This paper will discuss the development and evaluation of a government-owned scalable pre-service training programme - the Fast-Track Transformational Teacher Training Programme (FTTT). The programme transforms existing KG classrooms through teacher training and learning resources, into model practice classrooms for KG1 and KG2 at low cost. The model classrooms are used by public Colleges of Education to host high quality practical placements for student teachers.
Drawn from the government’s own KG strategy, the FTTT is fully integrated with, and implemented through, Ghana Education Service (GES) systems. GES officers and College tutors lead the delivery of training, and are responsible for much of the school-based coaching and mentoring which is designed for sustainability. The goal of the programme is to equip student teachers with the knowledge and confidence to apply a pedagogy that replaces rote learning with teaching at the right level, using a child-centred activity-based approach which includes pupil assessments, for them to implement as newly qualified teachers (NQTs).
An external impact evaluation of the FTTT is currently being conducted using a randomized control trial, implemented by IPA, to compare outcomes for 69 student teachers who received the training with 68 who did not. During the 2015-16 school year, the FTTT programme was implemented in 23 schools hosting model practice classrooms.
We will present impacts of the FTTT programme (1) during the student-teaching year, (2) term 1 of the following year when student-teachers are posted as NQTs, and (3) term 3 of the NQT year. A further sub-group received the additional benefit of their head teacher attending a 4-day training and sensitization workshop. The impacts we present cover observed teaching practices, teacher professional well-being, and KG children’s developmental outcomes. The promising results will be discussed in light of scalability and sustainability of the programme in Ghana’s KG teacher training sector.
