Supervision in High Schools in Ghana

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IMPACT OF SCHOOL-BASED SUPERVISION ON THE QUALITY OF EDUCATION: A CASE STUDY OF SOME SELECTED PUBLIC SCHOOLS IN THE GOMOA WEST DISTRICT

1.0 INTRODUCTION
Education undoubtedly is a key element in national development and its importance and quality can never be downplayed. Consequently, a developing country like Ghana cannot be oblivious of this statement of fact. It is in this vain that Ghana has since independence made significant strides in its educational system by way of the introduction of several educational policies. The education landscape in Ghana today, is the result of major policy initiatives in education, adopted by past governments as well as the present one. The policies range from the Education Act of 1961 through the Education Reforms Programme in 1987/88 to the Free Compulsory Universal Basic Education Programme, 1996(1992 Constitution). The basic education programme in Ghana consists of 6 years Primary Education followed by 3 years Junior High (Dzobo Report, 1973). Again, as part of government’s effort to improve the quality of education especially at the basic level, the policy, Quality Improvement in Primary Schools (QUIPS) supported by USAID was introduced and implemented in 429 schools throughout the country. This was mainly to support teaching and learning in basic schools. It is pertinent to state that the quality of education being sought in the country can never be successful without effective and efficient supervision by leaders and managers of education. Supervision is formally defined as a relationship between senior and junior members of a profession that is evaluative, extends over time, serves to enhance the skills of the junior person, monitors the quality of the services offered by the junior person and acts as gatekeeping to the profession (Bernard and Goodyear, 2004). Notwithstanding the efforts being made by the government to improve the quality of basic education in Ghana, the country still experiences worsening...
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