With the aim to have a united front and amplify concerns of stakeholders with private school education in Ghana, the Private Education Coalition Committee has been successfully launched and outdoors at the Legon Botanical Gardens.
This administrative body will confront the absence of effective coordination, common advocacy and to effectively champion deliberation on how government and managers of private schools can contribute to the realization of Goal 4 of the SDGs.
As a decision-making body, it comprises private school associations and councils, parents’ union, educational consultancy service bodies, other development partners as well as other CSOs.
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PECC will primarily be mandated to coordinate activities in the interest of all member parties and represent its affiliates/members in all engagements with the government and for that matter, the Ministry of Education and other agencies under the Ministry.
According to the Convener of PECC, Evelyn Agyepong says “in spite of the several years of in-roads made by Private Education providers, private education in Ghana has not been given equal opportunity in terms of national recognition and appropriate legislative stamp.”
She stated that delivering a private education provision is a sacrificial service to the nation with no hope of financial gains.
“70% of over 22,000 private schools in Ghana are classified as Low Fee-Paying Schools (LFPS). These schools strive to provide education by using the meagre resources available to ensure learners get a quality education. Private education provision is the epitome and backbone of quality education delivery across the globe.”
At the launch of the committee, among the organizations present were FERD, MONTAG, NEOGENICS, NCPTA, GNACOPS, ASICS-GH, N-COPST, and NC.PECDD.
The National Executive Director of Ghana National Council of Private Schools (GNACOPS), Enoch Kwasi Gyetuah advocated for a policy direction on Ghana’s third education phase, the behavioural enhancement stage.
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“We want to move to what we call the independent learning where the child has moved away from the classroom [spends about 30 per cent in the classroom and 70 on the field] so that the child is being trained on its career path.”
He added that “when we talk of quality education we are not talking of passing education, but we’re talking about guaranteeing the success story of the person where you know that when you pass through this training you know what you’re achieving. Every child that moves through the private education cycle will be assured of his or her global expectation of career”
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