GTEC, T-TEL, mentoring universities implement GESI practices in Colleges of Education

Accra College of Education, Accra
Accra College of Education, Accra

The Ghana Tertiary Education Commission (GTEC) in partnership with Transforming Teaching, Education and Learning, and five mentoring universities have implemented Gender Equality and Social Inclusion (GESI) practices in Colleges of Education (CoEs).

The Ghana Tertiary Education Commission (GTEC) is committed to working closely with Colleges of Education (CoEs) and their affiliated universities to promote Gender Equality and Social Inclusion (GESI) across our teacher education system.

GTEC, in partnership with T-TEL and the five mentoring universities, recently conducted a ‘Deep Dive’ on GESI Actions and Behaviours across eight (8) Colleges of Education to gain a better understanding of GESI responsive processes and practices in the CoEs, as well as their impact on teaching and learning.


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GTEC and the assessment team held a meeting earlier this week to review the findings and develop an action plan to address identified issues.

#DeepDiveDetails: Some good GESI practices implemented across the CoEs are:

1. Increases in enrolment of female student teachers, achieving gender parity in several CoEs through the use of innovative approaches such as the introduction of remedial pathways to allow prospective student teachers to address issues with English and Mathematics prior to formal entry to the B.Ed. course.

2. The widespread use of GESI-responsive pedagogy during Supported Teaching in School (STS) where student teachers spend time in partner schools.

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3. Deliberate efforts by several CoEs to mentor female staff to take up decision-making and leadership positions.

4. The creation of a mentoring network of experienced academics within one CoE who provide support to female tutors who are undertaking further studies.

5. The establishment of Crèche in some CoEs to support nursing parents and student teachers with childcare to enable them to perform their duties and continue their studies.

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Despite these good achievements, GTEC and the Deep Dive team identified a number of areas where improvements needed to be made including:

1. Ensuring that GESI responsive behaviour and practices are mainstreamed within CoE processes such as planning and budgeting rather than being seen as the sole responsibility of the ‘Gender Champion’ or a small number of staff.

2. Ensuring that all newly recruited tutors have a strong understanding of GESI-responsive pedagogy, including undergoing a structured induction programme.

3. CoEs and their affiliated universities to consider how to introduce innovative means of mitigating against sexual harassment and creating a ‘zero tolerance’ environment.

4. Consider actions to support the scaling up of GESI Clubs which are present in a number of institutions and which provide a platform for male and female student teachers to promote equality and inclusion.



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