Issues in implementing the In - In - Out Programme in the teacher training colleges in Ghana: A case study of Tamale Training College

Abstract

The study examined the In-In-Out Programme of Teacher Training Colleges in Ghana, using Tamale Training College as a case study, with the intent of identifying the challenges associated with the programme. Questionnaire and interviews were used to collect data from the Principal, Vice Principals, Link tutors, mentees from Tamale Training College, mentors and lead mentors from schools of attachment and district directors of education for Tamale Metropolis and East Gonja District. A sample of 223 participants comprising the Principal, 2 Vice Principals, 28 tutors, 124 mentees, 66 mentors and 2 District Directors of Education (GES) were selected through purposive and random sampling techniques. The study showed that link tutors, mentors and men tees attached a high level of importance to the objectives and activities of the programme. The study further revealed that respondents had a positive attitude towards all aspects of the programme and tutors, mentors and men tees had been adequately prepared for the implementation of the programme. However, resource materials, visits by link tutors to provide support, funds for the college to keep the programme running and accommodation for mentees as well as support from the communities were inadequate. The study recommends, among other things, that the District Assemblies include payment of rent as part of their sponsorship package to help mentees get decent accommodation during the "out" programme.