REPORT ON THE CURRICULUM RESEARCH AND DEVELOPMENT DIVISION
(CRDD) TRAINING NEEDS ASSESSMENT (TNA)
Prepared by: Dr Patti Swarts, GeSCI Education Specialist
Assisted by: Ms Denise Clarke, GeSCI Country Programme Facilitator, Ghana
February, 2007
Dublin, Ireland
1
Table of Contents
Index
Page
Acronyms
3
Executive Summary
4
Main Report:
8
-
Background
Purpose of TNA
Methodology
Survey participation rates
Questionnaire findings
Focus group interview findings
Key recommendations
Recommended training courses
8
9
10
10
11
17
19
24
Appendix 1: TNA questionnaire form
25
Appendix 2: Focus group interview form
33
Appendix 3: Focus group interview results
35
Appendix 4: Recommended training courses
38
2
ACRONYMS
AESOP
CPTL
ASCD
CRDD
GeSCI
GES
GIMPA
ICTs
IT
MoESS
NACCA
NERIC
TED
TLMs
TNA
ToR
USA
Annual Education Sector Operation Plan
Committee on Pre-Tertiary and Tertiary Linkages
Association for Supervision and Curriculum Development
Curriculum Research and Development Division
Global e-Schools and Communities Initiative
Ghana Education Service
Ghana Institute for Management and Public Administration
Information Communications Technologies
Information Technology
Ministry of Education, Science and Sports
National Advisory Council on Curriculum and Assessment
National Educational Reform Initiative Committee
Teacher Education Division
Teaching and Learning Materials
Training Needs Assessment
Terms of Reference
United States of America
3
EXECUTIVE SUMMARY
Introduction
The Ministry of Education, Science and Sports (MoESS) in Ghana is in the process of
integrating Information Communication Technologies (ICTs) into the education system.
The Curriculum Research and Development Division (CRDD) has to perform crucial
functions integrating ICTs into the education system, and will have to play a leading role
in the implementation of the ICT policy and implementation plan, as well as in the
broader national educational reform efforts. The need to support the capacity building of
the CRDD has been identified as a key priority in the collaboration between the MoESS
and the Global e-Schools and Communities Initiative (GeSCI).
Objective
In order for CRDD to prepare and position itself for the envisaged functions and activities
related to the education reforms, for the integration of ICTs into the curriculum, and to
provide leadership and guidance to the rest of the education system with regard to ICTs
in the system, a Training Needs Analysis (TNA) was done to:
 ascertain the levels of competence residing in the professional staff complement
 establish where staff capacities would need to be strengthened to deal with the
challenges of effectively integrating and implementing ICTs in the education
system and
 respond to the demands of the national education reform effort.
Methodology
The instruments used to gather information were:
 Questionnaires completed by all professional staff during a workshop in
December 2006 to establish levels of qualifications, training and experience, and
to elicit their views on the current situation and the desired situation in CRDD.
 Focus group interviews conducted with the Director and heads of units in order
to identify expectations, concerns and aspirations for the units, and to probe
practices and functions.
 Observations made over a period of time regarding the operations of CRDD.
 Discussions with the CRDD Director and other staff.
Main findings and observations
The data gathered reveal the following:
1. Curriculum development competence
For a curriculum and research unit to function effectively all professional staff should fall
within the categories of ‘adequate’ and ‘highly adequate’ particularly in those areas
which underpin and form the basis of most curriculum development work: curriculum
theory, concepts and principles; learning theories and styles; and curriculum design and
planning. Only one out of 16 rated him/herself ‘highly adequate’ and only 4 rated
themselves as ‘adequate’. This could indicate two possible scenarios (1) a serious gap
of capacity in this area or (2) some level of insecurity about their curriculum development
competencies, possibly as a result of learning most of these skills and knowledge on the
job rather than through formal training. Either way, a closer look at addressing this issue
needs to be done within any capacity development plan for the Division.
4
2. Research competence
Every curriculum professional should have basic research skills in order to do smallscale targeted research in his/her area of specialization to inform his/her work in
updating syllabuses, training teachers on syllabus implementation, and advising the
MoESS with regard to emerging issues, trends and developments. In addition to the
basic skills required for all professional staff, all staff members of the research unit
should be well-skilled in different forms of research practices. The data revealed gaps in
this important component and the areas needing most attention are: instrument design,
qualitative and quantitative research approaches, data collection, analysis, interpretation
and reporting, and familiarity with research software/applications.
3. ICT competence
The ICT competence is uneven across the group, with only one respondent rating
him/herself highly competent in all areas, except for the use of research
applications/software. In the current climate and in view of the vision of not only the
MoESS and CRDD but of the country at large to develop into a knowledge society, it is
necessary for curriculum professionals to have the requisite computer competence to
conduct literature and other searches, to communicate efficiently via electronic means
with counterparts and colleagues internally and elsewhere, to develop research
instruments and learning materials, and to participate in relevant on-line professional
development activities.
4. Attitudes
The data reveals that the major area of concern is the lack of motivation among staff in
the Division. Not one staff member placed her/himself in the category of ‘highly
motivated’. The reasons given for the lack of motivation include lack of funding for
activities, conditions of service, low salary levels, and inadequate facilities. While these
are issues in their own right, they could also represent a lack of intrinsic motivation.
Another area requiring attention is the area of productivity. While 12 respondents rated
themselves as adequately productive, this is not enough to make the Division function
optimally.
5. Capacity building
The responses indicate that the staff is aware of the gaps and would like to do
something about them. They indicated a range of preferred modalities for capacity
building, including long term overseas training, intensive on-the-job training, workshops,
short courses (either face-to-face or on-line) and distance education courses. The
modes preferred by most staff are on-the-job training, on-line and short courses
indicating their preference for on-the-job training. They identified the obstacles to
capacity building as inadequate resources (lack of funds, expertise, support, equipment,
internet access, time) and the bureaucracy.
6. Role and functions of CRDD
Most staff described CRDD’s role and functions as pivotal to the education system as
through the curriculum school graduates would be produced in response to the current
or future needs of the country. They indicated that CRDD’s activities are crucial for the
attainment of educational objectives at pre-tertiary levels, and that the education system
could not function well without an appropriate curriculum.
5
7. Long term vision for CRDD
Most of the staff indicated (in various ways) that their vision is for CRDD to become a
first class institution, recognized for its role and contributions, adequately funded and
well-equipped with modern facilities, and staffed by a full complement of competent and
well-trained professionals providing guidance and direction to the pre-tertiary education
system. To achieve this vision, they would need to attain the necessary competence and
confidence to perform their tasks well and as a result to improve educational outcomes.
Recommendations
In view of the tasks outlined for CRDD and the data collected through the TNA exercise,
the following recommendations are made for action:1
1. Develop and document a comprehensive and strategic long term plan that will guide
the further development of the CRDD
The Division needs to develop a comprehensive strategic plan laying out its long term
vision, goals and objectives within the broader framework of the MoESS and education
system. This plan should detail its strategies, activities and resource requirements,
benchmarks and tracking systems. This will provide management, staff, the wider GES
and MoESS system and donor partners with a framework for its development and will
anchor its professional development activities. The visioning exercise will enable staff to
see beyond their individual positions or units and to understand their roles in the
education system. Understanding their pivotal role in the system may provide the
intrinsic motivation and confidence currently lacking.
It is important that this process be linked with and aligned to other planning processes
within the broader educational context.
2. Provide professional support for CRDD to manage and develop clear processes for
improved internal efficiencies, to realize general and NERIC implementation goals
There is an internal recognition of the need and desire for CRDD to change and to
improve its status within the education system. Additionally, with the upcoming
implementation of the education reforms, CRDD is being critically positioned to better
lead crucial strategies related to NERIC goals and objectives. There is a need to
formally embark on a change process and this will require the buy-in and commitment of
not just the CRDD staff in general, but also firm guidance and direction from the MoESS
and GES management.
A general review of present procedures and processes, with a view to making them
more efficient needs to be done. This should address all elements of planning (short and
long term), and should be based on a shared vision, which will inspire and motivate staff
to work as a cohesive team. Transformational leadership and an understanding of the
dynamics of change and change processes would be required. Support for this could be
provided by an advisor attached to the Division. Development Partners could be
approached to fund the services of such an advisor, with a clear ToR from the Division
itself guiding the selection process. The support provided by this advisor could span
curriculum, research, and educational reform issues and change management.
1
It is important to note that these are recommendations only and will need further discussion and priority
setting within the Division and stakeholders (including Administration) as to whether and how to best
implement.
6
3. Review organizational structure to align with needs and demands
For CRDD to rise to the challenges facing it, it would need not only well-trained and
competent staff, but also enough staff. At present the Division is in the process of
recruiting new staff, which should double the present staff complement, and address
some of the needs. Present recruitment criteria should keep in mind the following: skills
sets and gaps among present staff, new and emerging trends in curriculum (including
subjects such as ICTs), changing demands, the National Education Reform Initiative and
CRDD’s central role in all of these.
In future it may be necessary to review the structure of CRDD and align it accordingly. In
this regard an organizational development specialist should be employed on a short term
contract.
4. Promote organizational (divisional) learning through planned, continuous and tailored
professional development activities
A mix of professional development activities (continuous rather than ad-hoc) must be
provided to achieve the goal of making CRDD into an effective and efficient organization
making a positive impact on the pre-tertiary education system. However, longer term
plans and strategies for staff recruitment, selection and development for CRDD will have
to be developed in order to ensure that the Division is able to assume its leadership role
within the educational arena.
Ad hoc short courses on offer, either through donor partners, projects or based on purely
personal interest of staff should be discouraged. All courses should be focused
particularly on addressing the needs of staff and should form part of a coherent
institutional professional development plan. Where courses are on offer, donor partners
should be persuaded to tailor them to the needs of the Division.
5. Provide appropriate and adequate facilities and equipment
Adequate facilities and infrastructure is necessary for any organization to perform
optimally and to maintain high levels of motivation. Given current demands and trends, it
is impossible for a curriculum and research unit to keep abreast of developments and to
be at the cutting edge of development if it does not have the necessary space,
equipment and reliable systems to facilitate and support its work. Without these, storing
information, finding information and using it become a time consuming and difficult task,
leaving little time for other important tasks and creative work. Furthermore, lack of
appropriate facilities and technology infrastructure and support will inherently lead to
problems in implementation.
ICTs become a crucial tool that must be planned and provided for, especially those
technologies related to accessing and finding information and for creating and
communicating new knowledge. CRDD staff is expected to possess not only general
pedagogical leadership skills, but also technology leadership skills for the pre-tertiary
education system.
6. Provide funding for implementation of core activities in a timely manner
Without adequate funding it is very difficult for any organization to execute its functions
effectively. While it is recognized that funding should be tied to certain standards of
performance, the necessary funding should be available to facilitate reaching required
7
performance levels. The present resource base needs to be widened. This can be done
through donor coordination on those projects related to curriculum, assessment, TLMs
and research. A strong case should be presented and supported for the Division to have
access to more resources to perform its tasks better. Additionally, further efforts must be
explored with the MoESS to see how best the necessary facilities and infrastructure can
be provided and/or further enhanced.
MAIN REPORT:
BACKGROUND
The Ministry of Education, Science and Sports (MoESS) in Ghana is in the process of
integrating Information Communication Technologies (ICTs) into the education system.
An ICT in Education Policy was developed and approved. For the policy to be
successfully implemented, it requires certain capacities and competence to be in place
or to be developed in order to execute a comprehensive series of activities to integrate
ICTs into the system. The Curriculum Research and Development Division (CRDD) has
to perform crucial functions integrating ICTs into the education system, and will have to
play a leading role in the implementation of the ICT policy and implementation plan, as
well as in the broader national educational reform effort.
The need to support the capacity building of the CRDD has been identified as a key
priority in the collaboration between the MoESS and the Global e-Schools and
Communities Initiative (GeSCI). Currently the Division faces a number of challenges,
including but not limited to:
 lack of a curriculum framework to guide the development and revision of
new and existing curricula
 low levels of formal training/awareness by the majority of the staff
members in curriculum development principles, processes and
procedures
 limited human resources
 limited physical resources (e.g. IT) to assist in the curriculum
development process
Additionally, with the implementation of the education reforms the Division has been
tasked to lead the processes for:

Review of the syllabuses to reflect the new curriculum structure and the
number of subjects at each level.

Guidelines/reviews of curriculum for schools and for Special Needs
Education.

Review of mode of assessment and method of teaching.

Establishment of Advisory Committee for Special Needs Education.
8

Determination
of
composition
and
criteria
for
appointment
to
subject/syllabus panels.

Development of guidelines for subject/syllabus panels.

Development of principles and guidelines for linkages between and
among various levels of education.

Establishment of the Committee on Pre-Tertiary & Tertiary Linkages
(CPTL).

Determination of the composition and the criteria for the appointment of
the Committee on Pre-Tertiary & Tertiary Linkages (CPTL).

Establishment of the National Advisory Council on Curriculum and
Assessment (NACCA)
In order for CRDD to prepare and position itself for the envisaged functions and activities
related to the education reforms, for the integration of ICTs into the curriculum and to
provide leadership and guidance to the rest of the education system with regard to ICTs
in the system, a Training Needs Analysis (TNA) was done to ascertain the levels of
competence residing in the professional staff complement, and to establish where staff
capacities would need to be strengthened to deal with the challenges of effectively
integrating and implementing ICTs in the education system and to respond to the
demands of the national education reform effort. The results of the TNA may also
provide a good indication of what skills sets would be required for future recruitment of
staff.
The short term goal of the exercise is to ensure that CRDD staff becomes proficient in
the use ICTs and to enable them to develop the required understanding to effectively
integrate ICTs into the curriculum and to develop subject syllabuses for ICT for second
cycle institutions for the 2007/2008 academic year.
PURPOSE OF TNA
According to the literature a needs analysis exercise gathers information about present
practices in an organization and compares these practices to the desired way of doing
business. The difference between where the organization is now and where it wants to
go defines where a training programme should concentrate its effort.2
The purposes of the TNA for CRDD were to:
 Review the jobs of different categories of staff in CRDD to establish the
relevance, adequacy and skills mix sets required for the tasks and duties to be
executed
2
National Weather Service Training Center: Hydrometeorology & Management Division (1997) – Needs
Analysis.
9




Review qualifications and experience and expertise (i.e. competence) required
for the various categories
Identify the strengths and gaps in the knowledge, skills and experience of
incumbent staff
On the basis of the review and findings make recommendations to CRDD and
the MoESS on the way in which to address the capacity gaps identified over the
short term and to initiate a longer term capacity development plan
Assist CRDD and the MoESS to develop a short term professional development
plan to address the identified capacity gaps (from the data a longer term plan
may be developed over time).
METHODOLOGY
The instruments3 used to collect data for the TNA are:
1. Questionnaires4 administered to all professional staff in order to establish levels
of qualifications, training and experience, and to elicit their views on the current
situation and the desired situation. Over time this exercise will also have to be
done for support staff in order to provide a comprehensive picture of all CRDD
staff.
2. Focus group interviews (according to pre-prepared protocol) conducted with the
Director and heads of units in order to identify expectations, concerns and
aspirations for the units, and to probe practices and functions.
The questionnaires and focus group interviews used for the collection of data also
served to provide information for the gap analysis which involves 2 stages:
to determine the current state of skills, knowledge and abilities of
staff, looking into
organizational goals, climate, and internal and
external constraints;
to identify the desired or necessary conditions for organizational and
personal success, the critical tasks necessary to accomplish that, and
to distinguish actual needs from perceived needs and wants.
SURVEY PARTICIPATION RATES
The questionnaires were handed out to all professional staff attending the curriculum
workshop during the week of 4-8 December 2006 and all16 completed questionnaires
were received (participation rate of 100%). 10 male and 6 female staff completed and
returned the questionnaires.
The focus group interviews were conducted during the second week of January 2007
and the participation rate is 100%.
3
4
The instruments were developed in collaboration with CRDD.
The questionnaire appears in Appendix 1.
10
QUESTIONNAIRE FINDINGS
General information
Educational qualifications attained by CRDD staff range from PhD, M.Ed/MPhil/
MA/MBA degrees to BA degrees, with the majority (11 out of 16) at the higher level of
the spectrum (Master’s degrees and one PhD). A wide range of short training courses
related directly to CRDD tasks had been provided to staff including on research,
assessment issues, syllabus writing, standard setting, digitized content development,
Human Rights issues, HIV and AIDS issues, Peace education and computer literacy, but
the courses seem to be ad hoc rather than components of a coherent institutionalized
professional development plan for the Division. It is not clear how participants for the
various courses had been selected, whether the courses were directly related to their
tasks and whether they were too basic or too advanced depending on the experience
and expertise of the staff involved.
The experience of respondents (time in current rank) ranges from 2 – 12 years, with 2
respondents not indicating that.
Knowledge and skills
The responses depended largely on the units the individual respondents are working in,
but even so, in general the majority of the staff only rated themselves as ‘fairly
adequate’ with regard to the various aspects of curriculum development and research
competence and as ‘fairly competent’ or ‘not competent’ with regard to most aspects of
ICT competence.
Curriculum development competence
Only one respondent rated himself as highly competent in curriculum design and
planning, while no one rated themselves as ‘highly adequate’ in curriculum theory,
concepts and principles or learning theories and styles. 4 respondents rated themselves
as ‘adequate’ with regard to curriculum theory, concepts and principles and only 2 rated
themselves ‘adequate’ in relation to learning theories and styles. For a curriculum and
research unit to function effectively most professional staff should fall within the
categories of ‘adequate’ and ‘highly adequate’ particularly in those areas which underpin
and form the basis of most curriculum development work: curriculum theory, concepts
and principles; learning theories and styles; and curriculum design and planning.
Curriculum
development
Curriculum
theory,
concepts and
principles
Learning
theories
and
styles
Curriculum
design
and
planning
Syllabus
development
Highly
adequate
0
Adequate
Not adequate
4
Fairly
adequate
8
0
4
6
6
1
1
10
4
1
7
4
4
11
4
Assessment
and evaluation
Monitoring and
review
Curriculum
audit
Instructional
materials
development
Evaluation
of
curriculum
materials
Integration of
emerging areas
into
the
curriculum
Curriculum
implementation
2
3
7
4
1
2
7
55
0
0
8
8
0
5
7
4
1
6
7
2
0
6
6
4
2
5
6
3
Research competence
Every curriculum professional should have basic research skills in order to do smallscale targeted research in his/her area of specialization to inform his/her work in
updating syllabuses, training teachers on syllabus implementation and advising the
MoESS with regard to emerging issues, trends and developments. Furthermore they
need to be able to analyze student achievement and other factors in order to inform
design, planning and policy development. All staff members of the research unit should
be well-skilled in different forms of research practices. To bring all staff to the level of
acquiring basic research skills (design, collection of data, analysis, presentation of
results) the research unit could conduct in-house seminars from time to time on issues
directly related to the day-to-day activities of the Division. From the table below it is clear
that the areas needing most professional development focus are instrument design,
quantitative and qualitative research approaches, data collection, analysis and
interpretation, familiarity with research software/applications and reporting of results. The
responses are as follows:
Research
Highly
adequate
4
Basic
understanding
of research
Familiarity with 1
qualitative and
quantitative
research
Basic research 4
methods
5
6
Adequate
Not adequate
5
Fairly
adequate
5
6
3
6
4
3
46
One respondent deleted the tick in this column and did not tick another one.
One respondent did not tick any of the columns.
12
2
Instrument
development
incl.
needs
analysis
Basic
data
collection,
analysis
and
interpretation
Familiarity with
research
software
Reporting and
communication
of results
1
4
7
4
2
5
7
2
2
1
5
8
3
4
2
7
ICT competence
The ICT competence is uneven across the group, with only one respondent rating
himself highly competent in all areas, except for the use of research
applications/software. In the current climate and in view of the vision of not only the
MoESS and CRDD but of the country at large, it is necessary for curriculum
professionals to have the requisite computer competence to conduct literature and other
searches, to communicate efficiently via electronic means with counterparts and
colleagues internally and elsewhere and to participate in relevant on-line professional
development programmes. The skills and access to reliable and up to date equipment
would facilitate their work and cut down on time consuming and repetitive tasks and
enable them to participate in on-line and on-the-job quality training programmes. From
the table below it is clear that staff competence should be strengthened in every
category and in particular with regard to spreadsheets, PowerPoint presentations,
internet and e-mail, research applications and digital content development.
ICT skills
Word-processing
(e.g. MS Word)
Spreadsheets (e.g.
Excel)
PowerPoint
presentations
Internet and e-mail
Research
applications/software
(e.g. SPSS)
Digital
content
development
tools/packages
Other
(please
specify)
7
Highly
competent
5
Competent
6
Fairly
competent
5
Not
competent
0
1
5
4
6
3
3
2
8
4
1
1
2
8
2
27
11
1
0
4
11
One respondent did not tick this column
13
Attitudes
Arising from the table below, the major area of concern is the lack of motivation. Not one
staff member placed her/himself in the category of ‘highly motivated’. The reasons given
for the lack of motivation include lack of funding for activities, conditions of service, low
salary levels, and inadequate facilities. While these are issues in their own right, they
could also represent a lack of intrinsic motivation. Either way, the issue of lack of
motivation will need serious attention and the acquisition of skills, and the provision of
adequate facilities, equipment and other resources should to some extent address the
issue. Other ways of addressing the lack of motivation could include developing a
shared vision, collaborative planning, developing a team spirit and peer-to-peer support.
While 12 respondents rated themselves as adequately productive, this is also an area
requiring attention. If CRDD is to become a centre of excellence providing direction to
the education system, more staff would have to be highly productive and efficient. To
some extent adequate facilities, equipment and training can improve the situation, but
some behaviours will also have to be examined and improved upon, e.g. punctuality,
completing assignments on time. For the Division to excel, more staff will have to be
rated in the ‘highly’ category in more fields (adequacy is the mother of mediocrity).
Attitudes
Motivated
Confident
Proactive
Creative/innovative
Critical (in thinking)
Reflective/enquiry
oriented
Productive/efficient
Adaptable/flexible
Take responsibility
Highly
0
5
4
5
6
8
Adequately
8
10
10
11
10
8
Not at all
8
1
08
0
0
0
4
6
6
12
10
10
0
0
0
Capacity building
As expected, units ranked capacity building areas directly related to their activities as
priority, e.g. the Assessment Services indicated measurement, assessment and
evaluation issues; the Research, Monitoring and Evaluation unit indicated research
issues.9 The rationale provided in most responses was to improve their competence in
their fields of specialization - a positive indicator that they recognize the gaps and would
like to do something about it. Many of the respondents (across units) also ranked
curriculum theory, design, principles and planning as priority areas and indicated the
necessity of ICT skills to enable them to update themselves in their subject areas, but
also to facilitate their work in general. This confirms the ratings on curriculum
development and ICT competence in the tables above.
They indicated a range of preferred modalities for capacity building, including long term
overseas training, intensive on-the-job training, workshops, short courses (either face-toface or on-line) and distance education courses. The modes preferred by most
8
9
Two respondents did not tick any of the categories in this row.
One respondent did not complete the capacity building table at all.
14
respondents are on-the-job training, on-line and short courses, indicating their
seriousness about their jobs (a positive factor to build upon).
The respondents identified the obstacles to capacity building as inadequate resources
(lack of funds, expertise, support, equipment, internet access, time) and the
bureaucracy.
Respondents were requested to provide their own views/opinions to the next section.
Crucial role and functions of CRDD for education system
The intention with this item was to elicit the staff’s conceptualization of where and how
CRDD fits into the overall education system which in turn will help them understand their
own roles and responsibilities viz. the education system. Although a few responses were
vague on the issue, most respondents described CRDD’s role and functions as pivotal to
the education system as through the curriculum school graduates would be produced in
response to the current or future needs of the country. They also indicated that the
CRDD’s activities are crucial for the attainment of educational objectives especially at
pre-tertiary levels, and that the education system could not function well without an
appropriate curriculum. In general, the responses acknowledged that CRDD through the
curriculum to a large extent determined what was taught and learned. One of the
respondents wrote: “Curriculum is education.”
Primary end users
Most of the responses indicated students and teachers; a few just teachers or just
students and a few included policy makers, society and other stakeholders.10
Most liked elements of job
The responses varied from unit to unit as people tend to identify with those elements
they know best and which they are confident in doing. The Instructional and Materials
Development unit indicated development of TLMs and evaluation of books; the
Research, Monitoring and Evaluation unit the collection of data from the field, data
analysis and interpretation; management indicated responding to queries; and the
Implementation unit the training of teachers. Across units staff indicated working in the
field with teachers as an area of interest as they could use their own experiences as
teachers and they could assist teachers in implementing the syllabuses effectively. This
is a positive factor which could be built upon through professional development activities,
as their work with teachers could inform the design and planning of the curricula as well
as providing them insights into what would be realistic and therefore implementable,
especially with regard to new/emerging issues.
Most disliked elements of job
A few respondents indicated evaluation of books/teaching materials as a waste of time
as there were no incentives. Some cited proposal writing, budget preparation and
analysis of research results as they lacked capacity in those areas. ‘Unnecessary’
meetings, lack of support, lack of opportunity to learn and inadequate facilities and
equipment were also mentioned. Motivating staff to focus on their core activities was
also raised.
10
Stakeholders not defined.
15
Elements of job not confident about
One respondent indicated most areas of CRDD because of recent joining of Division, but
indicated willingness to learn. This indicates the need for short induction programmes for
new staff which could be facilitated by heads of units. The most frequent responses
related to curriculum design, development and review issues, including assessment,
measurement and monitoring. Digital content development, effective computer utilization
and research skills across the categories mentioned in the table above were also
indicated. The main reasons put forward relate to lack of capacity building (formal
training) and equipment.
Most important tasks and functions in unit
Responses varied across units with the Curriculum Planning Unit referring to curriculum
research, planning and evaluation and syllabus development; Assessment Services
concentrating on test administration, item writing and management of the assessment
process; the Research, Monitoring and Evaluation unit indicating monitoring and
evaluation activities, researching emerging issues; the Implementation unit concerned
with contacting District Education Directors for teacher training activities; and the
Planning unit highlighting contributing to overall planning processes (e.g. ESOP and
AESOP), budgeting and proposal writing and organizing workshops. One respondent
considered all areas equally important since “they all work hand in hand.”
Objectives to be achieved in unit over next 6 months
As expected the responses focused on the direct functions of the unit with the
Implementation unit indicating amongst others the training of more teachers on the use
of syllabuses; Assessment Services the administration of the National Education
Assessment and finalization of School-Based Assessment; the Curriculum Planning unit
the development of ICT as an elective for 2nd cycle institutions, standards for integrated
science, curriculum manuals for schools; and the Research unit to evaluate training in
the use of syllabuses in schools and conducting needs assessments for the ICT syllabus
in schools.
Actions to achieve objectives (unit)
Most of the responses referred to the planning and financial aspects, e.g. timely
submission of proposals for funding, resource mobilization (seeking financial and
logistical support from MoESS management), development of action plans and time
bound schedules. Some indicated that the units could be more proactive, prepare
themselves for the tasks ahead, be dedicated, punctual and committed, have positive
attitudes towards the objectives of the units and work together. All of these suggestions
contain positive elements which already could be pursued by CRDD without having to
wait for the professional development strategy/plan.
Objectives to be achieved in subject/field over next 6 months
Responses included professional and administrative issues. The professional issues
ranged from the revision of various syllabuses to update them and make them more
relevant, developing standards and test items in the different subjects, produce TLMs
and manuals, developing ICT as an elective subject foe 2nd cycle institutions, integrating
ICTs into subject areas, developing research instruments, and doing desk analyses of
curricula to training to acquire skills. The administrative objectives involved proposal
writing and the recruitment of adequate and qualified staff.
16
Actions by CRDD and staff to achieve objectives
The mobilization of resources (human, financial and material) from MoESS and donors
was mentioned most. Training of CRDD staff and teachers was also mentioned by many
respondents. Collaborative planning within the Division, review and integration of
activities and motivation of staff were referred to as well by some respondents. The main
thrust of the responses seems to be about support for and cooperation with the Division
from the MoESS and other partners.
Long term vision for CRDD
Most of the respondents indicated (in various ways) that their vision is for CRDD to
become a first class institution, recognized for its contributions, adequately funded and
well-equipped with modern facilities, and staffed by a full complement of competent and
well-trained professionals providing guidance and direction to the pre-tertiary education
system. A few used the term ‘centre of excellence’ to describe their vision and one
indicated for this to happen, CRDD would need more autonomy.
How to achieve vision
The majority of respondents highlighted the necessity of adequate support from the
MoESS and other partners. One possible way to support was indicated as assigning a
curriculum advisor to work with the Division. Most also mentioned the training of staff
and recruitment of suitable personnel as important to achieving the vision. One
respondent indicated that motivation was required, another asserted that if CRDD
performed their assigned tasks with ‘commitment and willingness’ it will win the support
of ‘management and stakeholders’. One view was that CRDD could achieve its vision if
it made ‘full use of its resources and of the resources of its partners’ and one indicated
that streamlining management of the Division would make it more efficient.
Long term vision for role in unit
Most responses referred to attaining competence and confidence to perform their tasks
well and as a result to improve educational outcomes. These responses confirm the
responses with regard to the long term vision for CRDD as a first-class institution and
centre of excellence. Some indicated that they would like to contribute significantly to the
development of their own units, to the development of CRDD and the development of
education in general. This is a positive factor that needs to be exploited in the motivation
and professional development of staff.
How to achieve vision
Capacity building, training, exposure (seminars, conferences), incentives, employment of
a curriculum advisor, hard work, taking initiative (in their own units and in the Division)
and coordination of activities were mentioned as mechanisms to achieve the vision.
FOCUS GROUP INTERVIEW FINDINGS
The intention with the focus group interview was to identify expectations, concerns and
aspirations for the units, to probe practices and functions, and to elicit management’s
perspectives on the future development of CRDD. Although, by virtue of their positions
and experiences as management they have different responsibilities and a broader
perspective, the responses to the questions in the focus group interview to a large extent
reflect and validate the responses in the questionnaires, particularly with regard to the
17
limitations, gaps, and obstacles facing CRDD and the modes of capacity building that
could be employed to deal with the identified issues.
The focus group interview was conducted by the GeSCI Country Programme Facilitator
in Ghana with the CRDD Director and heads of units on 11 January 2007. A preprepared interview protocol was used. The interview to a large extent confirmed and
validated the information gathered through the questionnaire and therefore only the main
messages are summarized below11:










The interviewees’ vision is for CRDD to be on par with similar institutions
internationally in terms of human resources, competence infrastructure so as to
fulfill their mandate as the professional arm of the MoESS and GES.
They recognize that this would entail a regeneration of the Division through a
change process and systematic and sustained capacity building requiring
adequate financing.
Support for the regeneration process and capacity building could be provided
through the required infrastructure and equipment, and coordination and linkages
with other Divisions and agencies at different levels in the education system.
They regarded knowledge, skills and attitudes of staff as crucial for fulfilling their
mandate and referred to goal-orientation, effectiveness, efficiency, and
willingness to learn and to promote the interests of the Division.
The staff competencies required for the work of CRDD were highlighted as:
curriculum development and content development skills, leadership and
management skills, ICT literacy, facilitation and training skills, and research and
reporting skills.
The main gaps, limitations and obstacles were identified as: attitudes (including
lack of motivation), logistics, small resource pool, lack of funds and information.
The group agreed that a thorough needs analysis and an identified plan of action
based on the outcomes of the needs analysis could assist CRDD in its
regeneration process.
There was consensus that a variety of programmes using different modes of
delivery would be required for a coordinated professional development plan.
Shorter term and on- the- job training appear to be preferred.
New recruitments for CRDD should consider: competencies required for tasks,
internal and external advertisements, probation period, and involvement of heads
in recruitment and selection process.
The services of an advisor attached to the Division would help give support (onthe-job training) and for the Division to inform and work closer with development
partners to get the required support
The focus group interview raised or hinted at a few new issues related to more
autonomy, a different organizational structure (to accommodate more autonomy),
different measures for staff recruitment and employment (from what is generally
practiced in government departments, e.g. probation), a ‘new’ profile for CRDD
personnel, broader range of management approaches and styles and building linkages
and partnerships at various levels to support CRDD in its functions and activities. These
issues need further exploration as to their viability in terms of CRDD’s position in Ghana
11
The focus group interview protocol is attached as Appendix 2. A detailed account of the responses elicited
in the focus group interview is provided in Appendix 3.
18
Education Services (GES) and the MoESS. While they are pertinent and relevant to the
TNA, they can only be accommodated in broad terms under the recommendations as
they have not been explored and clarified with the appropriate structures. However, a
case can be made that in view of CRDD’s importance for educational outcomes, that
more rigorous measures be applied for the recruitment and employment of staff than
would normally apply in government departments.
KEY RECOMMENDATIONS
It is clear from an analysis of the questionnaire and focus group interview responses that
there is a recognition, need and desire for CRDD to change and improve its status within
the education system. Embarking on a process of regeneration will require the buy-in
and commitment of all staff and strong and firm guidance from the management team.
Such a process may entail a departure from some current practices and performance
levels, and will require joint planning and coordination and setting objectives across
units.
The following recommendations are given, based on the information obtained through
the questionnaires, focus group interview, discussions with the CRDD Director, and
observations made over the past six months of working with the Division.
It is important to note that these are recommendations only and will need further
discussion and priority setting within the Division and with stakeholders (including
administration) to if and how best to implement.
1. Develop and document a comprehensive and strategic long term plan that will
guide the further development of the CRDD
The Division at this time needs to develop a comprehensive strategic plan laying out its
long term vision, goals and objectives within the broader framework of the MoESS and
education system. This should detail its strategies, activities and resource requirements,
benchmarks and tracking systems. This will provide management, staff, the wider GES
and MoESS system and donor partners with a framework for its development.
A comprehensive, systemic and systematic approach to development and planning
should be taken with the Division examining these at the individual unit level and also for
the Division as a whole. There should be a conceptual understanding of where CRDD as
a Division would like to go in order for the units to cooperate and work together towards
common goals. This will in turn impact on the competencies needed by staff within the
units and the Division12. Through joint planning and coordinated activities, optimal
utilization of resources and maximum impact of activities would be better ensured.
It is recognized that the Division has already made some steps in this direction. This
could further be supplemented by an envisioning exercise, also based on the
12
For this to happen there are generic basic knowledge and skills that all professional staff in a curriculum
and research unit should have with more advanced skills in specific units for those working in those units,
viz. curriculum theory, concepts and principles, learning theories (including child development),
curriculum design (including issues related to assessment and evaluation), basic research competence and
ICT competence.
19
observations in this report, to facilitate the longer term and continuous team building
efforts. Explicit expectations as they relate to performance expectations (knowledge,
skills and attitudes), professional development and linkages with stakeholders – both
internal and external – should be included.
Additionally, it is important that this process be linked with and aligned to other planning
processes within the broader educational context. A number of the following
recommendations can/will also serve as a logical approach for developing this strategic
plan.
- Joint planning and coordination of activities
- Comprehensive and long term strategic development plan
2. Provide professional support for CRDD to manage and develop clear processes
for improved internal efficiencies, to realize general and NERIC implementation
goals.
There is already a growing internal acknowledgement of the need and desire for CRDD
to change and to improve its status within the education system. Additionally, with the
upcoming implementation of the education reforms, CRDD is being critically positioned
to better lead crucial strategies related to NERIC goals and objectives. Apart from this
recognition (internally and externally) there is still the need to formally embark on a
change process equipping and placing CRDD on a firm footing to achieve its set
objectives.
A general review of present procedures and processes, with a view to making these
more efficient needs to be done. This should address all elements of planning (short and
long term), and be based on a shared vision, which will inspire and motivate staff to work
as a cohesive team. Apart from developing/supporting general curriculum development
capacities, support and/or training may also be given at the management level (including
Heads of Units) as the regeneration will require transformational leadership with an
understanding of the dynamics of change and change processes. This support could be
in the form of a curriculum advisor, an idea which was expressed in the questionnaire
responses both by Heads of Units as well as members of staff. Support for this could be
further explored with Development Partners, with a clear ToR from the Division itself
guiding the selection process. The support provided by this advisor could span
curriculum, pedagogical, research and educational reform issues and management
support.


Short term/Immediate: developing a shared vision and team spirit
Medium term: support for change management processes (transformational
leadership and curriculum issues) through advisor attached to Division.
3. Review organizational structure to align with needs and demands
Several references were made in the questionnaire responses regarding the need to
take on board additional staff and/or to address staff shortages. For CRDD to rise to the
challenges facing it, it would need not only well-trained and competent staff, but also
enough staff. At present the Division is in the process of recruiting new staff, which
should double the present staff complement, and address some needs. Present
recruitment criteria should keep in mind the following: skills sets and gaps among
20
present staff, new and emerging trends in curriculum (including subjects such as ICTs),
changing demands, the National Education Reform Initiative and CRDD’s central role in
all of these.
In future it may be necessary to review the structure of CRDD and align it accordingly. In
this regard an organizational development specialist should be employed on a short term
contract.
Medium to longer term: review CRDD structure to align with current
and future realities
Align recruitment criteria to CRDD needs and requirements.
4. Promote organizational (divisional) learning through planned, continuous and
tailored professional development activities
Organizational learning can be achieved through various modes as pointed out by the
responses to the questionnaires and in the focus group interview. Much of what is
experienced as organizational learning is obtained through a process of sharing
collective wisdom and creating opportunities for people to develop new perspectives and
understandings through collaborative activities, peer exchanges, staff seminars and
workshops, on-the-job training, short courses, and on-line courses directly related to
organizational tasks and functions and longer term continuous professional development
programmes.
All professional staff at a curriculum development centre should possess basic
knowledge and skills in the following areas: curriculum design principles and processes;
curriculum theories and concepts (including those related to assessment and
assessment practices); child development; learning theories and styles; content
development; research and reporting; curriculum implementation and evaluation and ICT
literacy. Those staff assigned to specific units should be more skilled in the areas
covered by those units. The TNA found that the majority of CRDD staff do not have the
necessary competence in the above areas. The professional development plan in the
short and medium term should therefore first and foremost address this issue as it would
provide the foundation for all other work. All new staff recruited should also be provided
with an induction programme providing them with the necessary basis in these areas to
execute their duties well. The courses recommended are in Appendix 4.
A mix of professional development activities (coherent and continuous rather than adhoc) must be provided to achieve the goal of making CRDD into an effective and
efficient organisation making a positive impact on the pre-tertiary education system.
However, longer term plans and strategies for staff recruitment, selection and
development for CRDD will have to be developed in order to ensure that the Division is
able to assume its leadership role within the educational arena.
Ad hoc short courses on offer, either through donor partners, projects or based purely on
personal interest of staff13 should be discouraged. All courses should be focused
particularly on addressing the job-related needs of staff and should form part of a
13
Unless personal and institutional priorities coincide.
21
coherent institutional professional development plan. Where courses are on offer, donor
partners should be persuaded to tailor them to the needs of the Division.
In addition to external institutions and experts providing training, the more experienced
members of staff and those who are highly skilled in specific areas, can and should be
utilised in a coordinated manner to work alongside younger, inexperienced and less
skilled staff on certain activities to provide on-the-job training and mentor newer/younger
and less experienced staff. Those curriculum staff displaying high levels of competence
with the necessary background in particular fields, should be utilised for in-house
capacity building alongside some technical assistance.
In view of the pressures on the professional staff of CRDD, this TNA was confined to
them. However, in order to holistically develop the Division to achieve its objective to
become a centre of excellence, it would be necessary to conduct a TNA for support staff.
Already the Division has been carrying out its own training needs assessments for some
time. This should be continued, paying attention to developing the larger, integrated,
staff development plan.
In cases where the learning activity cuts across units, training should be organised as a
team learning experience as group interaction can add to and transform thinking, and
can make the experience more relevant and meaningful through the process of dialogue
and discussion. A commitment to developing and sharing new knowledge through inhouse seminars and small scale and targeted research should be fostered, as these are
cost-effective and potentially very valuable teambuilding opportunities. As the needs
and responsibilities of management differ from those of the other staff, the management
team should be exposed to leadership and change management courses.14
The development of networks and linkages with other institutions and divisions could
lead to collaborative work on projects and programmes which could facilitate peer
learning and exchange of information.
- Short and medium term: professional development activities should focus on equipping
staff with the knowledge and skills required to function well in a
curriculum
development centre
- Ad hoc courses not focused directly on the current and future professional needs of
staff should be discouraged
- Induction programme for newly recruited staff
- In-house capacities to be utilized to cut on costs and build collaboration.
5. Provide appropriate and adequate facilities and equipment
Adequate facilities and infrastructure is necessary for any organization to perform
optimally and to maintain high levels of motivation. Given current demands and trends it
is impossible for a curriculum and research unit to keep abreast of developments and to
14
The recommended training courses would make provision for separate leadership and management
programmes in addition to strengthening their skills in the areas they supervise in their respective units.
Local institutions, e.g. GIMPA could provide tailor-made management and leadership courses for CRDD and
other agencies, e.g. TED.
22
be at the cutting edge of development if it does not have the necessary space,
equipment and reliable systems to facilitate and support its work. Without these, storing
information, finding information and using it become a time consuming and difficult task
leaving little time for other important tasks and creative work. Furthermore, lack of
appropriate facilities and technology infrastructure and support will inherently lead to
problems in implementation.
ICTs become a crucial tool that must be planned and provided for, especially those
technologies related to accessing and finding information and for creating and
communicating new knowledge. There are several reasons to support this including:
(a) The need to prepare students to function in an information-based, Internet-using
society;
(b) The need to make students competent in using tools found in almost all work
areas; and
(c) The need to make education more effective and efficient.
Curriculum staff and education leaders need to help students become technology literate
by creating the environments and conditions for them to obtain the requisite knowledge
and skills. ICT tools, equipment and support systems can significantly contribute
towards greater efficiency and enhanced productivity in curriculum professionals,
provided that they are ICT literate, motivated and committed to their tasks.
CRDD and other educational leaders are expected to possess not only general
leadership skill, but also technology leadership skills for the pre-tertiary education
system.
Another important use of technology is to provide distance-learning and on-line
opportunities to students who otherwise would not have access to quality course
offerings. It is necessary for CRDD staff to have access to ICTs not only for their
activities and to perform their functions, but also for professional development purposes.
Obviously, addressing the needs of students through technology use is a long-term and
system wide effort and this issue would have to be dealt with across the MoESS.
- Short and medium term: adequate and appropriate space, equipment and
facilities
6. Provide funding for implementation of core activities in a timely manner
All the respondents indicated the lack of adequate funding as an obstacle. However, as
a few CRDD staff pointed out in their responses, CRDD should not rely solely on MoESS
to provide funding, but also look into the possibility of income generation activities and
mobilizing funds from other sources. This however has to be carefully thought through
and planned for, as an increased focus on income generating activities may detract from
the larger goals of the Division. If the possibility of income generation is to be pursued,
the current CRDD structure should be reviewed as a part of the planning process.
Currently, the present resource base needs to be widened. This can be done through
donor coordination on those projects related to curriculum, assessment, TLMs and
research. A strong case should be presented and supported for the Division to have
access to more resources to perform its tasks better. The strategic development plan
should provide the basis for such a case to be made. Additionally, further efforts must
23
be explored with the MoESS to see how best the necessary facilities and infrastructure
can be enhanced/provided.
- Medium to longer term: explore possibilities to widen resource base and on the
basis of a comprehensive strategic development plan obtain more funding from
MoESS and channel donor funding to CRDD activities.
RECOMMENDED TRAINING COURSES
As indicated in Recommendation 4, a series and mix of professional development
activities must be provided as part of a longer term and coordinated professional
development plan to achieve the goal of making CRDD into an effective and efficient
organisation making a positive impact on the pre-tertiary education system.
A list of short on-line courses is provided in Appendix 4 to give an indication of the types
of courses available in response to the needs identified, especially with regard to the
basic curriculum, assessment and research skills in the immediate and short term. The
courses are not subject specific and could therefore be taken by all professional staff.
All the recommended courses are offered on-line and would require basic ICT
infrastructure. If this is not currently adequately available in the MoESS, institutions like
GIMPA and the Kofi Annan Centre of Excellence could be approached to assist with
their facilities. Dedicated staff time should be scheduled to participate in the selected
courses.
Given that most of the staff already have second (i.e. Masters) level degrees, attention in
the short term is focused on short courses for management and curriculum/instructional
related courses to address the skills gaps identified at the individual, unit and Divisional
levels. For professional staff without second degrees, opportunities could be explored for
longer term courses that would support Divisional objectives (e.g. Technology in
Education).
No courses are recommended for ICT literacy/skills as it is expected that such skills
could be sourced or supported via the ICT in Education Programmes Unit.
While the courses are mainly USA based (with some New Zealand and Australian ones
included), the assignments can be tailored towards the individual context, country,
system or subject. The list has been compiled from a desk study and from suggestions
made by other professionals. The courses have not been assessed for quality, but have
been checked as far as possible whether they are accredited by either universities or
other quality assurance bodies. Before final selection of courses further efforts should be
made to ascertain that the selected courses would fulfill the professional and other
requirements of staff. The list is not exhaustive, but provides samples of courses that
could address the Division’s immediate and short term needs. Some are non-credit
courses, while others are credit bearing towards diplomas and higher degrees.
24
APPENDIX 1:
TRAINING NEEDS ASSESSMENT (TNA) QUESTIONNAIRE FOR STRENGTHENING
THE CURRICULUM RESEARCH AND DEVELOPMENT DIVISION (CRDD)
Background
The mission of the Curriculum Research and Development Division (CRDD) is to
manage and implement the curriculum policy of the Ministry of Education, Science and
Sports (MoESS) and to ensure that the curriculum is relevant to the educational needs
and developmental goals of the country. At the pre-tertiary level of education, the CRDD
is responsible for developing and evaluating the central curriculum that is implemented
nationwide.
The activities of the CRDD are geared towards improving the quality of teaching and
learning and the overall delivery of pre-tertiary education throughout the country. The
strategic objective of improving the quality of teaching and learning in pre-tertiary
institutions is being pursued through:






analysis, review and revision of the curriculum and syllabuses in line with current
national development goals
innovation and experimentation leading to the development of new curricula
development of appropriate resources and instructional materials
development of training programmes and projects aimed at improving course
content and classroom instruction
development of effective pupil performance monitoring instruments for assessing
the quality of teaching and learning in schools
research into problems and practices, leading to the provision of information for
policy formulation.
In addition to the above, it is expected that the CRDD will lead certain processes in the
national educational reform initiative, and will play a critical role in the integration of
Information Communication Technologies (ICTs) into the education system and into the
national curriculum.
Training Needs Assessment
Given these roles, which make the CRDD a pivotal division in the education sector, it
needs to have a certain level of competence and expertise to execute these functions
effectively and to the satisfaction of its clients (i.e. MoESS and pre-tertiary institutions).
In order for the CRDD to prepare and position itself for the envisaged functions and
activities related to the education reforms, for the integration of ICTs into the curriculum,
and to provide leadership and guidance to the rest of the education system with regard
to ICTs in the system, a Training Needs Analysis (TNA) will have to be done to ascertain
the levels of competence residing in the professional staff complement, and to establish
where staff capacities would need to be strengthened to deal with the challenges of
effectively integrating and implementing ICTs in the education system. The results of the
TNA will also provide a good indication of what skills sets would be required for future
recruitment of staff.
25
Questionnaire
The questionnaire is designed to facilitate the collection of information on the knowledge,
skills, attitudes, views and aspirations that the CRDD professional staff have about their
roles in the Division, and their jobs, functions and tasks. It also aims to establish what
may be regarded as obstacles in professional development planning.
Instructions


Do not put your name on this form
Please take your time to think over the questions and to answer them as fully and
carefully as possible.
General information
Gender: ………………………………………….
Job designation: …………………………………………….
Department/unit: …………………………………………………
Educational qualifications (tertiary: most recent): ………………………............................
………………………………………………………………………………………………
Area(s) of specialization: ………………………………………………………………….
……………………………………………………………………………………………..
Time in current rank: ………………………………………………………………………
Training directly related to tasks in CRDD: (1)……………………………………………
(2) ……………………………………….. (3)…………………………………………….
(4) ………………………………………………..
Other training: (1) ……………………… (2) …………………………………………….
(3) ……………………………………… (4) ……………………………………………..
26
Knowledge and skills
How do you rate your knowledge and skills in the following areas? Please tick (√) the
column most applicable to you:
Curriculum development competence
Curriculum
Highly
development
adequate
Curriculum
theory,
concepts and
principles
Learning
theories
and
styles
Curriculum
design
and
planning
Syllabus
development
Assessment
and evaluation
Monitoring and
review
Curriculum
audit
Instructional
materials
development
Evaluation
of
curriculum
materials
Integration of
emerging areas
into
the
curriculum
Curriculum
implementation
Adequate
27
Fairly
adequate
Not adequate
Research competence
Research
Highly
adequate
Adequate
Fairly
adequate
Not adequate
Basic
understanding
of research
Familiarity with
qualitative and
quantitative
research
Basic research
methods
Instrument
development
incl.
needs
analysis
Basic
data
collection,
analysis
and
interpretation
Familiarity with
research
software
Reporting and
communication
of results
ICT competence
ICT skills
Highly
competent
Competent
Word
processing
(e.g. MS Word)
Spreadsheets (e.g.
Excel)
PowerPoint
presentations
Internet and e-mail
Research
applications/software
(e.g. SPSS)
Digital
content
development
tools/packages
Other
(please
specify)
28
Fairly
competent
Not
competent
Attitudes
How would you rate yourself in the following areas? Please tick (√) the column most
applicable to you:
Attitudes
Motivated
Highly
Adequately
Confident
Proactive
Creative/innovative
Critical (in thinking)
Reflective/enquiry
oriented
Productive/efficient
Adaptable/flexible
Take responsibility
29
Not at all
Remarks
Capacity building
Please indicate the areas in the table below in which you would require specific
upgrading or capacity building and rank them in order of priority:
Priority/
order
Areas
capacity
building
for Rationale/reasons/ Preferred
remarks
mode
capacity
building
Possible
of obstacles
to
capacity
building
Please answer the following questions in a few sentences:
Briefly describe why you think the role and functions of the CRDD are crucial for
the education system
Whom do you regard as the primary end users of your work in the CRDD?
30
Which elements of your job do you like and interest you most? Why?
Which do you dislike most? Why?
Which elements of your job are you not confident about? Why?
What do you consider to be your most important tasks and functions in your unit?
List the objectives you would like to achieve in your unit over the next 6 months
What actions could be taken by you and your unit to achieve these objectives?
List the objectives you would like to achieve in your subject/field over the next 6
months
31
What actions could be taken by you and CRDD to achieve these objectives?
What is your long term vision for CRDD?
How could this vision be achieved?
What is your long term vision for your role in the unit?
How could this vision be achieved?
Thank you for your cooperation!
32
APPENDIX 2:
FOCUS GROUP INTERVIEW QUESTIONS FOR
Units)
CRDD (Director and Heads of
Note
Interviews will be conducted with CRDD management to obtain their view on their vision
for and overall development of the Division. The interviews will seek to follow up on and
probe issues arising from the responses given in the questionnaires. They will also serve
as a feedback loop to check on the validity and interpretation of responses that may
have been provided through the questionnaires.
Questions
1. How do you foresee CRDD developing over the next 5 years?
2. What demands would these developments place on the organisation?
3. How could these demands be better met?
4. What do you regard as the most important requirements for CRDD staff to
possess?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
33
5. In view of the developments, demands and emerging issues foreseen what
competencies would be required from staff?
6. What limitations, gaps and obstacles do you foresee in catering for these
requirements?
7. What training, support or development would best assist CRDD to equip staff to
meet the requirements?
8. What modes of capacity building would you prefer for staff to undergo?
9.
How should new staff for CRDD be recruited and/or selected?
10. Any other issues you would like to raise with regard to staff development and
capacity building?
34
APPENDIX 3:
TNA FOCUS GROUP RESULTS
The focus group interview was conducted by the GeSCI Country Programme Facilitator
in Ghana with the CRDD Director and heads of units on 11 January 2007. A preprepared interview protocol was used.
The intention with the focus group interview was to identify expectations, concerns and
aspirations for the units, to probe practices and functions, and to elicit management’s
perspectives on the future development of CRDD. Although, by virtue of their positions
and experiences as management they have different responsibilities and a broader
perspective, the responses to the questions in the focus group interview to a large extent
reflect and validate the responses in the questionnaires, particularly with regard to the
limitations, gaps, and obstacles facing CRDD and the modes of capacity building that
could be employed to deal with the identified issues.
The focus group interview raised or hinted at a few new issues related to more
autonomy, a different organisational structure (to accommodate more autonomy),
different measures for staff recruitment and employment (from what is generally
practised in government departments, e.g. probation), a ‘new’ profile for CRDD
personnel, broader range of management approaches and styles and building linkages
and partnerships at various levels to support CRDD in its functions and activities. These
issues need further exploration as to their viability in terms of CRDD’s position in Ghana
Education Services (GES) and the MoESS. While they are pertinent and relevant to the
TNA, they can only be accommodated in broad terms under the recommendations as
they have not been explored and clarified with the appropriate structures. However, a
case can be made that in view of CRDD’s importance for educational outcomes, that
more rigorous measures be applied for the recruitment and employment of staff than
would normally apply in government departments.
How do you foresee CRDD developing over the next 5 years?
Whereas the Division is now very centralised, in future the group would like to see some
of the services decentralised. They would like to be up to par with similar institutions
internationally both in terms of human resources and infrastructure so as to be the
professionally competent arm of the MoESS. This would necessitate a well-established
curriculum centre (possibly semi-autonomous), responding effectively and efficiently to
national goals and making an impact. To be able to achieve that would require a
changed perception of the Division, including a different kind of professional staff, and a
separate budget with less reliance on funds from the central pool.
What demands would these developments place on the organization?
The demands mentioned were:
Finding appropriate training courses to build capacity
35
-
Finding appropriate avenues for change management, as a part of the issue
was not just competencies but also attitudes
Regeneration of the organization to focus on the new vision
Financial security, including CRDD itself finding more ways to generate
income
New ‘profile’ of personnel (including of management): resourceful, selfdirected, new approaches in management style
Proactive leadership and succession planning.
How could these demands be better met?
The group indicated the following:
Provision of a basic infrastructure through the MoESS (most persons felt that
this was not being done effectively by the MoESS and could be improved)
Income generation
Increased collaboration with and support through development partners
Identification and fostering of linkages with local universities to support
capacity building in relevant competencies (now being discussed jointly with
University of Cape Coast and Tennessee University, USA)
Linkages with other entities and universities (overseas)
Linkages with entities at the district level.
What do you regard as the most important requirements for CRDD staff to
possess?
The requirements raised were:
Goal oriented
Efficient
Effective
Ability to learn on the job
Willingness to promote the interest of the Division
Knowledge, skills and attitudes appropriate for curriculum development
matters.
In view of the developments, demands and emerging issues foreseen, what
competencies would be required from the staff?
The group responded as follows:
Curriculum development skills
Content development, including support material (felt to be more effective
than text books)
ICT literacy
Facilitation skills (felt as very important especially given the Division has to
work with a wide cross section of stakeholders)
Reporting skills
Leadership (management) skills
Implementation skills - orientating teachers, users, trainers on curriculum
matters
Coordination skills
Curriculum development skills (e.g. review assessment, coordination,
monitoring and evaluation, etc.)
Policy formulation and analysis (i.e. translating policy into actionable items)
Effective curriculum integration
Research skills (theory as well as practice)
36
-
Educational technology (multimedia).
What limitation, gaps and obstacles do you foresee in catering for these
requirements?
The limitations, gaps and obstacles were indicated as:
Funds
Logistics (related to getting internal approvals, including from authorities
outside the Division)
Attitudes
Small pool of professional persons to work with or choose from when
recruiting
Motivation (including salary)
Timely information
What training, support or development could best assist CRDD to equip the staff
to meet the training requirements?
The group agreed that a thorough needs analysis and an identified plan of action based
on the outcomes of the needs analysis could assist CRDD in this regard.
What modes of capacity building would you prefer staff to under go?
It was noted that most staff were already in possession of higher degrees (Master’s) and
the issue of sending staff on protracted study leave was discussed. The group agreed
on:
Varied staff development programmes
On-the- job training (customized, tailor- made courses)
Short term courses (no more than 3 months, local and or overseas)
Distance (on-line)
Attachments and visits (study tours).
How should new staff for CRDD be recruited or selected?
After reflection on current recruitment practices the group indicated that new staff be
recruited in the following ways:
On the basis of competencies (knowledge, skills, attitudes)
Positions should be advertised internally and externally
Probationary period (though this does not seem to be a policy of the MoESS)
Involvement of the Heads of Units in terms of identifying and selecting
persons
Any other issues you would like to raise with regard to staff development and
capacity building?
It was indicated that it would be good for an advisor to be attached to the Division to help
give support (on-the-job training) and for the Division to inform and work closer with
development partners to get the required support.
37
APPENDIX 4:
RECOMMENDED TRAINING COURSES
As indicated in Recommendation No. 4, a series and a mix of professional development
activities must be provided to achieve the goal of making CRDD into an effective and
efficient organization making a positive impact on the pre-tertiary education system.
However, longer term plans and strategies for staff recruitment, selection and
development for CRDD will have to be developed in order to ensure that the Division is
able to assume its leadership role within the educational arena.
A list of short on-line courses is provided below to give an indication of the types of
courses available with regard to the needs indicated, especially for the immediate and
short term. All of these courses are offered on-line and would require basic ICT
infrastructure. They relate directly to curriculum, assessment and research areas, but
are not subject specific. At this stage it is more important for CRDD staff to gain
knowledge and skills in the generic curriculum and research areas which can be applied
across their subject specializations in which they already have adequate qualifications.
While the courses are mainly USA, New Zealand and Australian based, the assignments
can be tailored towards the individual context, country, system or subject. While the list
below is not-exhaustive, it seeks to provide some insights as to the types of courses that
could support the staff of the Division’s needs at this time. Some are non-credit courses,
while others are credit bearing towards diplomas and higher degrees.
Given that most of the professional staff already have second (i.e. Masters) level
degrees, attention in the short term could be paid to finding short tailor-made courses,
addressing the skills gaps that have been identified at the individual, Unit and Divisional
levels. For professional staff without first or second degrees, opportunities could be
explored for longer term courses that would support Divisional level objectives.
Attention has been primarily paid to two levels:
Management development type courses: these could be geared more at the level of
senior management within the Division, focusing on areas such as team building,
leadership, planning etc.
Curriculum/Instructional Design related courses: these could include curriculum
theory, concepts and principles, learning theories (including child development),
curriculum design (including issues related to assessment and evaluation), and basic
research competence.
Suggestions were not given for ICT skills, as it is expected that such skills could be
sourced or supported via the ICT in Education Programmes Unit.
The compilations given below were based on both a desk study as well as
recommendations from other professionals. Though courses have not been assessed for
quality, as far as possible they have been checked whether they are accredited by either
Universities or other quality assurance bodies. Further efforts however should be made
38
to ascertain that the suggested courses do meet the professional and other
requirements of the staff.
39
Management Support Type Courses
Graduate
certificate
in
managem
ent
Open
Polytech
nic
of
New
Zealand
Students may take any 3 courses including Change
Management, Managing for Quality, Futures Capability
Analysis, Analysis and Strategy, Management in Context and
Educational Leadership for the Certificate, or 6 courses for the
Diploma. Any one course, based on specific need or interest,
may be taken for which a certificate of achievement will be
awarded.
Suitable for management team – may take different modules or
same modules.
http://www.openpolytechnic.ac.nz/programmesandcourses/pro
grammes/op8100
40
Course
University
Description
Instructional
Design
Models
Touro
University
International
(California,
USA)
This course explores the foundational theories of
learning and instruction, and provides opportunities to
investigate models of instructional design. Attention is
given to understanding the process of learning,
developing and implementing an instructional plan,
using technologies to support instruction and learning,
and assessing the effectiveness of instruction and
learning.
TUI has four sessions per year with each session
lasting 12 weeks. The sessions begin the first or
second week of March, June, September, and
December. TUI grants semester (not quarter)
academic credits. TUI courses earn 4 semester credits
each. There are no examinations in most TUI courses.
Faculty assess students' work on case reports, the
session-long projects, and other course elements.
Grading is based on the standard U.S. A through F,
4.0 scale.
Suitable for all.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=8657
Curriculum
Development
Practicum
Touro
University
International
(California,
USA)
This course focuses on the interrelationships between
curricular content, instructional strategies, and
assessment methods that underpin the process of
curriculum development. Implications of differences
within and among these factors are closely examined
through the analysis and development of appropriately
aligned and coherent curriculum documents.
Same as for IDM above in terms of sessions, start
times, credits, etc.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=8659
Applying
research to
the
improvement
of
curriculum
and
instruction
Capella
University
(Minnesota,
USA)
This course encourages students to examine current
research as a basis for data-driven decision making.
Students prepare research designs within specific
content and grade-level curriculum and instructional
areas that, if implemented, may contribute to datadriven decision making at the school or district level.
Delivery via the internet (24/7 access). 4 quarter
credits. Many Capella programmes accept new
students on a monthly basis. Certain programmes
accept new students at the beginning of each
academic quarter.
Suitable for all.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=10830
41
Assessment
and
improvement
of
instruction
Capella
University
(Minnesota,
USA)
This course develops skills in planning, analyzing, and
reflecting on teaching that lead to improvement in
instruction. The course focuses on research-based
professional teaching standards and on strategies to
improve instruction, including collaborative feedback
processes. Students practice observing and assessing
classroom instruction.
Same as one above. Suitable for new staff.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=10808
Learning
theory
and
computer
applications:
Nova
Southeastern
University
(Florida, USA)
Students will explore learning theories and how
learning is achieved when instruction is presented
from a computer-based paradigm. The course will
emphasize the computer as a learning device that can
be used in an effective manner to model learning
theories associated with behaviourism, cognitivism,
and human information processing.
3 semester credits. Ranked by Forbes magazine as
one of the nation’s top 20 cyber-universities. Online
M.S. degree programmes require no campus
attendance and are available to part-time or full-time
students worldwide. A unique online doctoral
programme requires only four weekend or two
weeklong campus visits each year while taking
courses. The school has online students living in
almost every state in the United States and in more
than 25 foreign countries.
Suitable for all.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=25697
Curriculum
design and
instructional
delivery:
Keller
Graduate
School
of
Management
of
DeVry
University
(Illinois, USA)
Students in this course study past and current
curriculum design models in order to understand
curriculum development as applied to various
educational
environments.
Students
analyze
instructional delivery and methodology research, and
then use this research to design instructional activities.
http://www.edx.com/courselistings/courseinfo.asp?NewsID=24521
Graduate
certificate in
technology
and learning
Touro
University
International
(Calif., USA)
Courses in this programme explore the potential of
technology to enhance teaching and learning in the
classroom. The courses provide understanding of the
implications of technology-based learning for
curriculum design, student’s learning, transformative
pedagogy, and teachers' professional growth.
The certificate may be completed within 2 sessions (6
months) and the credits are transferable towards the
42
Master of Education programme. Each of the following
components could also be completed in 10 weeks:
Putting Policy into practice, Infusing Technology into
the Classroom, Current Issues in Technology and
Learning and Constructing and Maintaining a Website.
Suitable for all.
http://www.tourou.edu/coe/maed.htm#certificate
Instructional
Systems
Specialist
(ISS)
Graduate
Certificate
Programme
Touro
University
International
(Calif., USA)
The Certificate programme‘s goal is to provide
interested individuals to upgrade their knowledge and
skills to become a Specialist in the field of Instruction.
The Certificate is a post Baccalaureate Certificate with
Graduate Level Courses. The Graduate Certificate
credits will be transferable towards the Masters in
Education degree
programme.
The
Graduate
Certificate is delivered on-line, geared towards adult
learners.
The Certificate includes 24 semester credit hours.
The course work includes study in the following five
areas: Learning theory, psychology of learning,
educational psychology: Study of learning theories as
they relate to the systematic design, development, and
validation of instructional material.
Instructional design practices: Study of the principles
and techniques used in designing training programs,
developing design strategy and models, and applying
design methods to the improvement of instructional
effectiveness.
Educational evaluation: Study of the techniques for
evaluating
the
effectiveness
of
instructional/educational
programs,
including
developing written and performance tests and survey
instruments, and determining reliability and validity of
evaluation instruments.
Instructional product development: Study of the
techniques appropriate for developing training
materials, including identifying learner characteristics,
specifying objectives, applying training strategy,
validating training materials, and evaluating training.
Computers in education and training: Study of the
application of computers in education and training,
including selecting appropriate computer software.
Suitable for all, and particularly for those wanting to
upgrade their B. degree.
http://www.tourou.edu/coe/maed.htm#certificate
Certificate in
cognition
and
technology
Columbia
University,
The Teachers
College
The Distance Learning Project at Teachers College
offers online courses, seminars and workshops that
can be applied to a degree or certificate programme.
The certificate in cognition and technology provides
43
Distance
Learning
Project
professional development in the application of
technology to pedagogy for teachers, curriculum
developers and other educational professionals.
Suitable for all.
http://ci.columbia.edu/ci/ecourses/education.html
Certificate in Columbia
designing
University
interactive
multimedia
instruction
The programme provides professional development in
the design of interactive multimedia for teachers,
curriculum developers and other educational
professionals.
Suitable for all, particularly those developing TLMs.
http://ci.columbia.edu/ci/ecourses/education.html
Certificate in Columbia
teaching and University
learning with
technology
The objective of the certificate is to provide
professional development in the integration of
technology into the classroom for teachers, technology
coordinators and other educational professionals. The
programme includes a combination of essential
hands-on and theoretical work, and is designed to
make use of new technologies.
Suitable for all.
http://ci.columbia.edu/ci/ecourses/education.html
Bridging
learning
theory in the
classroom:
Association
for
Supervision
and
Curriculum
Development
(ASCD), USA
The modern classroom should reflect a learning
environment that is far different than what is now
called the traditional model. When we eagerly adopt
new learning theories, the implication is that older
theories are outmoded, or just plain wrong, and that
the newer theories offer a panacea — educate
everyone in just the right way, at just the right time.
This raises the question: Should older theories be
discarded and newer theories be used to the exclusion
of others? As we consider this question and related
issues in this 6 lesson course, we'll explore several
influential teaching models; discuss the role of
personalization through the incorporation of learning
and teaching styles into the educational paradigm; and
preview how those learning theories are bridged in the
classroom.
Suitable for all.
http://pdonline.ascd.org/pd_demo/table_c.cfm?SID=52
Online
Project
Based
Learning
ALTEC
Professional
Development,
USA
Participants receive step-by-step guidance on how to
start and implement a technology-enhanced and
engaging learning environment utilizing Project Based
Learning
(PBL)
principles.
The workshop extends over a six-week period with an
initial week of orientation, seven weeks total. Sessions
are assigned each Monday and can be completed at
44
the participant's leisure during the following week.
Readings, development assignments and discussion
participation are weekly requirements for this
workshop. In addition, participants agree to develop
and share their ideas and incorporate tools and
strategies presented in the workshops into their own
curricula.
http://pd.altec.org/online.htm#online_pbl
45
Courses from Association for Supervision and Curriculum Development (ASCD),
USA
The following internet courses are available any time of the year. They are independent
study courses which allow each student to determine his/her starting and ending date.
Students have up to six months to complete. Northwest Nazarene University (NNU)
Continuing Studies in Education is partnering with ASCD to offer academic credit to
educators who purchase ASCD courses. http://www.nnu.edu/1671/#3978 . Courses can
also be directly accessed from ASCD at http://pdonline.ascd.org/pd_online/new.
These courses are suitable for all, and particularly for the curriculum planning and
assessment units
Crafting Curriculum
This course focuses primarily
on
guiding
curriculum
development questions and
examines the way in which
instruction and assessment
support—and are supported
by—the curriculum
Designing Performance Assessments
This course focuses on the
purpose
of
performance
assessments and shows
participants how to develop
performance
assessment
tasks
Differentiating Instruction
This course is designed to
enhance
participants
understanding of how to
better meet the needs of the
many different learners.
Improving Student Achievement with Dimensions of
Learning
This course will look at what
is known about the learning
process and then investigate
and apply research-based
instructional strategies that
will help students become
productive
members
of
exciting
and
creative
communities of learning. This
course is ideal for instructors
and central office curriculum
specialists
interested
in
creating
and
sustaining
classrooms that promote the
principles of equity and
excellence. As you focus on
the five Dimensions of
46
Learning that reflect these
principles, you will investigate
strategies for creating a
classroom climate that helps
even
resistant
or
underachieving
students
blossom by making them feel
safe and accepted; learn how
Dimensions of Learning can
promote
true
standardsbased
instruction
and
learning; examine what is
known
about
teaching
thinking
skills
directly,
including promoting students'
ability to respond to openended
and
interpretive
questions; look at ways for
students to use complex
reasoning processes within
meaningful, real-world tasks
and independent projects;
and consider how educators
can become catalysts for
promoting
students'
commitment
to
lifelong
learning
Observing for Dimensions of Learning in Schools This course is ideal for
administrators and central
office curriculum specialists
interested
in
sustaining
classrooms and schools that
promote effective learning
principles
—
principles
reflected
in
the
five
Dimensions of Learning. We
believe that by exploring this
acclaimed
instructional
improvement model, you and
your colleagues will discover
a range of strategies for
using Dimensions of Learning
principles
to
promote
substantial
school
improvement
Planning for Technology
This
course
introduces
participants to an easy-toremember set of guidelines
47
for choosing and using
effective
technology
resources in the classroom.
Participants will explore how
the thoughtful selection and
the use of a variety of
technology resources can
enhance
teaching
and
learning, support curriculum
goals, and motivate students
to learn
Teacher Behaviors that Promote Assessment
To introduce participants to
the concept of assessment
for learning. They will learn
the ten teacher behaviors
that promote student learning
and
support
sound
assessment.
Participants
will
also
explore
the
standards
for
quality
assessment
Teaching Better With Technology
This
course
introduces
participants to a variety of
tools and strategies that will
build your and students’
understanding of how to use
technology
to
obtain,
organize, analyze, and share
information
Technology in Schools: It's Not Just About Word This course is designed for
Processing
the educator who is familiar
with and uses technology but
who appreciates that our use
of
technology
in
the
classroom will need to
change if we are to help all
students
become
technologically
literate.
Specifically,
this
course
addresses
changing
technologies, digital natives
versus digital immigrants,
understanding the challenges
of integrating technology, and
reviewing how technology is
currently used versus how it
might be used in the future to
48
promote deep understanding
Understanding by Design (3 modules):
An Module
1
introduces
Introduction, The Backward Design and The Six teachers/participants of all
Facets of Understanding
grades and subjects to
ASCD’s Understanding by
Design
programme
for
curriculum, instruction, and
assessment.
It
offers
insights into the research,
learning theory, and design
elements, and shows how
educators
can
improve
student
achievement
of
teaching for understandings.
Module 2 shows participants
how to develop a unit based
upon
content
standards,
create
appropriate
assessments, and design
instructional activities that
ensure all students will be
able to demonstrate genuine
understanding.
Module 3 explores what
Grant Wiggins and Jay
McTighe,
the framework
authors, call the “six facets of
understanding.” These six
interrelated
behaviours
provide avenues through
which educators can observe
and
evaluate
students’
growing understanding of the
curriculum they are studying.
Using Assessment in the Differentiated Classroom
49
In a differentiated classroom,
assessment is ongoing and
diagnostic. Its purpose is to
help students learn rather
than to simply catalogue their
mistakes.
Differentiating
instruction
requires
that
teachers
respond
to
variations
in
students'
readiness,
interest,
and
learning profiles, information
best
gathered
through
appropriate
use
of
assessment.
In
this
professional
development
online course, we will identify
uses of assessment to
pinpoint students' learning
needs, reflect on some
principles of differentiated
instruction, and analyze uses
of continual assessment that
inform instruction
Exemplary Assessment: Measurement That's Useful One-shot,
fill-in-the-blank
testing is no longer an
adequate
measure
of
performance in the 21st
century.
Paper-and-pencil
assessments are not entirely
obsolete — they can provide
information about a student's
performance — but
their
ability to do so is necessarily
limited. In this 6 lesson
course, participants will have
the opportunity to think about
current assessment practices
and learn the key ingredients
to any effective assessment,
including why assessment
reform is necessary, examine
reform
challenges,
learn
about effective assessment
measures, and explore ways
to move your school toward
using
more
effective
assessment. This course is
designed
for
educators interested
in
learning about exemplary
assessment or
improving
assessment practices.
Creating Standards-Based Curricula
This 6 lesson course will
introduce and help clarify the
processes
required
to
successfully
implement
standards into the curriculum.
Participants of this course will
learn what the standards
movement is; understand the
impact
the
standards
movement has on teachers,
administrators, students, and
parents; review how national
50
and state standards are
influencing how teachers
teach today and what steps
need to be taken to ensure
that all children are reaching
the goals of those standards;
understand the basic steps
needed
to
implement
standards; understand how to
continue
using
various
teaching strategies in the
standards-based classroom;
and
understand
the
challenges
involved
in
implementing standards.
Improving Student Achievement with Dimensions of This 7-lesson course will
Learning
introduce
what
is known
about the learning process
and then investigate and
apply
research-based
instructional strategies that
will help your students
become productive members
of exciting and creative
communities of learning. This
course is ideal for instructors
and central office curriculum
specialists
interested
in
creating
and
sustaining
classrooms that promote the
principles of equity and
excellence. As you focus on
the five Dimensions of
Learning that reflect these
principles, you will investigate
strategies
for
creating a
classroom climate that helps
even
resistant
or
underachieving
students
blossom by making them feel
safe and accepted; learn how
Dimensions of Learning can
promote
true
standardsbased
instruction
and
learning; examine what is
known
about
teaching
thinking
skills
directly,
including promoting students'
ability to respond to openended
and
interpretive
51
questions; look at ways for
students to use complex
reasoning
processes
within meaningful,
realworld tasks and independent
projects;
and consider
how educators can become
catalysts
for
promoting
students' commitment to
lifelong learning.
Success with Differentiated Instruction
Differentiated
instruction is responsive
instruction —
that
is,
instruction
that
responds to students' needs.
In this seven-lesson course,
we'll
examine
the
characteristics of high-quality
differentiation. By the end of
the course, you will be able to
articulate a rationale for
differentiation; identify ways
to introduce differentiation to
students, parents, and your
extended
learning
community; explain the roles
of
quality
curriculum,
respectful
activities,
and
flexible grouping in quality
differentiation; identify ways
to assess for readiness,
interest, and learning profile;
describe and apply a range of
instructional strategies that
support differentiation for
readiness,
interest,
and
learning profile; reflect on
your own classroom practices
that fit in with the philosophy
of differentiation; and devise
a
plan
for
continued
professional
growth
in
differentiation. Our goal for
this course is to facilitate
learning for each student of
differentiation's journey as we
collectively strive to rise
to the challenge of providing
the
best
learning
opportunities for all of our
52
children
53
Courses from Texas Education Agency (TEA), Professional Development Institute
(PDI)), USA
The following online professional development courses are available from the Texas
Education
Agency
(TEA),
Professional
Development
Institute
(PDI):
http://www.tea.state.tx.us/technology/techapp/profdev/webbased.htm
Integrating
Multimedia
the
Internet
and Do you want to learn how to create basic
multimedia presentations to use in your
classroom? Do you want to know how to find great
sources on the Internet for presentation content?
This course will introduce you to the basics of
using the Internet and creating a multimedia
presentation. You will even learn how to help
students
create
their
own
multimedia
presentations. The possibilities are endless in this
great, fun class!
Suitable for all, and in particular TLM developers.
Managing
and
Integrating Do you have computers in your classroom that are
Technology into the Special not being used to their full potential? This course
Education Classroom
will focus on the management and integration
issues teachers are struggling with such as:
scheduling students for computer time, how to train
students to use software, writing lessons that
integrate technology, managing a technological
classroom, finding excellent software and
websites, and getting the most out of the onecomputer classroom. This course will focus on the
using technology in the special education
classroom, specifically addressing assistive
technology.
Suitable for all, and particularly for the panel to
work on ICT as an elective subject and for special
educational needs.
How to Manage Your Classroom This online training course will help you become a
for Success
highly effective teacher. Topics addressed in this
course include engaging curriculum ideas, writing
quality lesson plans (with clear objectives that
address key standards), assessment techniques
(including authentic assessment such as rubrics
and portfolios as well as standardized tests),
themes and literature ideas, management
techniques, discipline strategies (rewards and
consequences), ELD techniques, and, of course,
technology integration.
Although pitched at teachers, new staff may find
this useful.
54
Teaching for Understanding
WIDE World offers two courses in the Teaching
for Understanding Learning Module.
Teaching for Understanding 1: Focus on Student
Understanding
What planning and teaching strategies motivate
and engage students in developing understanding
of important content? How can we encourage
deeper understanding, regardless of subject or
learning level? During this course, you will learn
how to apply and reflect on practical instructional
strategies that will actively engage your students
in the critical-thinking and problem-solving skills
demanded by the 21st Century curriculum and
workplace. Six Session Course.
Teaching for Understanding 2: Understanding in
Practice
This course follows on from concepts and
strategies learned in the introductory courses,
giving you a chance to explore the practical
challenges of Teaching for Understanding. Using
the unit you have previously planned, we will look
at ways to refine your practice and try out new
strategies to keep students engaged and focused.
With your fellow educators, a coach, and an
instructor, we will help you combine disciplinary
goals and students' understanding in the
classroom and guide you through the process of
continual reflection and adjustment. Six Session
Course.
Differentiated Instruction
WIDE World offers two courses in the
Differentiated Instruction Learning Module.
Differentiating Instruction: Strategies for Effective
Classroom
Practice
How can we create environments that support the
needs of all students in a diverse classroom? In
this course, you will learn how to identify your
students' readiness levels, interests, Multiple
Intelligences Profile, and learning styles so you
can introduce practical teaching strategies that
respond to their unique needs. Six Session
Course.
Differentiating Instruction: Strategies for Teaching
English
Language
Learners
What are the unique educational needs of English
Language Learners, and how can you best meet
them? Throughout this course, you'll work with
proven strategies to make your curriculum more
55
accessible to students at different levels of
English proficiency. Six Session Course.
Technology Integration
WIDE World offers two courses in the Technology
Integration Learning Module.
Teaching to Standards with New Technologies 1:
Utilizing Technology to Support Student
Understanding
How can we take advantage of new and available
technologies to help us in our goals of student
understanding and enhanced performance?
During this course, you will learn how to use the
Teaching for Understanding Framework to focus
curriculum, assessment, and technology on
improving student participation and outcomes. Six
Session Course.
Teaching to Standards with New Technologies 2:
Practical
Applications
of
Teaching
for
Understanding
with
Technology
This course follows on from concepts and
strategies learned in the introductory courses,
giving you a chance to explore the practical
challenges of Teaching for Understanding with
technology. Using the unit you have previously
planned, you will build assessment tools, refine
technology plans, and evaluate the classroom
results of your unit. Six Session Course.
56