The Ghana Education Service (GES) has aimed for free access to basic education and high retention of children in school through the Free Compulsory Universal Basic Education (FCUBE) programme, the Education Strategic Plan (ESP) for 2003-2015, as well as introduction of the Capitation Grant in 2005 and the school feeding programme in 2006. As a result of these policies, strategies and programmes, the Gross Enrolment Rate of primary schools in Ghana increased from 78.4% in the 2003/2004 academic year to 95.0% in the However, there are still many improvements to be made in terms of pupils’ performance in classrooms. One of the major reasons for low academic achievement of pupils in primary schools is the lack of appropriate and effective teaching skills of teachers. This is partly due to insufficient opportunity of In-Service Education and Training (INSET) for teachers. INSET is widely recognised as one of the best strategies to enhance the teaching skills of teachers, thereby providing a means to address the challenge. School-Based INSET (SBI) is a type of INSET organised at the school level by teachers of a particular school to resolve some special needs or deficiencies identified by school personnel at low cost. Therefore, it was considered feasible to continuously implement SBI/CBI in Ghana.
Hence, the GES has developed the INSET model together with the INSET Sourcebook Modules 1-6 in 2007 which enable the District Education Offices (DEOs) to ensure all primary schools implement SBI in their districts. The Nationwide INSET Programme was launched in 2009 to support all DEOs in implementing the INSET model. The second edition of Module 1/2 was published in 2007 targeting district education personnel, but there arose a need to modify it to be in line with the current system after four years of implementation. It guides you to the latest INSET model and its activities, followed by an operational manual for districts. It is our expectation that the third edition of this Sourcebook Module 1/2 will help district education personnel address some of the challenges in operating the INSET.
Benedicta Naana Biney Emmanuel Owusu-Ansah Asare
Acting Director General (GES) Acting Director,
Teacher Education Division (GES)
OVERVIEW
Pre-Service Training at the College of Education alone cannot provide teachers with the knowledge and skills necessary for a lifetime of teaching at schools. It is necessary to have both quality Pre-Service Training and a coherent process of Continuous Professional Development (CPD) to keep teachers’ knowledge and skills required in classrooms up-to-date.District Education Offices (DEOs) are responsible for supporting teachers to acquire such skills in their districts. The Ghana Education Service (GES) has identified School-based INSET (SBI) and Cluster-based INSET (CBI) as means of INSET towards CPD of teachers at school level and therefore launched the Nationwide INSET Programme to enable DEOs to support all primary schools to organise SBI/CBI continuously since 2009.Outline of each module is as follows.
Module 1/2 (District Guidelines and Manuals) is a set of guidelines and manuals for the Nationwide INSET Programme at the district and school levels. It describes the overview of the programme, roles and responsibilities of the key stakeholders and the activities of the programme at the district and school levels as a guideline, and annual operational steps of the INSET activities at the district level as a manual. It is expected that, in various activities at various levels, this module will be used as a source of basic information about the programme. It should be noted that the National level INSET activities are dealt with in the National Guidelines, which are not included in the Sourcebook.
Module 3 (School-based and Cluster-based INSET) is a manual that explains how SBI/CBI is planned, implemented and monitored. The module focuses on a concept that teachers improve themselves from sharing lesson preparation, implementation and discussion.
Module 4 (General Pedagogy) is a reference book that provides users with helpful information
for better teaching and learning. The module describes how teachers can develop lesson plans, engage in adequate lesson preparation and conduct lessons effectively. It also depicts subject-specific teaching skills that users can refer to when they need them. The module uses several examples of the skills and methods for the sake of explanation; however, those who need more practical examples are advised to also refer to Modules 5 and 6, which elaborate on how to use
some of those skills and methods in actual lessons. It is recommended that the users refer to some sections of Module 4 when they are involved in SBI/CBI and the Sourcebook Based Trainings.
Modules 5 and 6 (Sample Lesson Plans in Mathematics and Science) consist of sample
lesson plans of selected identified challenging topics. While Module 5 deals with challenging
topics in Mathematics, Module 6 deals with challenging topics in Science. The sample lesson plans are in accordance with the MOE Teaching Syllabus for Mathematics (P1-P6) and Integrated Science (P4-P6).
Reference: INSET PROJECT 2007/GES
Click the link below to views INSET activities of the Gomoa East District Education Directorate
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