Informatics Publishing Limited

Abstract

Ghana’s current educational reform mandates the country’s Colleges of Education to churn out teachers who have the requisite knowledge, skills, personality and other dispositions for the total development of pupils. However, in order to perform this duty effectively there is the need to put in place policy measures that support the implementation of this new paradigm. One such policy measure is in the area of staff development at the colleges. This paper therefore explored the challenges Agogo College of Education faces in respect of its staff development as well as the strategies that can be adopted to bring about improvement, with the use of exploratory and descriptive research design. Using the census data collection method, the 33 Tutors at the College were all involved in the study, with questionnaires and interview guide as the research instruments. The data were analyzed using both qualitative and quantitative analytical techniques. The study observed that academic staff members of the College were not involved in staff development decisions made in the institution. It was also found that favoritism influenced decisions on staff development at the College. The duration for staff development at the College was found to be too short. Other staff development challenges at the College included poor institutional sponsorship for staff development, financial constraints, inadequate support from government, as well as the non-existence of effective staff development policy. The strategies to deal with the existing staff development challenges include the establishment of autonomous unit in charge of staff development, and the College using part of its internally generated funds to sponsor its staff development, proper collaboration between the College and other institutions of higher learning. Others are attaching improved conditions of service to staff development, using well organized and regular on-the job training as an alternative to institutional education staff development, by involving personnel in staff development decisions, and by ensuring fairness in the award of scholarship for further studies. The study recommends that the College should put in place a comprehensive policy document on staff development program in order to ensure fairness, consistency and collaboration within the institution. The College should make staff development programs an integral component of its strategic agenda by first establishing an independent Staff Development Unit to fully take charge of staff development programs without fear or favor, and also devoid of favoritism and influence. It is also recommended that the government should pay equal attention to all the personnel at the Agogo College of Education when it comes to the award of scholarships for staff development.

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Generally, participation of women in local government elections has been lower than other elective positions. For instance, few women in Ghana and other neighboring countries such as Togo and Cote d’Ivoire have the courage to contest elections at the local level and subsequently emerging as winners for positions of the assembly. This is indeed a challenge to democratic governance in particular and nation-building, in general. This study therefore sought to explore the issue of women participation in local level elections in the Afigya Kwabre District using a descriptive exploratory design. Purposive and convenience sampling techniques were used to select 67 respondents for the study. Questionnaires and interview guide were used to solicit the views of respondents on the issue. The study revealed that women’s participation in local in the district was low. It was observed that factors such as inadequate funds, inferiority complex, fear and intimidation and cultural beliefs impinged on women’s participation in local governance. Some societal perceptions that may affect women who partake in elections include the fact that they become disrespectful after winning elections; they refused to perform domestic duties; not natural leaders and become proud when they are in positions. Some of the benefits of women’s participation in DAE are promotion of the welfare of women and children, gender balance in the District Assembly, facilitation of community development as well as serving as training ground for women. A number of measures such as the use of incentives, proper affirmative action, improved gender education and gender equality could be used to promote women’s participation in local level elections in the district. It is recommended that the District Assembly should properly collaborate with the Ministry of Local Government and Development, the Ministry of Gender Protection and Social Welfare as well as the Development partners to design policy programs and initiatives that will be tailored towards improving poverty levels among women in the country through capacity building programs for women. The government should effectively collaborate with civil society organizations to put in place effective measures including financial incentives, public education, affirmative action and gender education programs in order to improve participation among women during local level elections in the district. The National Commission for Civic Education should be adequately resourced to discharge its mandate of educating people on their civic rights and responsibilities.        

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The new mandate given to the colleges of education in Ghana means that the institutions are now expected to pay much attention to issues of staff development as a strategy to achieve their set goals. Given the compelling relevance of academic staff in this shift, this paper investigated the issue of staff development in the Agogo College of Education, with a particular focus on its nature and the existing needs. The study was mainly descriptive. Using census, the 33 Tutors at the College were all involved in the study, with questionnaires and interview guide as the research instruments. Both qualitative and quantitative analytical techniques were employed for the study. The study found the existence of induction and orientation as part of College’s staff development program although it was difficult to authenticate its effectiveness. Although the existing staff development policy was beneficial to the staff, it was not comprehensive enough to address the varying needs of the academic staff. In spite of the difficulties associated with accessing some of them, there existed opportunities for short courses, workshops, sandwich, full-time and distance education programs for personnel at the College to develop their professional skills and status. The institution did not conduct proper needs assessment prior to staff development programs coupled with issues of fairness related to staff development opportunities at the College. Some of the staff development needs at the College were in the areas of teaching methodology, institutional skills, management skills and leadership skills. Others were needs in the contents of some courses, information communication technology, research and publication, and mentoring and supervision. It is recommended that staff development policy in the College should be comprehensive, well written and known to the staff in order to achieve its goals and to promote consistency, continuity and understanding within the institution. It is also recommended that the College should provide both financial and non-financial supports to the academic staff who are already in the system but with qualifications below master’s degrees to enable them upgrade their skills within the shortest possible time. The College should team up with the government and National Council of Tertiary Education (NCTE) to implement relevant policy and programs that must go with its tertiary institution status.

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This paper examined the level of motivation and performance among Early Childhood Care and Education (ECCE) teachers within the Cape Coast Metropolis. Using a descriptive research design, 60 respondents were selected for the study through purposive and simple random sampling techniques. Questionnaires and interview guide were used in obtaining the relevant inputs for the study. It was established that most ECCE teachers in the Cape Coast Metropolis decided to work at the centers in order to secure job and to get opportunities for career development. There was a positive correlation between ECCE teachers’ motivational factors and their level of performance. While promotion was perceived as the number one motivator mostly available at the centers, remuneration and incentives was seen as the least available motivator. The study found that wage/salary provided to teachers at the ECCE centers had the greatest relative influence on ECCE teachers’ performance, with good leadership style as the least determinant of teachers’ job performance. It is recommended that the ECCE centers in collaboration with the District Assembly should provide attractive incentives in order to motivate teachers to give off their best performance. The paper also recommends that effective ECCE programs should be gleaned from well-coordinated efforts of different partners including school managers, parents, communities, local and national governments as well as the civil society.

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