500 teachers serving in deprived and under-served areas in the Ashanti Region have been given special training to update their knowledge, and improve their teaching skills and creativity.

These teachers in rural and remote schools face severe challenges that are unique to their environment including low student interest in studies, and hoary teaching methods.

The initiative designed by the Ghana National Association of Teachers (GNAT) in collaboration with Canadian Teachers Federation (CTF) aims to improve teaching and learning to ensure pupils' retention in schools.

Rural schools and remote educational institutions due to limited resources experience barriers in attracting, retaining and supporting talented teachers.

However, teachers serving in these deprived and under-served areas are faced with challenges of absenteeism, truancy coupled with limited opportunities for self-development for teachers.

The Ghana National Association of Teachers recognizing these short comings has instituted a five-day skills development project to update teachers' skills in the 21 century teaching techniques, enhance students learning, enhance the administrative competencies of school heads and help weaker teachers to become more effective.

Early Grade and Lower Primary, Upper Primary, JHS teachers and Headteachers have under gone training on inclusive education, technology education, gender and culture and classroom management.

Rachel Thiessen, of the Canadian Teachers Federation (CTF) said the enlisted courses will allow teachers to engage all students and provide a holistic education for all students.

Deputy General Secretary of GNAT, Amadu Moses Baman indicated that the training is in line with the tents of quality education enshrined in the GNAT constitution.

“GNAT as a professional Teacher Union, believes in continuous education and professional development of its members because their existence in this industry requires constant updating of one's knowledge to become useful in the global space.

“As a vibrant, resilient, proactive and result-oriented teacher union in Ghana, we cannot afford to fail the Ghanaian society. We are therefore bent on ensuring quality education for the Ghanaian child as enshrined in the GNAT constitution as amended in 2022,” he said.

The Ashanti Regional Director of Education, William Kwame Amankrah is however entreating teachers to prioritize personalized learning and continuous professional development.

“Moreover, the teachers should recognize the importance of personalized learning. Each student is unique, with their own strengths, interests, and learning styles. In the 21st century, one-size-fits-all approaches are no longer viable.

“We must commit to our own continuous professional development. The landscape of education is constantly evolving, and we must stay informed about the latest research, trends, and best practices,” he said.

Lana Mill, of the Canadian Teachers Federation (CTF) added that, “There are teachers who are not here, especially from ritual areas. For those who have received this education, with collaboration, they should be able to share their knowledge with one another and learn from each other.”

This is the 64th Anniversary of professional collaboration between GNAT and the CTF.