This thesis examines the extent to which Catholic school teachers contribute to the holistic formation of young people in Catholic schools in the current cultural context of the diocese of Goaso, Ghana.
In doing so, it addresses the question of what are the Catholic Church’s distinctive principles in relation to formation in Catholic schools? What are the current diocesan policies and strategies in relation to the formation of teachers that will support them to provide formation to students? How, and to what extent, do teachers provide current formation to pupils/students in schools? How do schools work in partnership with parishes and families as primary educators in the Catholic faith? What are the opportunities and challenges for teachers in terms of providing formation in Catholic schools? What recommendations based on the research can be provided at various levels to enhance current training and formation in Catholic schools of both teachers and students?
The empirical research was proceeded and informed by a knowledge of the historical background and included a literature review which drew upon local scholarship as well as the appropriate general literature.
In theory, the literature reviewed five areas including holistic formation, sacramental vision, collaborative ministry, parents as primary educators and contemporary challenges, which arguably should hold formation in schools. I read these areas in scholarly works by the Vatican Council, Congregation for Catholic Education, Ghana Catholic Bishops Conference, Bishops Conference of England and Wales, Kwame Gyekye, J. B Danquah, Kwasi Wiredu, Pascal Mungwini, Gerald Grace, John Lydon, John Kavanaugh, that provide significant contributions to formation.
This methodological approach utilised a mix of methods, encompassing positivist and interpretivist methodology and qualitative and quantitative research instruments, including primary research (using administrative documents), case study, questionnaires, semi-structured interviews, and thematic analysis. Protocols around research ethics were respected at all times.
The research fieldwork was spent devising and administrating the questionnaires in consultation with headteachers, policy makers, teachers, parents, school chaplains, parish priests, practitioners and a professional engaged in formation. Following this, analysis of the findings, conclusions and recommendations were drawn.
The conclusion is that formation should be holistic and should model the ministry of teaching of Christ. That formation should suffuse all aspects of education. The teaching can only be delivered with commitment, collegiality (with teachers, parents, and priests). Further, an awareness of contemporary challenges such as government policy on admissions and curriculum, the friction resulting from un-mediated social media, the stronger culture of marketisation, the increase in the multi-faith population, heavy school workload and workforce pressures on teachers and parents alike.
In this endeavour the Ghana National Bishops’ Conference should focus on the quality of the education they provide to staff so they can form students in the confidence that they command resources, both time and personnel. In that way to ensure that schools provide opportunities for spiritual formation available to all staff. Finally, that individual staff are assured the time necessary to renew their commitment to their vocation and the profession of teacher.
