The Distorted State Of Colleges Of Education: A Shift Towards Examination Hubs Ignoring Professional Knowledge Acquisition And Pedagogy

In recent years, the landscape of colleges of education in Ghana has undergone a profound transformation, and not necessarily for the better. What were once institutions dedicated to the cultivation of professional knowledge, skills, attitudes, and values in future educators have now, in many cases, devolved into mere examination hubs. This shift has been fueled by a combination of factors, including a distorted academic calendar, the introduction of the four-year Bachelor of Education program, the implementation of the triple-track system, and the perpetual lack of financial clearance to recruit adequate academic staff. The consequences are dire, leading to heightened stress and mental torture among both students and tutors.
Traditionally, colleges of education were revered for their focus on pedagogy; the art, craft, and science of teaching. However, the recent changes in the academic landscape have given rise to a concerning shift in priorities. The pressure to produce impressive examination results has taken precedence over the comprehensive development of aspiring educators. This shift is reflected in the disproportionate emphasis on exam preparation, leaving little room for the in-depth exploration of pedagogical content knowledge; the very foundation of effective teaching.
One of the key factors contributing to the deterioration of the educational experience in colleges of education is the distorted academic calendar. The four-year Bachelor of Education program, introduced in the aftermath of the cancellation of the three-year diploma education, has disrupted the smooth flow of training. The hurried implementation of this new structure without adequate preparation and infrastructure has led to an overcrowded curriculum, leaving little time for thorough engagement with essential topics. The resultant pressure on both students and tutors to cover vast amounts of material within limited timeframes has eroded the quality of education.
The introduction of the triple-track system, aimed at accommodating the increased student intake, has proven to be a double-edged sword. While the intention was to address the surge in admissions, the reality is that it has strained resources and exacerbated the challenges faced by both students and tutors. Overcrowded classrooms, limited access to educational materials, and increased administrative burdens have become commonplace. This has created an environment where true learning is compromised, and the focus is often on meeting the logistical demands of the system rather than nurturing aspiring educators.
Another critical aspect contributing to the decline of colleges of education is the chronic lack of financial clearance to recruit sufficient academic staff. The shortage of qualified instructors has led to an increased workload on existing tutors, who are forced to stretch their capacities to the limit. The resultant stress and burnout among tutors have a direct impact on the quality of education provided to students. Moreover, the absence of experienced educators further hampers the development of pedagogical skills among aspiring teachers.
The cumulative effect of these challenges; distorted academic calendars, the triple track system, and the shortage of academic staff has taken a severe toll on the mental health of both students and tutors. The constant pressure to perform well in examinations, coupled with the challenges of navigating a disrupted academic environment, has led to heightened stress levels among students. Tutors, on the other hand, grapple with the demands of managing overcrowded classrooms and delivering quality education with limited resources, leading to burnout and frustration throughout the year with no room for vacation.
Colleges of education, once bastions of pedagogical excellence, have undergone a disheartening transformation into examination hubs. The distorted academic calendar, the four-year Bachelor of Education program, the triple-track system, and the perpetual lack of financial clearance to recruit academic staff have collectively contributed to the erosion of the educational experience. It is crucial for educational policymakers to reevaluate these structural changes and prioritize the restoration of colleges of education as centers for holistic professional development rather than thinking of license examination to decide who gets to teach in the classroom. Only through a renewed commitment to pedagogy, adequate resources, and a supportive academic environment can we hope to reverse the current trend and foster the growth of effective and resilient educators.

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