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<https://discovery.ucl.ac.uk/id/eprint/10007397> <http://purl.org/dc/terms/title> "A study of primary teachers' views about their work in the context of the FCUBE reform in a disadvantaged district of Ghana"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10007397> <http://purl.org/ontology/bibo/abstract> "ABSTRACT\nDespite almost 50 years of independence and millions of dollars of aid funds\ndesigned to improve education, the situation in the schools in Ghana today has\nmajor problems. Over these 50 years there has been a succession of reform efforts\naimed at developing and improving the education system in the country.\nHowever, it appears that these reforms have not succeeded in achieving hoped for\nresults, particularly in the rural and disadvantaged schools in the country. This\nthesis describes a study of primary teachers' views of their professional situation\nand, in particular, their views of a major reform effort, the Free Compulsory\nUniversal Basic Education (FCUBE) reforms, initiated in 1996 with the goal of\nimproving the quality of teaching and learning in schools.\nThe research consisted of two small-scale and exploratory studies, which\ncombined quantitative and qualitative methods. The first study was a\nquestionnaire study of a sample of primary teachers in a predominantly rural\ndistrict of Ghana, Navrongo district. The second study comprised two in-depth\ninterview studies. These studies were complemented by the use of documentary\nanalysis and field notes.\nFrom the data it was possible to see some differences between teachers (according\nto gender and age, and therefore route of teacher training) in their experiences and\nviews of teaching. All the teachers appeared to find teaching stressful and, already\nover worked, they perceived additional demands created by the reforms. Although\nmuch of the literature suggests that teachers themselves should be central players\nin the implementation of school reform, about one third of this sample had not\neven heard of the FCUBE reform and of those that had there was a variety of\nunderstanding. All teachers suffered from the poor conditions and lack of\ninfrastructure in the schools in Ghana. The data suggest that teachers' experiences\nand understanding of policy change in the Ghanaian context are influenced by the\ncontext in which they work, and that teachers are more likely to work better where\n2\nthere is an approach that supports them in their continued professional\ndevelopment, and good systems of communication and support.\nThe major strength of the study is that the district clearly has many unique features\nas an example of a disadvantaged district in Ghana, and that the local in-depth\nstudy focused on the perspectives of primary teachers from these disadvantaged\nschools at a time of a major educational reform in an attempt to understand their\nprofessional situation and to learn from them. The study therefore portrays 'what it\nis like' to be a teacher working in a disadvantaged district like Navrongo,\nexplaining the reality on the ground and providing thick descriptions of teachers'\nlived experiences of, thoughts about and feeling for, their work situation at this\ntime of policy change.\nThe exploratory case study has, therefore, helped to develop an in-depth situated\nknowledge that is both unique to the particular context (i.e. primary teachers in a\ndisadvantaged district in Ghana) but nevertheless enables some lessons to be\nlearned which may be applied across the district as a whole and indeed the wider\neducation system both within Ghana and in other countries in Sub-Saharan Africa.\nRecommendations are made based on the findings and it is suggested that there is\na clear need both for policy to be adapted to the local context and for local\nstakeholders such as teachers to be involved in the development and\nimplementation of that policy."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10007397> <http://purl.org/dc/terms/date> "2004" .
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