About 73 per cent of teacher-trainees enter the training colleges by default, a former principal of Peki College of Education, Simon Wilberforce Tsadidey, has said. "The students, not because they want to be trained as professional teachers, but use the training colleges as a springboard to enter other professions during and after their training. "Available statistics indicate that, though the 38 public training colleges nationwide admit 9,000 students each academic year, about 1,000 of them abandon their courses in midstream to enter other institutions, particularly, the nursing training schools," he stressed. Mr. Tsadidey made this assertion when he chaired the March edition of this year's West African Examination Council's monthly seminar in Accra. The topic for discussion was 'Teacher development in relation to teacher productivity in contemporary Ghana'. A paper was delivered by Justice Abboa-Ofei, an assistant director at the Inspectorate Division of the Ghana Education Service. Speaking on the topic, Mr. Abboa-Ofei said any attempts to reform education and improve pupils' achievements should be dependent on teachers moving through a developmental process. Mr. Abboa-Ofei said research had revealed that teacher qualification and skills are among the most important factors in improving pupils and students' performance. According to him the most effective teachers not only demonstrate mastery of the subjects they teach, but were also adept in the methods of teaching and understanding pupil student development. That is why "the teacher needs to grow professionally in order to meet the demands of a changing educational system.” He stressed the need for beginning teachers to receive support to make progress in their subject areas and teaching skills, and grow in the teaching profession. Teachers in general, must benefit from continuous in-servicing training and support from their heads and supervisors, he said. "However, in our situation, there is very little support if any available for the professional development of teachers in our schools," he noted. Mr. Abboa-Ofei said "it is important that stages that teachers pass through during their professional development be identified so that teachers can be helped and encouraged to move through the developmental process.” He said the beginning teachers should be provided with a systematic and sustained assistance for at least a school year to help them to overcome the initial hurdle of teaching and to consolidate their teaching skills. Mr. Abboa-Ofei therefore called on the Ministry of Education to provide the necessary funds for teacher education and development, pointing out that "money spent to increase teacher qualifications improves pupils and students' academic performance to a very large extent." The challenge to WAEC is to design test items which he said, was to out bring out ineffectiveness in teaching and learning, and show teachers the way forward. "WAEC must be able to point out specific areas of teacher development which are needed to improve teaching and learning. Mr. Abboa-Ofei emphasised the need for the government to recognise and reward hardworking, dedicated and, excellent teachers saying "without formal and meaningful recognition frustration may fellow." Source: Ghanaian Times