By Kodjo Adams
Accra, Jan. 15, GNA – Professor Frank Sena Arku, Vice President of the Ghana National Association of Teachers (GNAT) has urged authorities to enhance teachers’ working conditions to strengthen and sustain the profession.
He emphasized the need to improve teacher welfare and job security to foster the growth of the teaching sector.
Speaking at the Annual New Year School and Conference in Accra, organized by the University of Ghana’s School of Continuing and Distance Education, Prof. Arku addressed the theme “Empowering the Next Generation in Shaping and Sharpening Young Educators.”
He advocated for a robust support system to effectively guide new teachers through their transition.
Prof. Arku who is also the Vice President of the Institute for Research Industrial Relations Studies (IRIRS), proposed pairing newly appointed teachers with experienced mentors for guidance and providing continuous professional development to ensure their success.
He stressed the importance of granting young educators the freedom and autonomy to thrive by promoting a culture of innovation and creativity in the learning environment.
Research has shown that globally, 68.7 per cent of young people find the teaching profession unattractive.
In Ghana, 64 per cent of teachers surveyed in a district expressed plans to leave the profession for other opportunities.
Prof. Arku said that sustainable educators, as outlined in target 4.7 of Sustainable Development Goal (SDG) 4, are essential to ensure that all learners acquire the necessary knowledge and skills to drive development.
He enumerated several challenges faced by young educators, including the transition from theory to practice, building self-confidence, and managing classrooms effectively.
Other challenges identified include a lack of adequate materials and technology in some schools, the absence of strong mentorship programmes, and the need for continued guidance and professional development for educators.
Dr. Linus Linnaeus Tannor, Director of Research at GNAT IRRS, addressed the importance of community mobilization for education.
He proposed the establishment of a National Community Education Development Fund to support communities that have initiated educational projects based on their specific needs assessments.
Dr. Tannor stressed the need for capacity building among teachers, community members, and other key educational stakeholders.
He suggested developing a profile booklet that captures the assets and information about each community, which could aid in writing proposals for funding from local and international institutions.
Since its establishment in 1948, the New Year School has served as a significant platform for academia, industry, policymakers, and other stakeholders to discuss critical issues essential for national development.
At the conclusion of each school and conference, a communique is issued, summarizing the recommendations from participants and discussions.
These recommendations often influence the policy decisions and directions of the country.
GNA