New trends in physics teaching, v.4; The ... - unesdoc - Unesco

Teacher education: a case study
CONCLUSION
The training of science teachers for the elementary schools in developing countries is very
necessary for progress. Politicians are aware of this, but they are normally very impatient and
want to see their dreams materialize overnight. They exert undue pressure on the experts, i.e.
the educationists, who are face to face with the reality. Malfunctions result. It seems, too, that no
politician wishes to continue the policies of his predecessor. The experts in education should have
the courage to tell in-coming politicians that their new ideas conflict with existing projects and
should encourage them to facilitate existing programmes. How we can enhance the politician/
expert relationship to achieve positive scientific and national progress is a question worth
exploring by science educators of every nation, and especially those of developing nations.
The need for a permanent autonomous body to review the education system or the teacher
programme is very necessary. This will provide a healthy check on those with personal axes to
grind! There is security, confidence and solidarity in group work; fewer mistakes tend to be
made by the group than by the individual. The proverbial saying that ‘two heads are better than
one’ seems to be true.
For a new education programme to be effective a plan of implementation should be determined.
This should take place step by step, and each step should be evaluated before progress is made
to the next. Some checks and balances should be included in this process to ensure that the
politicians do not, through their anxiety, smother the programme.
From the experience discussed in this paper, it can be realized that it is more effective to start
innovations on the small scale, that is, to start with trial or optimal institutions. Scaling up or
dissemination of this innovation to wider areas can then follow gradually after the defects revealed
in the trials have been rectified. The process of education is a human activity which is not
susceptible to management as a machine.
My sincere thanks go to the Principal of Bagabaga Training College, the administrative officer
and his staff and Dr. G.O. Collison, Head of the Science Education Department, and Dean of the
Faculty of Education of the University of Cape Coast for their support and help in various
aspects of this paper.
REFERENCES
1. GHANA ASSOCIATION OF SCIENCE TEACHERS (GAST). Report on the Workshop on Science Education,
sponsored by Unesco, the Ghana Ministry of Education and GAST, Takoradi, Ghana, 6-1 8 April 1970.
2. New Unesco Source Book for Science Teaching. Paris, Unesco, 1973 (3rd impr., 1979).
3. SPEDDING, C. The Science Background of Students Entering the Three-Year Post-Secondary Teacher Training
Colleges to Pursue the Science, Agricultural, Home Science Courses. 1978.
4. NATIONAL TEACHER TRAINING COUNCIL (NTTC). Minutes ofkleetings. May 1972 to September 1979.
5. GHANA. MINISTRY OF EDUCATION. The New Structure and Content ofEducation for Ghana. Accra, 1974.
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