Start date: 2015

End date: 2019

• EFA

• Professional Ethics

• Quality Teaching

• School Leadership

• Status of Teachers

 

The New Entrant’s Project is designed to help implement GNAT’s Youth Policy, the purposes of which are to:

• Increase interest of young teachers in the organization of GNAT;

• Prepare young teachers for leadership positions in the organization;

• Offer opportunities for professional and academic advancement towards career development of young teachers

• Improve the standard of living of young teachers

• Offer opportunities for participation in national development.  

From 2012 – 2015 meetings and workshops were held with GNAT District Officers and new entrants to the profession in order to implement the purposes, goals and objectives of the Policy, and develop a program that would assist new teachers.

In 2015 and 2016, a mentoring workshop designed to provide skills for lead teachers and school heads in assisting new entrants is being piloted. This workshop will be made available in all 10 regions of the country.  "

 

To implement the GNAT Youth Policy

 

Meetings

Workshops

On-going mentoring

 

• District secretaries have received training in assisting new entrants to the profession and to GNAT;

• A network, using social media has been developed and is operational for new entrants;

• An extensive Beginning Teachers’ Handbook for new entrants has been developed and printed;

• Video and other resources for new entrants have been developed.

 

Alex Davidson

 

CTF-Canada

GNAT-Ghana

Start date: 2015

End date: 2019

Project categories:

• EFA

• Gender

• Health and Safety

• HIV-AIDS

• Professional Ethics

• Quality Teaching

• School Leadership

• Status of Teachers

• Sustainable Development

 

• Teachers in Ghana’s underendowed schools, especially those in remote areas, face many complex challenges that can only be addressed by a strong teacher voice and community support. GNAT’s Nkabom project (“Nkabom” means “a coming together”) assists teachers in addressing these challenges. Professional Development and Community Mobilization) have been part of the project since 2009. In 2015 Gender Equality aspects were significantly strengthened and a more rigorous data-gathering and monitoring system implemented. The project is designed to bring about whole school change in remote and underendowed schools so as to strengthen the publicly funded public education system in Ghana. The project works with clusters of schools in each of Ghana’s 10 regions.

• Professional Development is provided for all teachers and school heads in project schools with follow up mentoring and support. Workshops also include the provision and use of locally relevant children’s readers developed through GNAT and the Pan African Teachers’ Centre.

• Community Mobilization assists villages in developing and implementing action plans in support of their children’s schooling, and in strengthening the overall community and its voice. It also assists the community in developing partnerships with supportive CSOs, NGOs and government agencies to strengthen schooling and the health of the community.

• Gender Equality workshops are provided to teachers, school heads and community members in order to promote gender-friendly school environments, address the working conditions of women teachers and mitigate school based gender violence.

• Data Gathering and Monitoring is now undertaken at every stage of the project.

 

• Improve teaching and learning conditions in schools;

• Strengthen the voice of teachers

• Strengthen GNAT’s provision of services to teachers;

• Garner community and public support for publicly funded education;

• Develop partnerships with Civil Society, NGOs and government agencies in support of publicly funded public education

• Strengthen the publicly funded public education system in Ghana.

 

Workshops

Community meetings

Partner forums

Mentoring support

Various presentations and meetings.

 

• Teachers use of child-centred, active learning methods has increased

• More children are attending school

• More girls are attending school

• Numerous media items have been printed or aired in support of GNAT’s work

• Communities have rallied to improve school buildings, furniture, and other resources for their children’s schooling

• Partnerships have resulted in schools’ and children’s access to water, latrines, girls’ changing rooms, teacher housing, new construction of schools, and other improvements 

 

Alex Davidson

 

CTF-Canada

GNAT-Ghana