Kankam boadu

Conclusions

This research was a survey study conducted with the aid of questionnaire, interviews and statistical analysis. And like all other researches, it may not be completely devoid of errors and these may have influenced the foregoing findings of the study. Notwithstanding these observations, the following tentative conclusions which are of much relevance and implications for manpower needs of Ghana could be drawn from the empirical evidence available for the study. The results of this study substantiate some of the earlier cited literature and at the same time refute some others.

From the findings of the study, it can be concluded that both tutors and teacher trainees have understanding and substantial agreement on what is meant by citizenship education.

Again it has been found that tutors and teacher trainees have considerable agreement about the characteristics of a good Ghanaian citizen.

Both teacher trainees and tutors are in agreement that abiding by the rules and regulations, showing loyalty towards college authority, respecting the views of both teachers and colleagues as well as protecting the environment, are some of the ways through which citizenship education is practised in the colleges of education.

Social studies, citizenship education, history and geography have been identified as the appropriate approaches for introducing citizenship education. Scientific subjects, such as science and mathematics, were perceived as the least appropriate approaches for introducing citizenship education. Again, there was considerable agreement between teacher trainees and tutors about what constitute the goal of citizenship education.

The study also concludes that both student teachers and tutors agree on valuing and practising Ghana’s traditions and cultures, willingness to uphold the nation’s sovereignty for achieving well being in Ghanaian society, dedication to the human rights, and dedication to the rule of law, resolving conflict peacefully at national and international levels are important values that are developed through citizenship education

In addition, participatory skills, decision-making skills, cooperative working skills and ICT skills have also been found by both teacher trainees and tutors of colleges of education as very essential so far as citizenship education is concerned.

There are challenges that face the teaching and learning of citizenship education in the colleges of education.

Policy implications recommended

In the light of the findings of this study, the following recommendations are made:

1. It is recommended that a policy be put in place for social studies teachers to have a regular in-service training on current issues in citizenship education. This will enable teachers to sustain the knowledge they have obtained.

2. It should be emphasized that the learning of citizenship virtues is a collective effort involving educators, administrators, teachers, curriculum planners, students and other stakeholders

3. An emphasis of the importance of citizenship education for both tutors and teacher trainees should be considered in designing the social studies programmes and other related programmes such as geography and history. If one accepts the assumption that what one is interested in greatly affects the quality of his learning, then it follows that both tutors’ and trainees’ views must be incorporated in designing the social studies programme.

4. Citizenship education should be introduced as a programme on its own in the senior high schools, colleges of education and the universities and examined externally as well. This will enable teachers and students to attend to the programme with the seriousness it deserves.

5. In designing citizenship education programmes in the colleges of education, consideration should be given to the provision of teaching and learning materials such as textbooks and ICT facilities. The study has revealed that the unavailability of appropriate teaching and learning materials create a challenge in the teaching and learning of citizenship education in the colleges of education. Care should therefore be taken to avoid rushing the process of any curriculum design, no matter the time constraints and pressure from policy makers. It must be pointed out that no matter how good teachers are, certain educational materials should be provided in the colleges to make them function as good and effective teachers.

6. It is recommended that social studies should be given the needed boost to help teach citizenship education. This can be done by increasing the number of credit hours on the school time-table, and creating a social studies room. Social studies teachers should also be awarded scholarships to do further studies after their first degree graduation to enhance their knowledge in citizenship education.

7. It is also recommended that teachers should still be encouraged to use the student-centred approach in teaching citizenship education in social studies. This is because it makes students participate fully in the teaching/ learning process. Educationists stress that it is not what the teacher does that brings about effective learning but students’ involvement in the lesson.

8. To overcome the challenges of teaching of citizenship education, teachers are to supplement the official curriculum and textbooks with multiple sources of information such as audio, visual, articles and research. Teachers should also pay attention to what is around in books and episodes on television and radio programmes to inform them about what they are doing or are intending doing in the class.

9. To strengthen students’ knowledge, values and skills in citizenship education, teachers need to be prepared to provide students with regular opportunities to make daily decisions about democratic principles that are respectful of human dignity and rights of individuals and the common good. Teachers are to be taught in how to provide thought and deliberate classroom engagement, including exposure to controversial or ethical issues where learners have a safe place to practise their critical thinking skills.