At the end senior high school (12th grade) students get to attend universities and other tertiary education institutions. Newman, E. K. (2013). Teaching should therefore involve the full participation of pupils. April 26, 2023. The sample was made up of one hundred and fifty-five students (155) from Aggrey Memorial . Leeds: Disability Press. Take the example of a smart speaker. So, its good that you are bringing some of these things out. In 2012, Burnett and Felsman (2012) signaled the debate on post Millennium Development Goals (MDGs) and pointed out the need to incorporate the SDGs in education, particularly in educational institutions. Umm.Not.So.Much. Barrett, P., Treves, A., Shmis, T., and Ambasz, D. (2019). Higher Education for Sustainable Development Goals. Front. The curriculum of Colleges of Education in Ghana rightly states the need to identify barriers to learning and working with stakeholders to address these barriers, which is also listed in the student reflective journals. 4 Articles, This article is part of the Research Topic, https://doi.org/10.3389/feduc.2023.1056630, United Nations Educational, Scientific and cultural organization [UNESCO], 1994, United Nations Communications Groups [UNCG], 2017, United Nations Development Programme [UNDP], 2021, Union of the Physically Impaired Against Segregation [UPIAS], 1976, https://www.frontiersin.org/articles/10.3389/feduc.2023.1056630/full#supplementary-material, https://www.ntu.eu/news-archive/the-importance-of-the-sustainable-development-goals/, http://planipolis.iiep.unesco.org/upload/Ghana/Ghana%20Education%20Strategic%20Plan.pdf, http://www.voiceghana.org/downloads/MoE_IE_Policy_Final_Draft1.pdf, https://mofep.gov.gh/sites/default/files/news/Ghana-SDGs-Budget-Report-July-2019.pdf, https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf, http://UNCT-GH-SDGs-in-Ghana-Avocacy-Messages-2017%20(5).pdf, https://ghana.un.org/en/about/about-the-un, https://2009-2017.state.gov/documents/organization/204336.pdf, http://www.who.int/disabilities/world_report/2011/report.pdf, http://www.who.int/mediacentre/factsheets/fs352/en/, Creative Commons Attribution License (CC BY), Department of Social Work, University of Ghana, Accra, Ghana. Received: 29 September 2022; Accepted: 16 January 2023; Published: 23 February 2023. This paper is framed on a case study methodology within the context of utilizing the social model of disability to examine the curricula of Colleges of Education in Ghana by investigating whether the student teacher is prepared enough to promote inclusive education. doi: 10.1016/j.jclepro.2017.10.032. For example, in week five the learning activity for student teachers requires Observation of how socio-economic, cultural and linguistic backgrounds influence the way learners (a boy and a girl) learn. The statement above does not recognize disability as one of the backgrounds that influences learning. (2011). Curriculum in 2018, was written to reform education and the school curriculum. The student teacher is required to reflect on seven questions listed under this theme but none of them captures disability. Teacher Education in Ghana: Policies and Practices. Teach. The student teacher is also expected by the curriculum to recognize what makes him/her an inclusive teacher. The observation checklist requires student teachers to identify traits of professionalism of their mentor teachers compared with theirs. Available at: https://mofep.gov.gh/sites/default/files/news/Ghana-SDGs-Budget-Report-July-2019.pdf. Avoiding anthropomorphism helps young people to open the closed box of AI applications. University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities. (2018a). United States Department of States. And since the student teachers are required to Recognize how the teacher is a key influence on a learners self-esteem and, as a consequence, their learning potential, there is the need for student teachers to be grounded in disability awareness to understand persons with disabilities, their issues and needs and how best they could be helped. 1, 78377846. (2021). The achievement of one goal leads to achieving another goal (Bentzen, 2015; United Nations Communications Groups [UNCG], 2017; United Nations Development Programme [UNDP], 2021). SDGs in Ghana; why they matter and how we can help. Published by the Creative Commons Attribution-ShareAlike International. The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2023.1056630/full#supplementary-material, Adams, R., Martin, S., and Boom, K. (2018). Ghana: Ghana Assembly Press. Educ. The Teaching Profession In Ghana: What Can Be Done To Improve It? The metaverse is a tool that blends experiences typically associated with either the virtual or physical worlds. This has the potential of influencing the learning experience of such students in the classroom. If you're in the same boat, here's a handy cheat sheet to help set your lunatic cousin Larry straight when he claims to know more than you do about your own vocation. Student teachers according to the Ministry of Education National (2018b) are individuals admitted to the Colleges of Education professionally trained and prepared to impart knowledge at the basic education levels. The policy defines inclusion in its broadest sense as ensuring access and learning for all children: especially those disadvantaged from linguistic, ethnic, gender, geographic or religious minority, from an economically impoverished background as well as children with special needs including those with disabilities. (2018b). Educ. Kokutse, F. (2018). Spec. Myths and misconceptions about tuberculosis transmission in Ghana The teaching profession in Ghana | News Ghana Weekly on Wednesday. The key informant the affirmed that students are required to identify school facilities: When they go to the schools, they have to know the history of the partner schools and the facilities that are in the schools that will support teaching and learning. It must be noted that, although the student observation checklist contains some items on disability, the students were not required, in their reflective journals, to reflect on leaners with disabilities, their learning needs, and how they could be addressed to increase participation. The policy also highlights a flexible curriculum in which schools: owe a responsibility to teach all children, exhibit no discrimination, utilize early intervention practices, ensure childrens participation, involve NGOs, agencies, parents, and government, develop positive attitudes, conduct monitoring and evaluation, have a policy on Persons with Disabilities, and develop assessment practices. and can opt-out at any time. This has led to misconceptions and poor public image of TVET because many people still hold the view that TVET is good for students who cannot use their brains or students who do not qualify for admission into the universities.
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