1. ATTAINMENT OF QUALITY BASIC EDUCATION: MULTI-SITE CASE STUDY OF BASIC SCHOOLS IN GHANA BY GHANA TEAM Presented by Cecilia Boakye RESEARCH TOPIC

2. OVERVIEW OVERVIEW INTRODUCTION INTRODUCTION PROBLEM STATEMENT PROBLEM STATEMENT METHODOLOGY METHODOLOGY RESULTS RESULTS SIGNIFICANCE SIGNIFICANCE

3. INTRODUCTION Ghana’s commitment to “Education for All “( EFA) shown through: Poverty Reduction Strategy (GPRS) Millenium Development Development Goals (MDGS)

4. Focus of GPRS & MDGs w.r.t. EDUC. GPRS- production of quality educ. GPRS- production of quality educ. MDGs-Education Strategic Plan MDGs-Education Strategic Plan -Equitable access -Equitable access -Quality of Education -Quality of Education -Educational Management -Educational Management -Science & Technology -Science & Technology

5. Results of GPRS & MDGs Gen. Improvement in enrolment at JSS & Pri. Sch. Levels Gen. Improvement in enrolment at JSS & Pri. Sch. Levels Marginal increase in teaching force at the pri. Level Marginal increase in teaching force at the pri. Level Decrease in teaching force at the JSS level Decrease in teaching force at the JSS level

6. Indicators of Quality Educ. In Basic Schs. In Ghana Basic Cert. Educ. Exam (BECE) Results. Basic Cert. Educ. Exam (BECE) Results. Pupil Teacher Ratios (PTRs) Pupil Teacher Ratios (PTRs) Pupil Core Textbook Ratio (PCTBR) Pupil Core Textbook Ratio (PCTBR)

7. Efforts Made to Improve Classroom Practices in Ghana Improving Education Quality (IEQ) Improving Education Quality (IEQ) Improving Learning Through Partnership (ILP/QUIPS) Improving Learning Through Partnership (ILP/QUIPS)

8. Focus of IEQ Availability & use of textbooks Availability & use of textbooks Language of instruction Language of instruction

9. Focus of ILP/QUIPS Use of teaching & learning materials Use of teaching & learning materials Community participation in educ. Community participation in educ.

10. Statement of the Problem Ghanaian education lacks good qualitative research at the local level based on empirical data on the utilization of input factors by and pupils at the classroom level Ghanaian education lacks good qualitative research at the local level based on empirical data on the utilization of input factors by and pupils at the classroom level

11. Purpose of the study The study investigated education quality at the classroom level with the hope that it will lead to improving classroom practice and policy direction of the MOES. The study investigated education quality at the classroom level with the hope that it will lead to improving classroom practice and policy direction of the MOES.

12. Objectives of the study To investigate how schools in different contexts (rural, urban, private) provide quality education in the classroom situation To investigate how schools in different contexts (rural, urban, private) provide quality education in the classroom situation To identify good practices that promote quality of educ. In the classrooms of basic schools To identify good practices that promote quality of educ. In the classrooms of basic schools

13. Objectives cont’d To identify areas of weakness that may be contributing to unacceptable quality of educ. In basic schools To identify areas of weakness that may be contributing to unacceptable quality of educ. In basic schools

14. Outcom e was measur ed by BECE PTR PCTBR Parents School management Community PTA SMC Support System (Circuit Supervisor Headteacher Peers of teacher) CLASSROOM INTERACTION (PROCESS) Teacher Pupils Learning time Curriculum TLMs (Exercise books Workbooks Textbooks Teachers manual etc.) Direct Input Direct Support Indirect Support Focus of the study Teaching Practices Interplay among input factors into classroom-level interactions and measured outcomes

15. METHODOLOGY Research Design:- Research Design:- – Case study using the multisite approach –Qualitative and quantitative approaches

16. Methodology Cont’d Location of study Location of study Region ： central Region ： central Districts ： Cape Coast and Awutu- Afutu-Senya (selected from 12 districts in the central region) Districts ： Cape Coast and Awutu- Afutu-Senya (selected from 12 districts in the central region) Schools ： 6 selected from each of the 2 16districts

17. Types of schools selected One private school doing very well One private school doing very well One urban public school doing well One urban public school doing well One rural public school doing very well One rural public school doing very well

18. Information on selected schools District/School type Private school Urban school Rural school Cape Coast Flowers’ Gay Primary and JSS St. Nocholas Primary and JSS Nyinassin Primary and JSS Awutu- Efutu-Senya Uncle Rich Primary and JSS St. John Bosco’s Primary and JSS African Mission Primary and JSS

19. Instruments Instruments Head teacher's Questionnaire Teacher’s Questionnaire Pupils’ interview Schedule Observation Schedule

20. DATA ANALYSIS Interviews & Observations- partterns & themes Interviews & Observations- partterns & themes Questionnaires- frequencies & percentages Questionnaires- frequencies & percentages

21. SIGNIFICANCE OF THE STUDY Information to MOES Information to MOES Addition to literature on quality education Addition to literature on quality education Generation of interest in quality education Generation of interest in quality education

22. SOME OFQuality Indicators which form Basis for Study The Curriculum The Curriculum Lang of instruction Intended and implemented curriculum Teacher Level of education Pre-service training etc Pupils Number Per class ( teacher-student ratio) Number Per class ( teacher-student ratio) Distribution by sex Class attendance Teaching and Learning Materials Textbooks (availability and usage) Basic school materials (exercise books, paper/slates, pencils/chalk etc) Learning Time Contact hours, Absenteeism etc Teaching Practices Student participation Assessment of students’ performance (class exercises’ home work etc.