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Education In Ghana Case Study

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STUDENTS’ PARTICIPATION IN DECISION MAKING IN PUBLIC COLLEGES OF EDUCATION IN GHANA
CHAPTER ONE
INTRODUCTION
Background to the study The dynamic nature of society warrants planning to meet current challenges. One of the ways to address societal challenges is through education. The curriculum of every nation is usually developed taking into account what challenges the society wants to address. It is perhaps not possible to have an unchanging educational system for a nation. “Ghana’s education has over the years received several interventions” (MOE, 2004). This could be to strengthen the educational system and make it viable to meet daily challenges of the nation. Before independence, the government of Dr. Nkrumah in 1951 …show more content…

The government published a White Paper and declared that “all Teacher Training Colleges will be upgraded into diploma awarding institutions and be affiliated to the education oriented universities” (Government of Ghana, 2004). In pursuit of this, all the 38 public Teacher training Colleges were re-christened “Colleges of Education” (COE) to offer tertiary education in 2008. According to Newman (2013), prior to the elevation and re-designation of Teacher Training Colleges (TTCs) as tertiary institutions, they were under the auspices of Ghana Education Service, the agency responsible for pre-tertiary education. The TTCs were directly supervised by the Teacher Education Division of the Ghana Education …show more content…

Meanwhile their code of conduct was perhaps similar to that of senior secondary schools. They had dress code; went for dining; observed morning assemblies; attended compulsory church service; observed evening preps; fees, student code of conduct, and academic discipline were determined for them. There was seemingly little student participation in decision making in the colleges. At the second cycle level of education, most of the decisions of the institutions seem to be taken by Parent-Teacher Associations (PTAs), the Schools’ management committees, and the Schools’ boards. According to Bergan (2003), several countries still hold on to the tradition that senior faculty decides everything. Where there is student involvement, there is at the same time the feeling that this does not lead to many concrete results, and that student representatives, while a part of the process, have little influence of it. In the same vein, Adesanoye (2000) asserted that of all the important reference groups within the school, students are the least involved in the making of major educational decisions. The teacher is expected to be a proper person to take charge of children/students in schools. Teachers in training are therefore expected to abide by a strict code of discipline. In support of this, Mcwilliam & Kwamena-Poh (1975), observed that some educational units compiled a code of discipline which was binding on their

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