Education Minister Dr Yaw Osei Adutwum has been singled out in an alleged $1.2 million World Bank ghost teacher training scheme.
According to correspondence from his office and the Ghana Education Service (GES), GES Chief Executive Professor Kwasi Opoku-Amankwa appears to be unaware of the training of over 40,000 teachers on the digital literacy platform as part of the Ghana Accountability for Learning Outcomes Project (GALOP).
The World Bank, within the framework of its investigations to establish the training of teachers as claimed by the Ministry of Education, wrote officially to the Director General of the GES to confirm the said training.
But a letter signed by Prof Opoku-Amankwa observed that he was ‘unaware that such training had taken place’.
The letter also added that “GES is unaware of the reports and correspondence between the Ministry of Education and the World Bank, and is unable to respond knowledgeably to the Bank’s request. “.
The said letter dated March 30, 2022 also requested the Minister, Dr. Yaw Osei Adutwum, “to advise and provide guidance to enable the GES to respond appropriately to requests from the World Bank.”
This lends credence to revelations that the Minister of Education, on the blind side of the GES, sanctioned the training and wrote to the World Bank on November 30, asking for the release of $1.2 million as he had successfully trained more than 40,000 teachers under GALOP.
According to the Ministry of Education, teachers received training in three modules, which include recorded online training, physical training and live online/virtual training.
The letter signed by the Chief Director of the Ministry of Education, Benjamin Gyasi, and submitted to the World Bank concluded that it has “exceeded the target of 40,000 teachers to be trained, insisting that the PBC7. 2B has been achieved”.
But sources at the World Bank say this is misleading.
The World Bank, upon receipt of the documents, asked the Ministry of Education in an email correspondence on January 7, 2022 to clarify some of the information on achievements in teacher education.
The clarity included asking the “MoE to explain the difference in course content, arguing that the course does not appear to be the same as the content training defined in GALOP”.
In a series of questions, the Bank also asked the “MoE to share the slides from the training courses, as well as examples of the self-assessments that the teachers were supposed to do, so that we have an understanding of the actual content.”
“Does the Ministry of Education have any qualitative feedback from teachers who have completed the training that can give us a better understanding of whether they feel their remote learning skills have improved?” If so, can they be shared? the Bank questioned.
He also called on the Ministry of Education to “clarify whether the portal is linked (or if there are plans to link it) to student performance in order to demonstrate the impact / outcome of the teacher digital literacy portal at the classroom level and to facilitate targeted adaptation of instruction for improved learning outcomes.
Although the World Bank asked the Minister of Education to answer the questions no later than January 14, 2022, he reportedly remained silent on the questions for more than four months.
The great silence of the Ministry of Education has forced the World Bank to write to the Director General of the GES, Professor Kwasi Opoku-Amankwa, to seek clarification on the Ministry’s claims that more than 40,000 teachers have been trained in the GALOP frame.