Sheriff Willy, Author at Ghana Education News

White teacher sues California union after blocking for being White

May 30, 2024 by Sheriff Willy

A White teacher sues California teachers union of discriminating against him on the basis of his skin color and called the move “disgusting.”

Isaac Newman, a teacher in the Elk Grove School District, on Friday filed a federal lawsuit against his local National Education Association affiliate for allegedly violating his Title VII civil rights. The suit alleged that the Elk Grove Education Association formed a seat on its executive board that was only available to candidates of color, meaning Newman wasn’t eligible.

“It’s disgusting, and that’s why I’m suing,” he told Fox News Digital in an interview.

“My union barred me from a leadership position simply because of the color of my skin,” he said, discussing the suit. “I’m prohibited from running for a leadership position simply because of my race. This kind of racial litmus test is illegal, and it’s un-American, and that’s why I’m taking them to court.”

Isaac Newman teacher Elk Grove School District — White teacher sues California union

In 2023, Elk Grove Education Association officials voted to create a “BIPOC At-Large” seat on its executive board, a position limited only to people who “self-identify” as “African American (Black), Native American, Alaska Native, Native Hawai’ian, Pacific Islander, Latino (including Puerto Rican), Asian, Arab, and Middle Eastern,” according to the suit.

“Plaintiff Isaac Newman is a white [EGEA] member who wants to run for union office to address the District’s recent adoption of what he believes to be aggressive and unnecessary Diversity, Equity & Inclusion (DEI) policies,” reads the lawsuit, filed by The Fairness Center, a legal group focused on representing “those hurt by public-sector union officials.”

The suit asked the court to “declare the BIPOC Position unlawful” and prevent the union “from creating any similar positions in the future where candidate eligibility is, in whole or in part, based on race.”

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Newman said the alleged discrimination was “frightening,” as was the prevalence of critical race theory in society’s culture.

“I’m actually really frightened for my children,” he said, “when we look to a future where people are being taught [critical race theory].”

Newman believes that DEI ideology pushes hostile messages that focus on a person’s skin color as opposed to their expertise and knowledge.

“The message there is that as a White teacher in a district that is very diverse, my students can’t learn from me,” he said. “It’s abhorrent, and it’s flatly wrong.”

Newman told Fox News Digital that after disagreeing with the union pushing “aggressive” DEI agendas in the district, he decided to run for an executive seat to challenge the status quo.

“I’m looking to see my district and union back away from this fantastically toxic ideology, back away from DEI and embrace merit and individuality,” he said. “I’m hoping to see that other teachers, other people in similar organizations, will stand up.”

Newman said he was not alone in his opposition to DEI in school districts.

critical race theory (White teacher sues California union) — White teacher sues California union

“Most people who think like me are unwilling to speak up,” he said. “There are a lot of teachers [who are silent], and it’s not really a conservative or liberal thing.”

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“There are a lot of teachers who recognize that meritocracy, colorblindness are at the core of good teaching,” Newman added. “What’s shocking is in these DEI trainings, they actually call out colorblindness and meritocracy as racist myths. And of course, if you’re dedicated to that, well, then you’re going to have division, and you’re going to have mediocrity.”

Fox News Digital reached out to the Elk Grove union for comment.

“Teachers’ unions don’t get a pass from laws that prohibit racial discrimination,” said Fairness Center President and general counsel Nathan McGrath. “The Civil Rights Act explicitly forbids unions from discriminating based on race, color, religion, sex or national origin and from segregating members based on these attributes.”

Integrate Soft Skills in Teaching, Learning — Prof. Boakye

May 30, 2024 by Sheriff Willy

Professor Kweku Adutwum Ayim Boakye, Vice-Chancellor of the Cape Coast Technical University (CCTU), has appealed to the university’s academic directors to integrate soft skills in teaching soft skills such as communication and critical thinking in the curriculum. The vice-chancellor maintains that these skills are essential for students to succeed in the job market or as entrepreneurs.

He explained that impacting skills such as communication, collaboration, critical thinking and creativity would help their students stand out in the job market or even as self-made entrepreneurs.

Prof. Boakye was speaking at CCTU’s second matriculation ceremony for postgraduate students for the 2023/24 academic year at the weekend. The ceremony ushered 29 fresh students into the master of technology programmes.

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Among them were 21 master of construction technology students and eight management and civil engineering students. The Vice-Chancellor of the university, Prof. Boakye, explained that the 21 students ushered into the master of construction technology were the department’s first postgraduate students, while the eight at the department of civil engineering were the second batch in the department.

Lecturers’ commitment into Teaching

Prof. Boakye emphasised the significance of hard work to the lecturers, stressing that the responsibility of the lecturers was to ensure that students received not only quality education but also a fulfilling experience to become ambassadors of the institution.

“Colleagues, like the proverbial coin, success has two sides. The other side of our great joy is the sober reminder that it requires extremely hard work from all of us to make sure that these postgraduate students not only have the best in education available but also experience such a great time here that they become ambassadors of the institution,” he said.

READ: Effective teaching for cognitive learning

Professor Boakye acknowledged that postgraduate training was transformative, and encouraged students to refine not just their academic skills but also their social and personal attributes.

“Postgraduate training is not just an upgrade of undergraduate work; it is a transformational experience which refines your entire thought process and value system,” he stated. “We see you as the primary source of expertise for future academic positions in CCTU. Consequently, we expect an entirely different mindset from you. It is expected of postgraduate students to think differently, act differently and see differently,” he added.

He assured them of the institution’s full support throughout their academic journey. “As you embark on this transformative journey, remember you are not alone. You are part of a supportive and inclusive community that is here to guide, mentor and empower you every step of the way,” he told the students.

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Expectations towards Integrate Soft Skills

The Dean of Graduate Studies, Professor Kwamina Bamfo-Agyei, expressed the commitment of faculty to equip students with the skills needed to create job opportunities after school.

The Dean of Graduate Studies, Professor Kwamina Bamfo-Agyei, expressed the faculty’s commitment to equipping students with the necessary skills and to Integrate soft skills in teaching to create employment opportunities after graduation. He explained that this initiative would help alleviate the unemployment problem in the country. “Our goal is to develop programs that enhance the marketability of our postgraduate students in terms of creating their own employment,” he added.

GES Director General Inaugurates 8th Library (SUGN)

May 23, 2024 by Sheriff Willy

Spring-Up Global Network, Deloitte literacy drive: GES Director-General inaugurates 8th library In a remarkable collaboration, the Spring-Up Global Network (SUGN) and Deloitte have recently unveiled their 8th library in Aburi, situated in the Eastern Region. This incredible endeavor, which commenced in October 2022, began with the inauguration of the first library in November 2022 at the Osu Cluster of Schools in the Greater Accra Region.

This incredible initiative focuses on transforming vacant classrooms into vibrant libraries, which have been renovated and stocked with books in eight clusters of schools across five regions.

The schools that benefit from this project include the Osu Cluster of Schools and Kwashieman Cluster of Schools in the Greater Accra region, the Adweso Cluster of Schools in Koforidua, the Aburi Cluster of Schools in the Eastern Region, and the Achiase Cluster of Schools in the Central Region.

Additionally, the State Experimental Basic School and Konongo Mines M/A Basic School in the Ashanti Region, as well as the Hohoe East Cluster of Schools in the Volta Region, have also recently become beneficiaries of this remarkable endeavor.

As a result, a staggering total of 23,319 children have directly experienced the positive impact of this innovative and purposeful project.

Ghana Education Service Commitment

Inauguration the Aburi Cluster of Schools library, the Director-General of the Ghana Education Service (GES), Dr Eric Nkansah, pledged the commitment of the service to implement various interventions and initiatives to improve learning outcomes.

ALSO READ: Ghana Library Authority wins Global Library of the Year Award

He said the GES was determined, in consistence with its mandate of ensuring that it delivers quality, inclusive, holistic, and relevant education, to achieve improved learning outcomes for the benefit of all Ghanaian children of school-going age without any discrimination.

“Our work impacts every home; thus, we uphold the values of partnerships and collaboration to ensure we work with all stakeholders to achieve our objectives,” he pointed out.
He applauded Deloitte and SUGN for playing a significant role in transforming the educational landscape.

“Through their diligent efforts and work with us, I am pleased to learn that within 20 months, the Deloitte WorldClass Initiative has provided eight libraries with over 9,400 books and impacted over 23,000 learners across five regions in Ghana,” he said.

Dr Nkansah expressed confidence that the libraries would empower the students to broaden their horizons, deepen their understanding of diverse subjects, and cultivate critical thinking skills essential to succeed in the 21st century.

He assured Deloitte and Spring-Up Global that the schools would uphold the highest level of maintenance to preserve the libraries for generations, adding, “This facility will change this district for the good!”

Shared goals

The Executive Director of SUGN, Akorfa Ama Akoto, said the partnership between Deloitte and her outfit had not only brought them closer to their shared goal of promoting literacy but also made a significant impact on the lives of thousands of children in Ghana, “a testament to our collective efforts”.

The 8th library’s inauguration for schools by GES has significantly increased our impact to 23,319 learners in our first year of implementation. This means that more children are benefiting from the initiative than the initial target of 16,000 for all eight libraries in the first year.

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Ms. Akoto expressed gratitude on behalf of the entire SUGN team to Deloitte for funding the project and continuously supporting the SUGN Project team to achieve this feat. She also commended the GES for providing the necessary support to exceed the initiative’s target.

Daniel Kwadwo Owusu, the Country Managing Partner of Deloitte Ghana, emphasized the importance of the library project to the firm’s community initiative of ‘Making Impact that Matters’ and its alignment with the UN Sustainable Development Goal Four (SDG4) promoting quality education. Mr. Owusu highlighted Deloitte’s commitment to creating better futures for the next generation through initiatives like this.

Depression Rates Among JHS in Obuasi are Increasing

May 22, 2024 by Sheriff Willy

Victor Nuamah, a spokesperson from the Psychiatry Unit at Obuasi Government Hospital, has shed light on the rising trend of depression cases among junior high school (JHS) graduates who are unable to achieve their academic dreams.

He said the unit received not less than 10 cases of depression or anxiety-related disorders each year of JHS leavers who failed to get their preferred schools or courses. Describing the situation as worrying, he called for support from stakeholders towards “rescuing such troubled children”.

“This is where the churches and family can come in and support the children to overcome any form of anxiety-related disorders and depression.” “Children must understand that academic successes largely depend on individual’s efforts and not the school or course area,” he said.

Mr Nuamah was speaking at a programme organised by the Obuasi Area Pentecost Men’s Ministry (PEMEM) and the Municipal Education Directorate to offer guidance and counselling seminar for final year JHS students to make demand-driven career choices to become relevant after school.

The initiated Programme for Depression Rates Among JHS

It was first to identify their talents and subject interest and then guide them how to navigate their way into the future. The Bidieso District pastor of the church, Vincent Ephraim Amegah, who represented the area head, Prophet David Kankam Beditor, said the seminar was to help bridge the gap between passion and profession, ensuring that the choices the schoolchildren made aligned with their deepest values and aspirations.

Seasoned professionals were on hand to sensitise the about 3,000 students from 60 schools in Obuasi to their career path and related courses.

Referencing the Bible, Pastor Amegah said: “Proverbs 22:6 teaches believers to train up a child in the way he should go, and when he is old, he will not depart from it.” “The verse is saying the parent should train up a child in the way of wisdom to live in the fear of God.”

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“The second part of this verse has challenged the faith of many a godly parent. Obviously, many children who have received good training have repudiated the way of wisdom later in life,” he said.

He said the church was committed through its school outreach ministry to guide children to become prominent members of the society.

As part of its implementation, the mine together with both the Obuasi East District and the Obuasi Municipal Assembly held a four-day workshop for teachers in the enclave.

The training programme was designed to equip teachers with the differentiated learning approaches that will help them deliver on the new curriculum and help improve the Basic Education Certificate Examination (B.E.C.E) performance in the area.

ALSO READ: PEMEM Teams up with GES to Sensitize Final year JHS Students

The current pass rate of Basic Education Certificate Examination (B.E.C.E) in the Obuasi enclave is 90%.

Bridging the gap of the rises Depression Rates Among JHS

For his part, the Obuasi Municipal Director of Education, George Alfred Koomson, said the directorate had identified a gap in career choices and the capabilities of the children. That, he said, prompted the directorate to collaborate with PEMEM to sensitise the students to the need to make the right choices.

He said in the world of endless possibilities and opportunities, it was important for the students to navigate their career paths with clarity, purpose and intentionality.

UniMAC Appoints New Vice Chancellor

May 21, 2024 by Sheriff Willy

The Governing Council of the University of Media, Arts and Communication (UniMAC) has appointed Professor Eric Opoku Mensah as the substantive Vice-Chancellor of the university, effective May 13, 2024.

This follows his tenure as Acting Vice-Chancellor since February 8, 2024, succeeding the retired Vice-Chancellor, Professor Kwamena Kwansah-Aidoo.

UniMAC is the first public university in Ghana established by an Act of Parliament (Act 1059), merging three specialized institutions: the erstwhile Ghana Institute of Journalism (GIJ), Ghana Institute of Languages (GIL), and National Film and Television Institute (NAFTI).

A release from the university stated that Prof. Opoku Mensah brings a visionary approach and high expertise in higher education management to his new role. His extensive background in academia and his leadership acumen position him uniquely to steer UniMAC into a new era of excellence.

The release added that he is driven by the vision to transform the university across various critical areas, including enhancing the overall student experience, expanding infrastructure to meet evolving needs, fostering a culture of cutting-edge research, and forging strategic international collaborations.

Commenting on his new appointment, Prof. Opoku Mensah said, “I am honoured to assume the role of Vice-Chancellor at UniMAC and committed to driving positive change and progress.

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“The management I will lead will ensure that UniMAC remains at the forefront of training professionals in the media, arts, and communication disciplines by providing a dynamic and enriching environment for our students, faculty, and staff,” he said.

Brief About Prof. Opoku Mensah New Vice Chancellor

Prof. Opoku Mensah holds a Bachelor of Arts (Hons.) Degree and a Master of Philosophy Degree in English Language from the University of Cape Coast. He completed a Doctor of Philosophy (PhD) in Rhetoric Studies at the Centre for Film and Media Studies, University of Cape Town, South Africa, where he focused his doctoral research on the political communication of Dr. Kwame Nkrumah.

He has an interest in Dr. Nkrumah’s pan-African rhetorical enterprise, his rhetorical artifacts, their formations, and how they contributed to the creation of nationhood and citizenship in Ghana and Africa.

Prof. Opoku Mensah has participated in numerous international and local conferences and workshops on political rhetoric, communication studies, and higher education in Ghana, Africa, Europe, Asia, and North America. He also serves as a reviewer for several local and international journals in rhetoric and communication studies. Additionally, he serves as an External Assessor for the National Accreditation Board (NAB), now Ghana Tertiary Education Commission (GTEC), and as an External Examiner for some public and private universities in Ghana.

He is a frequent visiting scholar at Uppsala University, Sweden, and has numerous peer-reviewed articles in both local and international journals. He has served in various administrative positions and on boards at the University of Cape Coast (UCC), erstwhile Ghana Institute of Journalism (GIJ), and the University of Media Arts and Communication (UniMAC).

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Prof. Opoku Mensah has won several grants from the Swedish Council for Higher Education, Education International, Swedish National Bank, The Swedish Foundation for International Cooperation in Research and Higher Education (STINT), and Uppsala Forum for Democracy, Peace and Justice, among others.

At the national level, Prof. Opoku Mensah has served on the technical committee of the Ministry of Information’s Media Capacity Enhancement Programme initiative since 2019. This national initiative has led to the training of over 100 journalists from all over Ghana.

Prof. Opoku Mensah is married with children. He enjoys political debates and has a love for Afro Beats.

Equip Youth with Problem-Solving Skills — Dr. Adutwum

May 21, 2024 by Sheriff Willy

The latest news from the education system in Ghana is to equip youth with Problem-Solving Skills. The Minister of Education, Dr. Yaw Osei Adutwum, has called on educational institutions to support government to lay a solid foundation for the youth by equipping them with innovative and problem-solving skills.

That, he said, would make the youth relevant in solving problems in their respective communities to accelerate development in the nation. He explained that the government, for its part, was already investing in the construction of a science, technology, engineering and mathematics (STEM) academy in Accra and the establishment of specialised STEM senior high schools (SHS), to equip students with the necessary skills and knowledge to thrive in a technology-driven world.

Dr. Adutwum made the call in a speech read on his behalf by the Director, Tertiary Education of the Ministry of Education, Prof. Francis Nunoo, at the 19th Annual Science and Makers’ Fair of the Galaxy International School in Accra last Saturday on the theme, “Imagine, invent and inspire”.

It afforded the pupils and students of the school the opportunity to showcase their various innovative products and scientific experiments. An exhibition was also mounted on the school’s premises while a number of schools were also invited to participate in the fair.

The schools were St Francis Catholic Basic, Christ Faith Mission 1 Junior High School (JHS), Adentan Community JHS and Lady Fatimah Girls SHS at Adentan Sakora junction.

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Accra STEM Academy resources and programmesDr Adutwum stated that the Accra STEM Academy would offer a wide range of resources and programmes for schoolchildren, providing them with opportunities to explore and engage with STEM subjects outside the traditional classroom setting.

He stated that the academy would host workshops, exhibitions and interactive sessions that cover various aspects of STEM, fostering a spirit of curiosity and creativity among young learners.

“By providing access to modern technologies and expert guidance, the Accra STEM Academy aims to inspire the next generation of scientists, engineers and technical entrepreneurs,” he said.

The minister further explained that “these institutions are designed to focus on practical training and real-world applications, to bridge the gap between theoretical knowledge and its practical uses.”

Dr. Adutwum stated that ultimately, students would have access to “state-of-the-art laboratories and train in cutting-edge fields such as robotics, coding and advanced sciences.

ALSO READ: Education Minister launches STEMNNOVATION 2024

“This approach not only enhances their learning experience but also prepares them to be innovators and problem-solvers in their communities,” he said. The Managing Director of Galaxy International School, Mehmet Akmermer, said the primary aim of the fair was to enhance students’ ingenuity and to promote the understanding of science, technology and mathematics.

He said it would also ensure that the students were prepared for higher education anywhere in the world. The Adentan Municipal Chief Executive, Ebenezer Doku, said science was not merely a subject, but a “realm of excitement and even mystery and by unravelling the underlying principles behind natural phenomenon, we gain a deeper appreciation for the world around us.”

He called on parents, caregivers and educators to help provide “unwavering support” to children, thereby enabling them to navigate through the challenges of the world with confidence.

Some of the students from the invited schools (to the fair) expressed excitement, describing their experiences as an eye-opener for them.

PEMEM Teams up with GES to Sensitize Final year JHS Students

May 21, 2024 by Sheriff Willy

Obuasi Area PEMEM teams up with GES to sensitize final year JHS students. Contemporary society is characterized by rapid changes in the labour market, increased flow of information, and more opportunities to make choices in relation to education and career.

It is a fact that many young people in school do not think they get the support they need to make such choices.

Students’ understanding of possible career choices is often limited by their real-world experiences.

Many times, they are primarily only aware of the professions of family members, friends, or those they see on television, in movies, or on social media.

It is for this reason that the Obuasi Area Pentecost Men’s Ministry (PEMEM) teamed up with the Municipal Education Directorate to organize a day’s guidance and counseling seminar for final year Junior High school students in Obuasi.

The seminar, according to Bidieso District Pastor of the Church of Pentecost Vincent Ephraim Amegah, who represented the Area Head, Prophet David Kankam Beditor, was aimed at bridging the gap between passion and profession, ensuring that the choices the school children make align with their deepest values and aspirations.

Seasoned professionals were on hand to sensitize about 3,000 students drawn from 60 schools in Obuasi on career path and their related courses, the benefits of making the right career choices and mental health awareness campaign.

Referencing the Bible, Pastor Amegah said Proverbs 22:6 teaches believers to train up a child in the way he should go, and when he is old, he will not depart from it.

Consequently, he added that the verse is saying the parent should train up a child in the way of wisdom to live in the fear of God.

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“The second part of this verse has challenged the faith of many a godly parent. Obviously, many children who have received good training have repudiated the way of wisdom later in life.”

The role of the church

The pastor emphasized that the church has a role to play in shaping the lives of children, stressing that the Church of Pentecost is always committed through their school outreach ministry to guide children to becoming prominent members of the society.

Bridging the gap of career choices

According to the Obuasi Municipal Director of Education, George Alfred Koomson, the education directorate has identified a gap in career choices and the capabilities of the children.

This he said prompted the directorate to collaborate with PEMEM to sensitize the students on the need to make the right choices.

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He said in the world of endless possibilities and opportunities, it was important for the students to navigate their career paths with clarity, purpose, and intentionality.

This he said calls for guidance and counseling to serve as a beacon of light shaping them to make good choices in life.

Mr. Koomson advised school children not to make choices by imitating their peers emphasizing that each individual have their own potentials.

UG: Residents of Diaspora halls Lament Challenges in Rooms

May 18, 2024 by Sheriff Willy

University halls are not known for being luxurious, but some resident students of the University of Ghana diaspora halls are not pleased with the current conditions in their residence.

Parts of the halls leak, with a poor state of reading rooms and kitchens as students struggle to enjoy a wi-fi connectivity. This comes after the government earmarked $16 million for the refurbishment of the four halls for the African Games, which took place in March this year.

The halls come with a unique layout, named after notable personalities like Dr. Hilla Limann, Prof. Alexander Kwapong, Jean Nelson and Elizabeth Frances Sey, the first female graduate of the institution.

Over the years, these halls have enjoyed some glories, but have also been subject to disputes, especially the infamous attempt to privatise them in 2019.

Government awarded a controversial 16-million-dollar contract to refurbish these halls for the All African games.

As part of the package, general repair works and installations took place to give the facilities a facelift.

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As part of the package, general repair works and installations took place to give the facilities a facelift.

But barely two months after the games, parts of the halls leak at the slightest drizzle.

The installed air conditioners have been disconnected so students can not use them.

“When we saw the renovation, we thought by the time we come back life in the diaspora halls will be very good. But, then, when we came we saw otherwise.”

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“Currently, most of the rooms lack tables and chairs,” a student told TV3.

*UG: Residents of Diaspora halls Lament*

A notice from management has prohibited students from cooking at the balconies due to the unavailability of tables.

In the face of this, I visited some kitchens but was surprised to see some did not have light.

The sinks were rusty, with the valves disconnected.

“We are not allowed to cook in our balconies because, in the first place, we don’t even have tables to put out hotplates on. We are forced to do a lot of things that lead to discomfort.”

“The kitchen is not conducive for cooking; it is not in a good shape because looking at the number and looking at the size of the kitchen, I don’t think it is good for us,” another student lamented.

Amid the water crisis, students are also battling with reading rooms that are filled with dirt and broken louvre blades.

“It’s not encouraging for our studies. We have made complaints, but it seems we are not heard. As of now, we’ve resumed school, and it seems no one cares about what is going on.”

“Our water crisis is also a big challenge. You wake up in the morning and would want to bathe but the tap wouldn’t flow. You are then forced to walk downstairs to fetch water,” another resident student stated.

The University of Ghana Enterprises Limited (UGEL) management declined any official comment on the issues.

But they stated that they do not have any idea about how much was spent on specific works in the hall out of the $16 million allocated for the refurbishment.

The disappointed students continue to yearn for better days even as they navigate their academic journey.

TVET Sector Enhances Employability through Industry Partnerships

May 15, 2024 by Sheriff Willy

Basically, the purpose of Technical and Vocational Education and Training (TVET) is to equip people with the technical and professional skills needed for socio-economic and industrial development of the country.

The emphasis is on training people for self-employment. This paper highlights the importance of (TVET), its policy framework to promote science and technology and its curriculum design and delivery to meet the labour market

The Commission of Technical Vocational Education and The German Development Cooperation (GIZ) have stressed the importance of continuous collaboration and industry involvement in Ghana’s Technical and Vocational Education and Training (TVET) to shape the future of skills development.

They emphasized that partnerships between government, industry, and development partners are crucial, with the potential to transform the TVET system and ensure training programs meet evolving labour market needs.

“It’s crucial that industry, government, and development partners work hand in hand to ensure TVET graduates are equipped with the skills and competencies required to succeed in today’s dynamic economy,” said a representative from GIZ.

At a media engagement at Kumasi Technical University (KsTU), Mr. Michael Andivi Naah, a Technical Advisor with GIZ, representing the Corporation and the EU, highlighted the significance of Sector Skills Bodies (SSBs) in economic development.

Mr Michael Andivi Naah, Technical Advisor- GIZ

The event, organized by the Commission for Technical and Vocational Education and Training (CTVET) in collaboration with GIZ and KsTU under the “Pact for Skills: Support to the Transformation of the TVET System in Ghana,” served as a crucial platform to spotlight the importance of SSBs in shaping a skilled and responsive workforce.

“Incorporating industry insights into curriculum development and providing hands-on training opportunities are pivotal in shaping the next generation of skilled professionals,” Mr. Naah said.

ALSO READ: List Of Colleges Of Education Offering TVET Programmes

The Director-General of CTVET, Dr. Fred Kyei Asamoah, stressed the importance of industry involvement from the start of skills training to improve TVET implementation quality and success.

He emphasized forging partnerships with the private sector to enhance the productivity and competitiveness of the skilled workforce.

“Private sector involvement is crucial for the success of TVET implementation at all levels,” Dr. Kyei Asamoah said.

Dr. Kyei Asamoah called on the private sector and industry players to become key drivers of TVET in Ghana, emphasizing a sectoral approach to skills development to address sector-specific challenges.

“The symbiotic relationship between TVET and national development cannot be overemphasized,” he added.

Prof. Gabriel Dwomoh, Vice Chancellor of Kumasi Technical University, welcomed the establishment and development of Sector Skills Bodies, highlighting their significance in bridging the gap between academia and industry.

“The engagement on industry-academia relationships will serve as a significant impact in transforming TVET for accelerated development and guaranteed employability of the country,” Prof. Dwomoh said.

Operating under the Commission for TVET, SSBs focus on reducing skills gaps, improving productivity, increasing employability, and promoting sustainable development through research.

The collaboration between GIZ, CTVET, and other stakeholders underscores the commitment to advancing skills development in Ghana through industry partnerships and tailored training programs.

WAEC Sample BECE French Questions Paper1

May 15, 2024 by Sheriff Willy

WAEC Sample BECE French Questions for the Basic Education Certificate Examination (BECE) that will be taken in Ghana with effect from 2024. The Regulations are meant to guide teachers and candidates preparing for the examination.

The examination will consist of three (3) papers. Paper 1 (Oral and Written Comprehension tests), Paper 2 (Written Expression tests) and Paper 3 (Oral Expression/ Conversation tests). However, due to logistic constraints at the moment, the Paper 3 which involves oral conversation could be on hold for a while. This aspect will be tested when the necessary logistics are put in place.

Therefore, teachers are advised to devote equal attention to the oral expression/ conversation aspect of the syllabus.

1) PAPER 1 (OBJECTIVE)

The paper will consist of 40 multiple choice objective questions covering listening comprehension and written comprehension all of which should be answered in one (1) hour for 40 marks.

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(a) Part I: Listening Comprehension
This section will consist of 20 multiple choice questions on listening comprehension which should be answered in thirty (30) minutes. Four recorded audio tests (with five questions each) will be administered to candidates.

Each of the four listening comprehension texts should be between 40 and 60 words long. Each of the four (4) texts will be heard three (3) times. During the first hearing, candidates will only listen without writing. After the first hearing, candidates will be given two (2) minutes to study the questions. The passage will then be heard the second time after which candidates will be given two (2) minutes to answer the questions.

Candidates will then have the opportunity to hear the passage for the third and final time. After the third hearing, candidates will be given one (1) minute to make necessary corrections to their choice of answers. (Put on hold)

(b) Part II: Written Comprehension

This section will consist of 10 multiple choice questions on written comprehension.
Two written comprehension passages (with five questions each) will be administered to candidates. Each of the two written comprehension texts should be between 60 and 80 words long.

(c) Part III: Vocabulary
This section will consist of 10 multiple choice questions on vocabularies associated with any sub-strands in the Common Core Programme Curriculum for French.

PART II and Part III should be answered in thirty (30) minutes.

NOTE:
Considering the limited time left for the 2024 Basic Education Certificate Examination and logistical constraints, it is prudent to put on hold the French Paper 3, which is the oral expression. This is because the philosophy of the Common Core Programme demands that the itinerant examiners are retrained and assessed to ensure that they can satisfy the communicative demands of the paper.

When Paper 1, Paper 2 and Paper 3 are administered in the near future, the weighting of the paper should be as follows:

WAEC Sample BECE French Questions Paper 1

Partie 1: Compréhension des écrits

Vous allez lire quatre (4) documents différents. Pour chaque document, vous répondez aux
questions en noircissant la lettre de la réponse juste sur la feuille de réponse.

Test 1:
Michel rencontre son amie Abena à l’hôpital. Lisez le dialogue et répondez aux questions.
• Bonjour, Michel.
• Bonjour, Abena, mais tu fais quoi à l’hôpital ? Tu es malade ?
• Oui, je ne me porte pas bien. Je viens voir le médecin.
• Oh, c’est dommage. Qu’est-ce qui ne va pas ?
• C’est mon ventre. Ça me fait mal.
• Tu as déjà vu le médecin ?
• Oui, il m’a fait une ordonnance. Je vais à la pharmacie. Et toi. Qu’est-ce que tu fais ici?
• Moi, je suis venu rendre visite à mon oncle. Il travaille ici.
• Il est docteur, ton oncle ?
• Non, il est infirmier.
• Ok. Merci et au revoir.
• Au revoir et bonne guérison.
• Merci beaucoup.

1. Qui est malade ?
A. Michel
B. Abena
C. L’oncle
D. La pharmacienne

2. Qui va voir son oncle ?
A. Michel
B. Abena
C. Le médecin
D. Le pharmacien

3. Que fait l’oncle dans la vie ?
A. Il est pharmacien.
B. Il est mécanicien.
C. Il est médecin.
D. Il est infirmier.

4. Pourquoi Abena est à l’hôpital ?
A. Elle est médecin.
B. Elle va voir le médecin.
C. Elle va voir son frère.
D. Elle est malade.

5. Pourquoi le docteur a fait une ordonnance ?
A. C’est pour aller à l’hôpital.
B. C’est pour aller manger.
C. C’est pour aller à la maison.
D. C’est pour aller acheter des médicaments.

Test 2
Colman écrit dans le groupe WhatsApp du Club Francophone ce qu’il fait chaque week-end. Lisez son
message et répondez aux questions.

7. Qu’est-ce que la mère de Colman fait le samedi ?
A. laver les habits
B. faire le vélo
C. laver les assiettes
D. jouer au parc

8. Selon le message, qu’est-ce que Colman fait le
dimanche ?
A. Il va adorer Dieu.
B. Il prend son déjeuner.
C. Il rend visite à d’autres familles.
D. Il joue avec ses amis du quartier.

9. Qu’est-ce qui n’est pas vrai selon le message ?
A. Colman aime le week-end.
B. Colman n’aime pas aller à l’école.
C. Colman fait ses devoirs les dimanches.
D. Colman fait les travaux domestiques.

10. Le samedi, qu’est-ce que Colman fait le premier ?
A. Il fait ses devoirs.
B. Il prend son bain.
C. Il se prépare pour lundi.
D. Il fait le ménage.

Test 3 (WAEC Sample BECE French Questions)
Atsu veut acheter des ingrédients pour sa maman chez Madame Fianu, l’épicière. Lisez la conversation
et répondez aux questions.
• Bonjour, Madame Fianu.
• Bonjour, mon fils. Puis-je t’aider ?
• J’aimerais acheter des ingrédients.
• Oui, lesquels ?
• J’aimerais acheter une boîte de sardines, deux paquets de biscuits et un sachet de sel.
• D’accord. Une boîte de sardines coûte cent francs, un paquet de biscuits coûte trente-cinq francs et un sachet de sel coûte vingt francs.
• Merci Madame. Voici l’argent.
• Merci mon petit. Voici ta monnaie de dix francs.
• Merci Madame.

11. Atsu a acheté les ingrédients suivants sauf…..
A. des sardines
B. des biscuits
C. du sel
D. une boîte

12. Atsu a acheté combien de choses ?
A. Trois
B. Quatre
C. Cinq
D. Deux

13. Les ingrédients coûtent combien au total ?
A. Ils coûtent deux cents.
B. Ils coûtent deux cent dix.
C. Ils coûtent cent cinquante.
D. Ils coûtent cent quatre-vingt-dix.

14. Atsu a donné combien à Madame Fianu ?

Test 4 (WAEC Sample BECE French Questions)

Selasi Boateng reçoit ce mail de son correspondant français Jean Legrand qui lui présente sa famille.
Lisez la présentation et répondez aux questions.

17. Selon le passage, …………………………………………… .
A. Jean a un frère.
B. Jean est un fils unique.
C. les parents Jean ont des enfants.
D. les parents Jean n’ont pas d’enfants.

18. Qu’est-ce que la mère de Jean fait dans la vie ?

19. Monsieur Legrand……
A. répare les portes
B. répare des voitures
C. enseigne aux élèves
D. fait du pain

20. Comment s’appelle le village de la famille de Jean ?
A. Françoise
B. Legrand
C. Francis
D. Vichy

The new set of questions WAEC, Partie 2 means part 2 (WAEC Sample BECE French Questions Paper 1)

Partie 2 (WAEC Sample BECE French Questions)

Lisez les questions et choisissez les bonnes réponses.

21. Je m’appelle Atsu Davor. Mon nom est Davor et ……….est Atsu.
A. ma mère
B. mon père
C. ma famille
D. mon prénom

22. Ma mère est …………… Elle vend des médicaments.
A. avocate
B. menuisière
C. pharmacienne
D. boulangère

23. – Je me porte bien, et toi ?
– Moi, ne me porte pas bien ; …………
A. Je suis malade.
B. Je suis contente.
C. Je vais au travail.
D. Je suis ghanéenne.

24. – Je t’invite à mon anniversaire ce samedi. Tu viens ?
– ……….. Je suis disponible.
A. Non, merci.
B. Oui, merci.
C. C’est bonbon.
D. Désolé.

ALSO READ: 2024 BECE Top 15 Likely Composition Questions for Candidates

25. Normalement, où est-ce qu’on dort dans la maison ?
A. La chambre
B. Le salon
C. Les toilettes
D. Le garage

26. Que fait Madame Hugo dans la vie ?
A. Elle est mécanicienne.
B. Elle est boulangère.
C. Elle est chauffeur.
D. Elle est menuisière.

27. – Quel est ton nom ?
– …………
A. Je suis ghanéen.
B. J’appelle Kofi.
C. Je suis élève.
D. Je suis Kofi.
28. – Où est-ce que je peux acheter la viande ?
–……..
A. Va chez le boucher du quartier.
B. Va à la pharmacie du village.
C. Va chez le mécanicien.
D. Va dans la cuisine de Maman.

29. – Wendy ! Porte ………. ! C’est l’heure d’aller au lit.
– D’accord, Maman.
A. ton uniforme
B. tes chaussures
C. ton pyjamas
D. tes chaussettes

30. – Papa ! Je suis fatiguée.
– Ok. …………………………
A. Va te reposer.
B. Va travailler.
C. Va manger.
D. Va acheter les comprimés.

La partie 3 des exemplaire de question du nouveau programme a suivre pour le BECE. (WAEC Sample BECE French Questions)
Partie 3
Lisez le passage et choisissez les mots justes pour remplir les trous.

LA PREVENTION DES MALADIES

Les maladies causent ……31…..de beaucoup de gens dans le monde. Si quelqu’un …..32…..malade, il
doit dépenser beaucoup …..33….. pour aller à l’hôpital ou acheter les …..34…..à la pharmacie. Mais nous
pouvons éviter ces …..35……si nous prenons des mesures de …..36…..des maladies. Par…..37….., nous
devons balayer régulièrement notre…..38….., nous devons jeter les ordures dans les…..39….., nous
devons manger de bonnes nourritures, et nous devons faire l’exercice …..40…..régulièrement.

A B C D
31. la mort la maladie la santé la vie
32. tombent tombe tomber tombé
33. de médicaments de nourriture de voitures d’argent
34. nourritures médicaments poubelles cartes
35. dépenses pharmacies bénéfices personnes
36. promotion traitement prévention maladies
37. problème avion résultat exemple
38. environnement monde vie mort
39. poubelles caniveaux rivières voitures
40. physique mathématiques de classe mental

This is WAEC Sample BECE French Questions Paper 1, the Paper 2 will be published soon, stay connected to ghanaeducation.org and ghanaeducationnew.org for update on education news.