1. FUNDING TEACHER EDUCATION J Anamuah-Mensah University of Education, Winneba P.O.Box 25, Winneba

2. Funding Teacher Education Sources of funding GOG through constitutional provision Development partners GETFund District assemblies Traditional councils Student’s contribution Religious bodies

3. Funding Teacher Education Major sources of funding within the education sector sourceYear 1999 Year 2000 Year 2001 GOG 88.394.291.5 DEVEOPMENT PARTNERS 11.75.88.5 Total100 GOG is predominant source of Funding for education Government spending on education increased substantially to about 48% between 1998/99 and 2000/2001

4. Funding Teacher Education

5. Table : Recurrent Public Expenditure Per Student (constant 1996 US$ - 1996, US$1=c1637) Level/Type of Education 199219951998 2001 primary36.844.341.8 27.1 (78.8)* JSS66.886.668.0 58.5 (68.8) SSS77.4153.9168.0 240.1 (57.1) vocational/tech nical 188.4139.0299.5 304.1 (49.8) teacher education 246.6442.6617.3 319.8 (56.2) polytechnic102.2131.8209.6 212.5 (37.6) university1376.91123.9859.9 566.1 (35.6) Source: Adapted from data in MOE, 1999/2002: Appendix 4.1; World Bank 1998: 16 *financing gap for 2001 Unit cost of Teacher educ Is higher than All levels except University Support to Teacher educ declined in 2001

6. Funding Teacher Education Allocation of recurrent expenditure for TTCs in terms of PE year19931994199519961997 Personal Emoluments (salary for teaching and non-teaching staff & trainee allowance) 92.994.891.792.794.5 Other expenditures7.15.28.37.35.5 Source: Finance and Administration, MOE, 1998. Akyeampong,2000. Trainee allowances constitute about 80% of PE budget item Less than 10% of total recurrent budget is used on T/L resources, maintenance,

7. Funding Teacher Education Recurrent expenditure Increased from 2.7% in 1989 to 6.7% in 1999.

8. Funding Teacher Education Budgeting for teacher education some issues to note Demand issues: –Growth demand – demographic changes and increasing enrolment –Policy-driven demand – changes in targets such as T/S ratio or curriculum emphasis –Replacement demand – replacement of teachers who leave the service

9. Funding Teacher Education Challenges GOG capital expenditure on teacher education is negligible; Current pathway to teacher education is very expensive; Difficulty in getting information on actual expenditures on trainee allowances; Innovations are implemented with estimating their costs.

10. Funding Teacher Education Recommendations Strategies should be developed to diversify sources of funding for TTCs; Government policy of cost sharing should cover the training colleges; The new students’ loan scheme should apply to students in TTCs; Budget items should be disaggregated to allow determination of trainee allowances

11. Funding Teacher Education Fund raising should be an important role of principals and college boards GES, should carry out comparative costs and benefits of the different pathways to teacher education;

12. Funding Teacher Education DescriptionDurationEntryCurriculumTeaching Practice Teaching StylesCertificationCosts per student Type 1a: University based BEd 4 years full- time residential senior secondary school leavers Subject upgrading, subject methods, professional studies Block practice 4-12 weeks Lectures, use of specialist facilities Written exams, school practice reports, projects Relatively high University based Diploma 3 years distance learning with face to face; non residential Certificate ASubject upgrading, methods, professional studies Teaching in schools in normal employment Self-instruction modules, face- to-face Written exams, school practice reports, projects medium Type 1b University Post Graduate Diploma in Education 1 year sandwich after first degree University degreeSubject methods, professional studies Block practice 6 weeks Lectures, use of specialist facilities Written exams, school practice reports, projects or special studies Relatively high but for shorter duration Certificate in Education 1 year full time residential or I year sandwich HND, City & Guilds Subject methods, professional studies Block practice 6 weeks Lectures, use of specialist facilities Written exams, school practice reports, projects or special studies Relatively high but for shorter duration Table 1: Typology of Initial Teacher Education Programmes in Ghana (Adapted from Lewin,K.M,1999)

13. Funding Teacher Education Type 2 Teacher training College based Certificate A /Diploma 3 years full- time residential senior secondary school leavers Subject upgrading, subject methods, professional studies 1 year internship Lectures, use of specialist facilities, self study distance modules Written exams, school practice reports, projects or special studies Relatively high Type 3 ? In-Service Up- grading for initial qualification 1-5 years part-time residential and/or non- residential Experience as temporary or untrained teachers Subject upgrading, subject methods, professional studies Teaching in schools in normal employment Residential lectures/ workshops of varying duration, self- study, distance learning Written exams, school or inspectors reports High or low depending on duration and intensity of contact with tutors