Formal Education has been the backbone of the individual and societal development of every nation. Oduro (2000) commented that education is an engine of development hence nations go all out to invest in it. Access to relevant education equips the individuals with the necessary knowledge, skills, competencies and capabilities to give their optimum contribution towards national growth and development.
Table of Contents
1. INTRODUCTION
2. A BRIEF OVERVIEW OF THE GHANA EDUCATIONAL SYSTEM
3. CHALLENGES POSED TO THE TEACHER BY PRESENT EDUCATION SYSTEM
3.1 FRAGMENTED AND OVER LOADED CURRICULUM
3.2 EXEMPTION OF THE TEACHER IN FORMULATING EDUCATIONAL POLICIES
3.3 LACK OF MOTIVATION
3.4 LACK OF TRAINING FOR PROFESSIONAL DEVELOPMENT
3.5 LACK OF PROFESSIONAL AUTHORITY
3.6 FRUSTRATION FROM PENSION BENEFITS
4. CONCLUSION
Objectives and Topics
This speech aims to shed light on the systemic and professional hardships faced by teachers in Ghana, highlighting the disconnect between educational policy formulation and the reality of classroom experiences. It serves as an appeal for recognition, professional autonomy, and fair treatment for the teaching workforce.
- The structure and challenges of the Ghanaian educational system
- Curriculum overload and the lack of teacher involvement in policy-making
- Economic pressures including salary issues and motivational deficits
- Deficiencies in professional development and training opportunities
- Systemic failures regarding professional authority and pension benefits
Excerpt from the Book
EXEMPTION OF THE TEACHER IN FORMULATING EDUCATIONAL POLICIES
Mr C., it will interest you to know the number of reforms our educational system has undergone, even though we still have not achieved any desired result, not even talking about the numerous policies and programmes we have undertaking as a nation. The deficiency has been the exemption of the very person who matters-the teacher-who can describe the classroom situation better than anyone else. The practice has been that government officials selecting only those who have strong affiliation with the political parties, who for that matter, are not fully aware of the problems the teachers face in the classrooms. Hence, problems are attempted based on what the ‘political teacher’ tells government officials and not what the working teacher experiences. For instance, a true teacher will not play politics and say the classroom is adequately resourced; it has spacious rooms and few learners for effective teaching and learning only to gain some political scores and fill his hungry stomach. A true teacher will remain neutral to politics, speaks his mind, reporting as it is, with general good of the country and the learners in mind. Such is the teacher, government officials will not invite.
Summary of Chapters
1. INTRODUCTION: The author introduces himself as a member of the Ghanaian teaching profession and sets the context for his speech at an international conference.
2. A BRIEF OVERVIEW OF THE GHANA EDUCATIONAL SYSTEM: This chapter outlines the historical and structural framework of Ghana's education, including the 2-6-3-3-4 system and the decentralization mandates of the Education Act 2008.
3. CHALLENGES POSED TO THE TEACHER BY PRESENT EDUCATION SYSTEM: This central section details the various obstacles faced by teachers, including curriculum issues, policy exclusion, lack of financial motivation, training gaps, loss of professional authority, and pension frustrations.
4. CONCLUSION: The author summarizes the dire situation of the Ghanaian teacher, emphasizing the lack of support from both the government and teacher associations.
Keywords
Ghanaian Education, Teacher Challenges, Educational Reform, Curriculum Overload, Policy Formulation, Professional Development, Teacher Motivation, Pension Benefits, SNNIT, Classroom Experience, Educational Policy, Labor Rights, Teaching Profession, Systemic Failure, Educational Act 2008.
Frequently Asked Questions
What is the core subject of this speech?
The speech addresses the multifaceted challenges and systemic issues faced by teachers within the Ghanaian educational landscape.
What are the central themes discussed in the document?
The key themes include curriculum overload, the exclusion of teachers from policy development, poor working conditions, lack of professional training, and administrative failures regarding retirement benefits.
What is the primary objective of the author?
The author's objective is to advocate for the rights and recognition of teachers by bringing their neglected grievances to an international platform.
Which scientific or analytical method is used?
The document is a qualitative, evidence-based testimonial report that utilizes real-world case studies and policy references to critique current educational management.
What topics are covered in the main body?
The main body focuses on the practical difficulties teachers experience, such as inadequate salaries, the burden of an overloaded curriculum, and the lack of autonomy in their professional practice.
Which keywords best characterize this work?
The work is characterized by terms such as Educational Reform, Teacher Motivation, Systemic Failure, and Professional Authority.
Why does the author criticize the 'New Curriculum' implementation?
The author criticizes it because the reforms were implemented without necessary textbooks or teaching materials, and represented only superficial changes in terminology rather than substantive improvements.
What specific problem does the author highlight regarding SNNIT and pension benefits?
The author points out that teachers face severe difficulties accessing their retirement benefits due to poor record-keeping, lost contributions, and bureaucratic requirements for redundant documentation.
- Quote paper
- SETH NRETIA ESSIEN (Author), 2020, A speech on the challenges faced by the ghanain teachers, Munich, GRIN Verlag, https://www.grin.com/document/520491
