ABOUT GH MEDIA SCHOOL
GH Media School is a coeducational institution whose mission is to educate a new generation of media practitioners in Africa, to cultivate within our students skills that will cause transformation in our society, both socially, economically, politically and culturally.
The institution which began instruction in 2015 with a pioneer class of 13 students, has quickly gained reputation for innovation in media education in Ghana.
GH media School adopts competence based Training System where students in an environment use class proximal learning environment where equipment found in the industry are brought to the disposal of students to facilitate their training. This proximal learning helps students to meet industry standards.
GH Media was founded by Mr. Leslie Addo-Listowell, a versatile, dynamic and a dedicated young entrepreneur.
Acknowledging the role of the media in the life of Ghanaians, Mr. Leslie Addo Listowell established GH Media School to help train the youth in media to acquire in-depth knowledge and also equip them with the prerequisite skills to cause a change in the media landscape in Ghana and across the African Continent.
GH Media School is incorporated as a company limited by Guarantee Ghana. It is accredited by the Ghana Education Service and supervised by the Technical Exams Unit of Ghana Education Service.
One comprehensive definition of “competency” is:
“A cluster of related knowledge, skills and attitude that affects a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development.
Competencies are gained through a multitude of ways – life experience; formal education; apprenticeship; on-the-job experience; self-help programs; and, yes, training and development programs. All of these together contribute to job competence in an employee.
Competency-based learning in an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. It is concerned chiefly with a student’s progression through curriculum at their own pace, depth, etc. As competencies are proven, student continue to progress.
A key characteristic of competency-based learning is its focus on mastery. In other learning models, students are exposed to content – whether skills or concept – over time and success is measured summative. In a competency-based learning system, students are not allowed to continue until they have demonstrated mastery of the identified competencies (i.e., the desired learning outcomes to be demonstrated). In this way, competency-based learning is closely tied to mastery learning.
It is similar to outcomes-based learning in that said outcomes-in this case, called “competencies” –are identified beforehand, and students are frequently assessed. In this way, competency-based learning can be thought of as a form of outcomes-based learning.
Students who are taken through the CBT model are made to become not COMPETENT but also RELEVANT and COMPETITIVE. The various competencies are determined by the industry, the curriculum is INDUSTRY LED, robust assessment forms and clear and manageable learning outcomes that are accessible to all learners, competency-based learning can be an effective model, potentially reducing inefficiency (including time spent learning) and increasing pedagogical precision and student achievement.
Its strength lie in its flexibility, as learners are able to move at their own pace. This supports students with diverse knowledge backgrounds, literacy levels and other related aptitudes. Its challenges should sound familiar to most educators, including the difficulty in identifying-and agreeing upon-the most important competencies, how to best assess them, and how to support learners that struggle