Esprit Rock

• In order to achieve the overarching vision for the NTECF and to enable all student teachers to meet the NTS

• In order to achieve the overarching vision for the NTECF and to enable all student teachers to meet the NTS, the B.Ed. is made up of three specialism programmes: Early grade education (Kindergarten to Primary Three), Upper primary education (Primary Four to Six) and JHS education.
• The main argument for specialism programmes is that they are a key to achieving the depth and breadth of knowledge and skills required to enable teachers to significantly improve the learning outcomes of children and young people. This has not been achieved through generalist training.
• The Early Grade Education Programme, KG1 to P3, will use a thematic approach to training and equipping student teachers with developmentally appropriate practices, which promote play-based learning.
• The Upper Primary Education Programme, P4 to P6, will equip student teachers with the needed skills to be class teachers, able to teach all the subjects of the Basic School Curriculum and to support learning and development of the middle childhood learners.
• The Junior High School Education Programme will equip student teachers with specialist subject knowledge and the ability to address the developmental needs of learners in early adolescence.
• It is intended that student teachers will achieve the distinct knowledge and practice associated with specialisms as well as an overarching understanding across specialisms. Through this, student teachers will understand expectations for learning and pedagogies before and beyond their specialisms.
• Specialisms are seen as a vehicle for building quality and capacity in the education system (Education Sector Analysis on System Capacity, 2018).
• The specialisms are built on an existing and successful precedence. The Ministry of Education has supported the creation of specialism routes; eight CoEs are focusing on training Early Childhood teachers and an additional 15 have been designated to train science and mathematics for JHS. Alongside this, universities with teacher education faculties offer Early childhood, primary, JHS and SHS programmes.
How specialisms are developed in the B.Ed. Curriculum
• The specialisms are presented as discreet B.Ed. programmes with their own goals, learning outcomes and courses. However, as per the NTECF guidance, there is significant common ground to ensure that student teachers have both depth and breadth of knowledge to teach their specialism areas. Additionally, they are expected to attain a wider understanding of subject knowledge, teaching and progress in learning during, before and beyond their specialism. This will enable student teachers to support ‘..smooth transition from upper primary to JHS. Students teaching in KG1-P3 will utilise pedagogies that will ensure smooth transition from this level to upper primary’ (NTECF p50). This can be achieved in a number of ways.