• Sufficient budgetary all6cation should be made for the payment of utilities sin£e no CENTRALISED budget will be made for payment, especially In the case of electricity and water
Exchange Rate
• For uniformity in the base for MDAs estimates and regarding the exchange rate portions, all MDAs are to employ the inter-bank exchange rate of
US$ 1 to CiH¢1.51
• Ust of all on.golng proJec~ (Apendix 5) • Budget Prop1>sals for the Medium-Term
• Data on compensation payments (Personnel Emoluments) • All allowances (both salary related and non-salary related)
• ;-ug. 3.!!
• Sept.-S"'-18"' Poliq and technical budget hearings with MOFEP;
• Oct.· 10th
• Oct .. -• Oct.
Circulation of final budget ceiling by MOFEP Finalisation of Sector Budget
Preparation of Budget Estimates
8/17/2011
;r
\
I
Education Strategic Plan 2010-2020
BI~OADSTRATEGJES
I. INCREASE EQl'JTABLE ACCF.SS TO AND
PARTJOPATIOi\' I 'EDUCATION AT ALL 2. IMPROVE Qt:ALIT\' OF TEACHING AND LEARNING LEVELS
1.1 Basic and Senior High Level 2.1. Introduce programme of national education quality
1.1 Provide infrastructure facilities for schools at all levels assessment
across the country particularly in deprived .areas 2.2. Promote the acquisition of literacy and ICT skills and
1.2 !'romute increased private sector participation in the knowledge at all levels
establishment of schools within set guidelines, especially in 2.3. Increase the number of trained teachers, trai.ners, instructors
deprived areas and attendants at all levels
1.3 Accelerate integration of pre-school education into the 2.4. Promote local production and distribution ofTLMS
FCUBE programme 2.5. Improve the teaching of Science, technology and mathematics
1.4 Provide uniforms in public schools in deprived -in all basic schools
Communiti-es 2.6. Provide distance learning opportunities for serving teachers
1.5 Establish basic schools in.all underservecfcommunities 2.7. Establish Teaching Coordinating and Licensing body
1.6 Accelerate the rehabilitation /development of basic 2.8. Integrate essential knowledge and life skills into school
r.sc"::h~oo~l..;.;in..;.;fr"':astru~
7
""c.;.;;tur~e ""es':'sp:'-'ce;.;;c..;.;ia:.;.ll"'ly '-'s:.;ccch"'o.;;.o;;.;:Js'-'u:.;.n;;.;:a;.;:;er""·.;;;tr-:;e.::es7--- - - ; curriculum to ensure civic responsibility1.7 Expand school feeding programm.: progressively to 3. BRIDGE GENDER GAP IN ACCESS TO EDUCATION cover all deprived communities a.nd link it to the local
economy
1.8 Improve water and sanitation facilities in educational institutions at all levels
I .9 Re-introduce well functioning guidance and counseling services
1.10 .Promote the achievement of-universal basic education 1.1 I Rehabilitate and expand science resource centres in selected SHS
1.12 Mainstream, Mathematics, Science and Technical education at all levels
1.2 Technical and Vocational Education and Training
1.10 Strengthen lhe linkage ofTVET with Industry 1.11 Re-organize and expand the current national apprenticeship system
1.12 Provide opportunities for teachers ofTVls to take studies to improve pedagogical skills 1.13 Develop competency-based curriculum for TVET
I .14 Increase funding levels for TVET
1.15 Re-integrate TVET into mainstream educatior. at tertiary level
I .3 Tertiary Education
~ .17 Accelerate the establishment of University for Health and Allied Sciences ~nd renewable Energy and Natural Resources
I .18 Provide incentives to encourage more private sector participation in providing hostels for university students at reduced cost
1.19 Provide supportive infrastructure and facilities for distance learning
1.20 DiversifY and Increase sources of funding for the loan scheme for students_in tertiary institutions
1.21 Expand and diversify post-graduate programmes, especially in the applied sciences
1 .22 Introduce new and relevant career oriented occupations into polytechnic education in response to changing national develonment requirements
3.1 Expand incentive schemes for increased enrolment, retention and completion for r;irls particularly in deprived areas
3.2 Intensify awareness creation on the importance of girls' education. especially undcrs.erved .areas
3.3 Monitor boys' participation and achievement in schools 3.4 Re-introduce science and technology workshops for girls in second cycle instittt!ions
3.5 Expand vacation camp for girls from rural/deprived communities
4. Improve access to quality education for persons with disability 4.1 Ensure those rehabilitated/ne"" infrastructures are friendly to students with disabilities
4.2 Enhance the pedagogical skills of teachers of special education 4.3 Improve the supply of logistics for special education on a regular basis.
4.4 Strengthen the capacity of institutions responsible for PWDs e.g. specialist teachers. Resource Assessment Centers. &
Rehabilitation Centers
4.5 Design action plan to implement education related provisions of the disability Act
4.6 Support private institutions (Non-profit) providing education to PWDs
5. Improve management of education..:sel'Vice delivery
5.1. Strengthen and improve educational planning and management
5.2. Strengthen monitoring and evaluation and reporting channels 5.3. Undertake more efficient teacher development, deployment and supervision
5.4. Promote CSO advocacy of m:>nitoring and evalu~tion of educational outcomes
5.5. Train educational managers/leaders in management and leadership skil Is
1.
•
•
•
•
•
•
KEY ISSUES FOR BUDGETING
National Education Sector Annual Review Recommendations 2011;
Access : Drop-Outs in Pre-Tertiary Schools
Quality: Underperforming Schools in Pre-Tertiary Schools
COTVET & TVET,: Quality Apprenticeship in the Formal and Informal sector
Science: Promotion of Science .
ICT: Expandin-g ICT infrastructure
Non Formal Education : Literacy Skills, Effective coordination of non formal education
to increase learning outcomes
• Tertiary Education: strengthening links between the tertiary sector and industry.
2. Aide Memoire as attached
3. Management Retreat Recommendations as attached
4. New Cabinet Initiatives as attached
BUDGET PREPARATION &
IMPLEMENTATION
BUDGET
PREPARATION.
Recommendations from
NESAR, Aide Memoire,
Management Retreat and
New Cabinet Initiatives
Budget
Implementation
1
Monitoring_ & Evaluation
of Implementation (EM IS,
Studies & Research)
National Education
New Cabinet Initiatives
• Office accommodation for the National Teaching Council
and the National Inspectorate board.
• Infrastructure development for the 2 two new universities at
Ho and Sunyani. Legal issues are being finalized.
• Elimination of schools under trees.
• 20% salary top-up for teachers in deprived areas
• Expansion of the coverage for free school uniform program.
• Expansion of Infrastructural facilities in Senior High
schools for the 4 year program.
• Provision of teachers' accommodation.
2011 NATIONAL EDUCATION SECTOR ANNUAL REVIEW
RECOMMENDATIONS FROM THEMATIC GROUP DISCUSSIONS
ACCESS
• A nationwide IEC Campaign on key educational issues
• Enforcement of child rights and protection protocols
• Partnership Arrangements (Better defined, focused and operationalised)
• Targeting (GSFP, Uniforms etc)
• Capacity building (Guidance, Health, Inclusive Education and UTDBE continuation)
• Inclusive Education (Strengthened, institutionalized and financed)
QUALITY
• learning environment: Appropriate, well ventilated, spacious and conducive
classrooms, ancillary facilities (water, toilets, electricity, library facilities), disability
friendly environment, appropriate furniture, Teachers Accommodation, appropriate
llM and child friendly environment.
• Contact Hours: Re-alignment of distance education/sandwich calendar with basic school
academic calendar, monito~ teacher attendance, support services to teachers to
enhance quality teaching and learning, enforcement of Code of Conduct and eliminate
the use of teachers for other national assignments.
• Teacher quality: Learner centred teaching techniques, assessment for learning,
professional capacity of KG teachers strengthened urgently, and institutionalised
in-service training should be focused on numeracy, literacy and pedagogy.
• leadership and supervision: Head teacher training focused on learning (not just ad min),
Harmonisation of current training interventions, support for Head Teachers, and
community supervision.
TERTIARY
• Re-engineer tertiary institutions to operate according to agreed policies and mandates
• Develop national skilled manpower needs and channel resources to these areas
• Institute tax incentives to motivate industrial attachments
• Establish industrial training fund to support industrial attachments
• Gradually reduce teacher trainee allowance and introduce students' loans to ultimately
remove these
• CBT should be implemented in phases
• Solicit resources fromSDF, GETFUND, etc
• Change duration of Colleges of Education to five (5) semesters for taught courses and
one (1) semester for
out
programme or increase teacher training duration to four (4)years to allow for one (1) year practice teaching
• Engage industry in curriculum development
• Use industry specialists and master craftsmen in content delivery
• Introduce non-examinable course on teaching methodoiogy (one semester)
• Provide adequate orientation for graduate pupil teachers e.g. for national service
• Create Business Development/Consultancy Centers to source contracts from industry
• Develop Technology Parks to bring industry and 3° institutions (Polytechnics) together
• Establish Production Units for training students and income generation
• Institutions should market themselves morE: aggressively
• Periodic workshops and conferences to build teachers' capacity, share experiences and
best practice to improve teacher quality
• Undertake tracer and rationalization studies
Industry recommendations
EDUCATION FINANCE
• Capitation Grant:
o 60% base grant and 40% on the basis of enrolment OR target and identify
individual needy children. Recommend that any further review in the
amount should consider targeting.
o Separate the flows of the capitation grants and the sports and cultural levies
to increase transparency.
• School Uniform:
o There should be a clear and uniform criteria for selection of beneficiary
schools and individuals
• Free exercise books:
o Should be targeted to needy pupils to ensure sustainability and efficient use
of resources
• Targeting policies should be well thought of and evidence based, with targeting
specialists employed to guide this complex process
• Create demand for records (Recording, Accounting and Reporting).
• Create a template for record keeping and provide training.
• Simplify procedures for accessing funds.
• Guidelines for recording and reporting procedures with timeframe at the district
level (including sanctions).
MANAGEMENT
Teacher Deployment:
• Staff Accommodation (Directors, head teachers, teachers) and provision of essential
amenities
• Implementation of 20% enhanced salary package
• Introduction of base grants as part of capitation grant to deprived schools
• Growing local teachers through sponsorship programmes
• Undertake joint (MOE/GES & DPs) synthesis of studies on teacher retention in deprived
areas
• MOE/GES to develop clear national guidelines for tracking, reporting and accountability
• Undertake periodic national staff rationalization (Every three years)
ICT, SCIENCE AND TECHNOLOGY:
• Hold dialogue with potential partners on promotion of ICT, Science and Technology
• Develop proposals to the telecommunication companies for ICT support
• Establish best institutions award for their contribution to ICT, Science and Technology in
schools
• Provide training for DEOs, Head teachers and teachers on application of ICT skills
TVET:
Quality apprenticeship in informal sector
• Use of CBT approach
• Improvement of knowledge in terms of technical and pedagogy for master craft persons
• Training of apprentices in functional literacy, numeracy, Science & Technology and
entrepreneurship etc.
• Use of ICT interventions for quality apprenticeship
• Sensitization, advocacy & motivation (career guidance, disseminate success stories)
• Skills competitions (to create national role models in informal sector)
• Entrepreneurship training
• Career progression & Certification
• Ongoing training
• Essential work place skills
6
• Policy Review by MoE (expanded to i;1clude those with some or no formal education)
• Health, safety and environment issues
• Gender- prevent stereotyping
• Equal Opportunities/Inclusiveness
• Strengthening Maths & Science at basic Education level
• Provide basic Maths & Science for apprenticeship training
• Enhance Public understanding of Science and Technology
• Enhance Partnership and Funding (private sector and DPs)
NON FORMAl EDUCATION
• Advocacy: grass roots and policy, awareness creation.
• Effective targeting.
• Expansion of scope to cover a!l NFf.
• Sharing success stories and publicisjng the gai:1s made by beneficiaries.
• Review MASSLIP
• Ensure agency status of NFED
• Draft a comprehensive Ll on NFE to Parliament for enactment to define the scope and
mandate of NFED. Also redefine scope and objectives within the educational sector
mandate
• Re-define, re-establish and sustain relationship with MOE. Ensure MOE include NFE in
the policy formulation process.
• Establish national coordination body for NFE
• Establish Deputy Ministerial position for NFE
• Expand NFE scope to cover people with Special Needs
• Develop varied and relevant curricula for all target groups
• Undertake stakeholder engagement activities: including outreach and lobbying of key
stakeholders.
• Pool resources by all local partners and collaborators
• Advocate for increase in government funding
• Explore legitimate avenues for internal fund generation.
• Access social responsibility funds of corporate bodies in education
• Linking with COTVET etc. For provision for those in the world of work-non-literates,
graduates of formal schools and those in the informal sector
• Set up a fund to ensure NFE for women with COTVET and others.
• Participatory development and application of the National Qualifications Framework
• Collaborative meeting between NFED and COTVET
Introduction
MINISTRY OF EDUCATION
NATIONAL EDUCATION SECTOR ANNUAL REVIEW- 2011 (ACCRA, 30TH MAY -2ND JUNE, 2011)
2011 AIDE MEMOIRE
1. The Education Sector Annual Review (ESAR), instituted in 2004 by the
government and the Ministry of Education, has become a key forum for
the Government of Ghana, the International Development Partners, the
NGO Community and Civil Society to take stock of the education sector's
past performance and adopt strategies towards becter performance in the
succeeding year using the ESP and the Aide Memoire as the benchmarks.
2. This 5th edition of the aide memoire serves as the reference document to
drive the commitments of our development partners as well as a guide
for future policy implementation for the education sector. Additionally,
the document serves as a reference point to identifying emerging
priorities in education that wouid need support/assistance in the ensuing
year.
3. The 7th edition of the Education Sector Annual Review (ESAR) was
conducted successfully from the 3Qth May -2nd June, 2011. The
Government, International Development Partners, the NGO community
and Civil Society were involved in subjecting the education sector to
critical analysis and diagnosis. Objective recommendations were made by
the participants with a focus on the goals and objectives set for the
education sector in the Education Strategic Plan (ESP). There was high
level participation and commitment of the stakeholders including
government officials, educationists, civil society, trade unionists, external
consultants and development partners.
4. The 2011 National Education Sector Annual Review under the theme:
"Action for a difference: quality education for quality life" saw the
gathering of key stakeholders who subjected the sectors' performance in
the past year to critical diagnosis. At the end of the three day session the
participants came out with key recommendations to move the sector
forward to address some key challenges that confronted it.
5. The key recommendations were captured under specific themes including
(access, quality, management, science, ICT and TVET, non-formal, and
tertiary. Thus forms the basis for the 2011 education sector performance
review and 201 1 AIDE Memoire:
6. Access - Education is a right for all Ghanaian children, yet all are not
equitably served. Therefore, education must be provided to these
children who may be out of school, disabled, or deprived as well as the
girl child. Interventions to promote equitable education in all forms and
at all levels should employ targeting strategies.
• Implement IEC/Advocacy campaign on educational issues including:
Child rights; Children with special needs; Schooi child protection policies;
Re-entry policy for adolescent mothers
•
Define and operationalise partnership arrangements among government,
DPs, NGOS, FBOs, and the private sector through AESOP and ADEOP
particularly in such areas as :
Complementary education; early childhood development; Girls
education; Inclusive education and School health education
•
Develop need-based targeting mechanisms for pro-poor
interventions(school feeding, scholarship for girls, uniforms)
o Identify new deprived districts based on 'need- based criteria'
o Develop framework for the application for common targeting
mechanism for education related social protection programmes
o Conduct thorough verification analysis on EMIS data ( NER)
7. Quality- The Schools must provide an environment conducive to learning
and achievement. This includes infrastructure as well as pedagogy.
Contact hours - Monitoring Teacher Attendance to eliminate teacher
absenteeism
o
Enhance support to circuit supervisors to be mobile and stay at the
circuits for effective monitoring
o
Enforce code of conduct and eliminate the use of teachers for other
national assignments during pupil-teacher contact hours.
o
Engage tertiary institutions of distance education/sandwich to re-align
calendar with pre-tertiary school academic calendar:· GES, NCTE
Leadership and supervision for ensuring quality management
o
Empower Head teachers to ensure effective supervision by continuous in
service training.
o
Promote and enforce community supervision by empowering SMC's
through workshops and other local interventions.
Teacher quality for effective teaching and learning
• Develop professional and well motivated teachers especially for the
kindergarten level.
o
Intensify in-service training within the districts with focus on numeracy
literacy, science and pedagogy
o
The Teacher Professional Development policy should be adopted and
implemented.
8. Management - The decentralization of education is dependent on the
collaborative efforts of several different Ministries.
A decentralized
system also requires guidance, standards and regulations devoid of
conflicts in the laws and guiding regulations. The MoE should engage the
MLGRD in this regard
• The National inspectorate Board, the National Teaching Council and the
National Council for Curriculum and Assessment will address educational
issues on a national level. These organizations must be operationalized.
•
Educational Management Information Systems (EMIS)
Re-examine and finalize the Master Plan for EMIS reform in conformity
with the organizational structure of the MoE and ensure its timely
implementation
• Undertake joint (MOE/GES&
DPs)
needs
assessment on teacher
d:oployment and retention especially in deprived areas including
feasibility of staff accommodation provision and enhanced salary package
(20%) at pre-tertiary level: HRD of GES.
• Create a committee to establish a firm partnership with private sectors
and other stakeholders to attract funding in support of
ICT for
education: MOE
• Develop and implement a national action plan to establish satellite
e-learning centers nationwide to facilitate e-learning, training and effective
management especially in pre-tertiary education: GES
9. Non-Formal Education
• Review the existing literacy policy to include NFE activities and establish a
coordination mechanism for government and stakeholders.
• NFED, MOE & PSC should initiate processes by means of Ll towards the
attainment of an Agency status of NFED.
• Reinvigorate funding strategies and activities for other NFE programmes
and functional literacy through;
10.
Finance
•
Develop a Financial Management plan that
ISfully casted for the
education sector showing effective budgeting, disbursement, sourcing of
funds and reporting systems.
• The Financial Management system of the MOE and GES should be fully
professional; meeting all international standards. This will be achieved
by human resource capacity building, infrastructure upgrading and the
implementation of the GIFMlS as well as tying the budget to the
Monitoring and Evaluation plan and the Education Sector Plan.
• Separate the flow of capitation grants and the sports and cultural levies
to incr::ase transparency and review the guidelines accordingly- GES FC,
PBME
• Analyse the implication of the introduction of a base grant into the
capitation grant system.
•
Engage a targeting specialist (consultant) to develop mechanisms backed
by clear policies and guidelines- GES FC, PBME
• Train, provide guidelines iind enforce guidelines for recording and
rerorting procedures with timeframe at the district level (including
sanctions) -Ghana Education Service.
11 .
Science ICT and TVET
• Junior High School ICT education has been determined as a priority and
examinable at the Basic Education Certificate Examination.
Expanding
access to computer facilities will require a MOU with the Ministry of
Communication. Curriculum and materials will be developed to enable
children achieve good results.
•
IT is a capital intensive activity and private sector partnerships must be
sought for implementation.
•
In service training in ICT should be targeted to all JHS's teachers.
•
Promotion of sensitisation, advocacy and motivation programs to
increase participation and reduce stereotype.
•
Enhance of apprenticeship training using functional literacy, numeracy,
Science
& Technology and
entrepreneurship
with
emphasis
on
Competency-Based Training (CBT) approach.
• Enhance of partnership and funding through public, priva<e and DPs'
assistance.
12.
Tertiary
• Conduct a tracer study to foster the marketing of institutions in areas of
comparative advantage-Tertiary Institutions monitored by NCTE
• Use industry specialists and master craftsmen in cor:t;:nt delivery whilst
engaging industry in curriculum development-Tc:rtiary Institutions
monitored by NCTE
'
• Develop national skills and manpower needs assessment and channel·
resources to areas of need-NCTE in collaboration with COTVET, NDPC
and DPs.
• Ensure that all tertiary graduates have acquired basic transferable skills.
Student loans should be made available to all tertiary students including
trainees in the Colleges of Education.
On behalf of the Government
Major Rtd. M.S. Tara- MoE
Chief Director
Date: ... .
l .
On behalf of the Development Partners
Rachel Hinton, DFID
DP Lead
Date: ... .
DRAFT
GROUP DISCUSSIONS AND PRESENTATIONS
MINISTRY OF EDUCATION RETREAT FOR DIRECTORS AND HEADS OF AGENCIES MENSVIC HOTEL,
MONDAY 26TH JUNE 2011
GROUP 1: PROVISION OF ADEQUATE TEXT BOOKS
Background Issues that informed the discussion
1. The group took into consideration the need to achieve a pupil /textbook ratio of 1:1. 2. The group looked at existing processes, procedures, and channels of communication
for the procurement of textbooks.
3. The limitations of Textbook Policy of the Ministry.
4. Considered issues of re-printing of textbooks in comparison with textbooks to be published based on the re-organizalion of syllabi
5. Looked at the feasibility of new technologies in schools.
Deliberations on Textbook Provision
o There are issues with copyright- so it is not easy to reprint or photocopy the
textbooks. However, photocopying or reprinting textbooks is an easy way of getting books for children to read.
o There is little or no allocation of funds in the GoG's budget for text books. As a result,
there is not enough money available to do the reprinting.
o Rachel Hilton, the DFID representative however indicated that her agency (DFID) has
15 million pounds to spend on text books. Rachel wanted to know how long it will take for the Ministry of Education and the GES to collate enough- information to determine how many textbooks are needed, which schools needs what and how much it would cost. This cost plan and proposal according to her should be a five year plan which would provide at least one text book or the required number per basic school pupil in every school in Ghana. We need to identify the gaps and draw a budget which spells
out what we need instead of the ad hoc way of doing things, which usually results in leakages for instance, because it is not clear who needs what and where those textbooks are going to; they have not been pl<:nned for so accountability is low.
o Also sustainability of existing books was another problem identified.
o USAID supported the printing of KG1 and 2 and P1-P3 textbooks nationwide.
•
The core text books required
forthe basic schools, are Mathematics, Integrated
Science and English.
•
Donors give 15million pounds annually for textbooks for basic schools, however, these
reso~rces
end up in the SHS schools.
•
CRDD only takes action, when money is given, however you must know your gap and
request for the money.
•
There is problem with budgeting, very little attention is paid to textbooks and but
attention is heavily devoted to salaries. As a result there are fewer textbooks in the
hands of the children.
•
Attrition of textbooks compared with enrolment rate of child1 en; it does not balance
out. The ministry is not procuring enough textbooks because there is not enough
budgetary allocation despite the 15million pounds from Donors each year.
•
Leakages in text book delivery. Elsewhere, the textbooks get delivered directly by the
publishers so there is no leakage. However, In Ghana, it is passed on and some of them
get leaked out of the system.
•
Electronic textbooks must be made available to teachers so they can use it to teach or
even print it out for the pupils. However, teachers want hard copies to be printed
instead .. This requires funds Also tape recorders could be used in schools to record.
Recommendations
1. CRDD - Will provide updated guideline to Publishers
2. Chief Director would request GES to initiate the work and Coordinate with
PBME/SRIMPS for a textbook plan and proposal to determine the needs for the next
five years.
3. Review the textbook policy including NALAP's materials, TLMs, exercise books, pencils
etc for P1 to P3.
4. Recommendations from the textbook review must be taken into account especially
with respect to unit cost of textbooks.
5. Implement the recommendation that were submitted by the Consultant and Review
Committee
6 .. DFID to resend Consultant report to the MOE and GES- Chief Director.
GROUP 2: LEARNING ACHIEVEMENTS/OUTCOMES
prevent or inhibits the government
quality education:
1. Inadequate teacher motivation
2. Limited monitoring and supervision
3. Teacher education and training challenges
4. Obsolete training equipment and facilities
5. Non-conducive learning environment
6. Poor linkages between training and field of work
7. Limited contact hours ( i.e. children being used on farms by teachers and heads of
schools)
8. Limited management skills and competences
9. Inadequate parental involvement
10. Lack of conducive learning environment at home
11. Lack of willingness to apply sanctions
12. Ineffective implementation of sanctions
13. Weak performance management and monitoring
14. Inadequate support or interventions for slow learners
Areas of Focus and Recommendations
Teacher Centered Recommendations:
1. Ineffective teacher deployment: the district assemblies should be encouraged to
employ more teachers.
The sponsorship programmes should be reviewed. How?
Through the sensitization of district assemblies to revamp sponsored programs
GES and its agencies with teaching competence (teachers) in the administrative
sectors should be encouraged to go back to teaching.
This should be done
conveniently and progressively.
2. The constitution should make room for teachers to retire at 65 years. This will enable
teachers who are still active after 60 years to continue teaching in order to reduce the
inadequacy of teaching staff.
3. The national service persons should be given the necessary training and also be well
equipped in order for them to carry out their duties effectively. This will even
encourage some to stay on.
Possible Activities that Require Minimum Funds
I.
Forming the committee to plan and strategize the progressive migration is deemed
to cost less.
II.
Entry To Colleges of Education:
Long term: How to make teaching attractive in Ghana?
Currently in Ghana teaching is unattractive and has a negative perception.
Hence the need for medium and long term plans to make teaching attractive.
Provide incentives such as vehicles, houses etc.
Ill.
District assemblies should be actively involved in the training and recruitment of
teachers.
IV.
Community sponsorship should be strengthened
Subject Specialisation
•
Regular and well defined in-service training
•
Increase the time frame to 2 years for content matter learning
•
Reduce methodology to 6 months and 6 months for practicals in the education colleges
Supervision
•
Provide supervisors the necessary logistics to enable them do their jobs.
•
Build the capacity of head teachers to supervise internally on a daily basis
•
Proper structures for heads cf schools to adequately generate track activities,
corrective measures
Limited Contact Hours
•
Head teachers should make sure teachers and the students are in the class
•
SMC strengthened and sensitized
•
Limit national exercise /programmes to ensure the least interruption of school
performance
•
Reduce non-academic activities e.g. sports, and cultural events
Resources
• Provision of adequate necessary resources
• Community involvement in education management such as the P.T.A, SMCs, etc
GROUP 3: TIME ON TASK (CONTACT HOURS)
Preamble
Policy on time table is enough (about 900 hours per year) which is within the international standard of 850·1000 hours per year.
The challenge is how the instructional hours could be utilized effectively. The following recommendations were made.
Recommendations
1. Make lessons more interesting and participatory by the use- of activity-based methodology. Teachers need to be supported in this direction.
2. Introduce performance contract to strengthen appraisal of teachers 3. Strengthen leadership at the ~choollevel with the necessary incentives
a. Headteacher b. SMC
c. PTA
4. Implement an effective teacher professional development system • Aligning programmes with the school and university calendar
• Controlling the number of teachers who leave the classroom at a time
• Building the capacity of headteachers/supervisors based on needs assessment .
•
5. control the use of teachers on national assignments 6. enforce reward and sanction system
PLENARY· COMMENTS, AND Q&A AFTER GROUP PRESENTATIONS
DP · UNICEF
There is the need to develop a clear implementation plan to guide activities and progress in the education sector.
•
The minister tasked the Girls' Education Unit (GEU) to bring a report on short sharp
interventions to ensure that Ghana is on track to achieve MDG 2.
• The minister tasked the
GE~to give a report on incentives for teachers who stay and
teach in deprived areas to assess and see possible ways of improving the incentives.
•
The minister also tasked the deputy minister of education (tertiary) to set up a
committee to look into the provision of teacher iflcentives. This is to ensure that those
who are directly involved in education management will perform well and have no
excuse in performing their duties.
•
The minister called for an action plan spreading over 12 months including measurable
indicators on effective utilization of contact hours in classrooms and how to make it
come under control globally.
•
The minister again charged the deputy minister (tertiary) to put together a team to
help upgrade the transition of Tencher Training Colleges to fully acceptable tertiary
institutions. She indlcated that Vice Chancellors of various Universities are willing to
help and support this course.
•
She also called on development partners in education to help remove the capacity
bottlenecks facing the education sector.
•
The minister also indicated that by the end of July, all issues and measures identified
should be operational, cost for effective budgeting and implementation.
The minister ended her remarks by thanking all participants for their time and commitment to
discussing and finding solutions to issues affecting educational outcomes in the country. She
also called for the need to focus on the development of education in Ghana. She
acknowledged her busy schedules but encouraged various heads of agencies, institutions and
units to knock on her doors often for her to know their operations, their challenges, and
areas for support.
In addition, the Secretariat initiated a number of projects during the period under rev:ew. This
includes the Water Bottling Project at Med:e. This project, which commenced in 2009 and is
90% complete and is intended to produce sachet and bottled water for sale to the general
public.
The scheme also initiated a number of Agriculture Projects. Notable among them is the Ejura
Farms project which saw the harvesting of 6,200 bags of maize during the 2009-lO·rarm season.
THE GHANA NATIONAL COMMISSION FOR UNESCO
The Ghana National Commission for UNESCO has since 1958 been responsible for
GHANA-UNESCO relations. The Commission is under the Chairmanship of the Minister of Education and
serves as the official link between UNESCO and the Government of Ghana.
Ghana's continues to strengthen its involvement in UNESCO. In connection with this Ghana
secured membership on the Executive Board of UNESCO with the appointment of Prof. (Mrs)
Jane Naana Opoku-Agyeman, Vice-Chancellor of the University of Cape Coast as Ghana's
representative on the Board. The Executive Board is the highest decision making body in
UNESCO.
Under the auspices of the National Commission, seven projects under partnership programmes
were approved for implementation. The projects cover a number areas including special
Education, Environmental Protection, Culture and promotion of peace clubs in schools.
The GET Fund
The GET Fund· continues to be a dependable source of funding support for the development of
infrastructure in education institutions. At During the year, the GET Fund resources have been
used to finance projects that are on-going. This is in line with the Government's commitment
to ensure that projects already commenced are completed before new ones are initiated.
Ghana Book Development Council
The Ghana Book Development Council (GBDC) is the agency of the Ministry of Education wish is
charged with the responsibility of supervision and management of the activities of all
stakeholders, groups and individual participants in the book industry. It facilitates the book
industry in Ghana in collaboration with which the National Book Policy (2005) and the Textbook
Development and Distribution Policy for Pre-Tertiary Education (2003) were developed.
The GBDC also mounts regular district and regional book fairs where local publishers and
stakeholders and end-users of books. A number of these have already been organized and the
Ministry will continue to organize it.
CROSS CUTTING ISSUES
CREATION OF NATIONAL DISTANCE LEARNING AND OPEN SCHOOLING INSTITUE
• Policy approval has .been given for the conversion of the P.S.I. Distan.ce Learning into a
National Distance Learning and Open Schooling Institute to enable youth in and out of
school to access the programme. The Institute is affiliated to the University of
Education, Winneba.
COUNCIL FOR TECHNICAL VOCATIONAL EDUCATION AND TRAINING
The Council for Technical Vocational Education and Training was established under the COTVET
Act 718. Its mandate is to oversee the policy issues relating to the provision of technical and
vocational education and training and skills development in Ghana. The decision to set up
COTVET and its coming into existence was to set up an umbrella body that would provide the
guiding framework and a rallying point for the development of TVET and skills in <3hana. This
makes the body a cross cutting one that is required to link up with all sectors that are involved
in the provision of technical and vocation education and training.
COTVET is piloting the competency based training in the area of welding and fabrication, plant
engineering and electronics in selected technical schools and polytechnics. This will be
extended to cover other technical schools and polytechnics. COTVET is also collaborating with
the Ministry of Energy to develop and provide engineering technical skills for the emerging oil
industry. The Council is also working with the Ministry of Tourism to develop training materials
for the hospitality industries in competency based training mode.
NATIONAL INSPECTORATE BOARD
In order to make education delivery, monitoring and evaluation a priority, the Education Act
778 of 2008 prescribed the establishment of an independent inspectorate board. The Ministry
is in the process of appointing an Ag. Chief Inspector and a nucleus of staff in addition to the
provision of other logistics to enable the Board function as required.
RELIGIOUS AND MORAL EDUCATION
Under the 2007 Education Reform, Religious and Moral Education ceased to be a 'stand-alone'
subject at the Junior High School. In view of this RME was not examined at the Basic Education
an examinable subject, the earlier decision was reversed and school authorities were directed
to teach the subject using the old RME syilabus, while a new one was being developed.
The Ministry in consultation with the GES Council has decided that the subject should be
examined during the 2011 BECE. This will allow candidates to prepare properly for the
examination, while the CRDD of the GES ensures that the new RME syllabus are printed and
distributed to schools as soon as possible.
NDC GOVERNMENT INITIATIVES
SCHOOLS UNDER TREES
In line with the commitment of the NDC Government to eliminate the spectre of children going
to school under trees, the Government initiated an aggressive programme to construct
classrooms for such schools. To date, a total of one-thousand and four {1,004) schools under
trees are being constructed all over the country by the Ghan~ Education Trust Fund (GETFund).
The projects are at the various stages of completion.
SCHOOL UNIFORMS
The NDC Government made a manifesto promise to provide deprived pupils in Basic schools
with free school uniforms. This promise was informed by the recognition that cost to schooling
remained a significant barrier to education access by people from deprived homes. To date, the
Ministry of Education has distributed a total of one million one hundred and forty-eight
thousand five-hundred and seven (1,148,507) school uniforms to school children all over the
country.
FREE EXERCISE BOOKS
Another initiative by the NDC Government to remove cost barriers to education and improve
the quality of education is the distribution of free exercise books to pupils in schools. The
exrcise has commenced and to date, the GES has distributed a total of thirty-nine million and
thirty-six thousand, one hundred and nineteen (39,536,119) exercise books to school children
nationwide.
CONCLUSION
To conclude, it is the desire of Government to ensure that Ghanaians have access to quality
understanding that we all have a coliective responsibility to support Goverr.m2nt in building an
efficient, responsible and skilful human resource base for the country.
in this quest, the Ministry commends all of its Development Partners, while it welcomes every
support to move its programmes forward in the right direction.
The Ministry entreats all stakeholders to support the Council in fighting this vice. In the
meantime, the Council is reviewing its security measures~ to reduce this menace to the
minimum. The Ministry will support efforts by the Council in finding ways to curtailing
examination malpractices and boosting performance of candidates.
GHANA LIBRARY BOARD
The Ministry is doing everything possible for users of the country's libraries to access
information on the World Wide Web. Users of Cape Coast, Accra and Kumasi libraries can now
access information on the internet. Networking of the George Padmore Research Lirbary on
African Affairs is complete and users will soon have access to information on the internet.
A Committee on the automation of the entire operations of the Ghana Library Board has
completed its work. The implementation of the committee's report will bring the Board
abreast with current library operations worldwide.
The Ghana Library Board is collaborating with the Public Affairs section of the American
Embassy in providing ICT training, free internet access and library services for basic school
children in the catchments area of the Board. The Programme is proving useful because the
participating schools have ICT on their timetables but lack the facilities.
The Tamale and Kintampo libraries are near completion and when completed will have a
computer learning centre. The Nkawkaw library has been completed but is yet to be handed
over to the Ghana Library Board. The Koforidua Library has already been handed over to the
Ghana Library Board since December 2008.
The Ministry and the Ghana Library Board intend to bring library services to the doorsteps of
rural communities through mobile libraries. It is with the view of supporting the Distance
Learning Programmes and helping to bridge the in-country information divide. The Mobile
Library Service is currently being piloted in Twenty (20) selected districts. Three (3)
communities are earmarked as beneficiaries in each district.
NATIONAL SERVICE SCHEME
The National Service Scheme continues to complement the human resources needs of the
country especially in the area of education. During the year, the National Service Secretariat
deployed 53,420 national service personnel countrywide to institutions, departments and
agencies. Out of this figure, 33,542 personnel were posted to teach in deprived schools across
the country. Further to that, the Scheme deployed 21, 359 voluntary personnel during the
