State and Non-state Actors in… · SHS3 Government

Lesson notes

Learning Objectives

Indicator: 3.2.2.LI.4 - Examine the functions and challenges of the Public Service

By the end of the lesson, learners can:

Define the Public Service and distinguish it from the Civil Service, listing at least three public service institutions in Ghana.
Describe at least five core functions of the Public Service, using specific examples from Ghanaian state institutions.
Analyse at least four major challenges facing the Public Service in Ghana, using real examples and suggesting practical remedies.
Apply the functional knowledge acquired to assess how public servants serve citizens at the district and national levels through a structured talk and interview activity.
Evaluate how the values of probity, accountability and transparency affect the quality of public service delivery in Ghana.

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Curriculum details

Strand: Constitution, Institutions and Administration (Strand 2)
Sub-strand: State and Non-state Actors in Ghana (2.2)
Content standard: 3.2.2.CS.2 - Evaluate State-Society Relations and Administration 3.2.2.LO.1 Examine the relevance of Political Parties and Elections in Democratic Society. 3.2.2.LO.2 Evaluate e-governance in service delivery at the district and national levels.
Indicator: 3.2.2.LI.4 - Examine the functions and challenges of the Public Service
Suggested placement: Semester 2, Week 1 (Week 21 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.71: the same code drops the I of LI altogether - it is printed "3.2.1L4", byte 0x34 after the L in the content stream. Filed under LI, which is the document's own code vocabulary (CS|LO|LI|AS)
indicator text - p.71: this row is printed under content standard 3.2.2.CS.2, in that sub-strand's own table, but its indicator 3.2.1.LI.4 and assessment 3.2.1.AS.4 carries the preceding sub-strand's number. Filed by the section per the section-wins rule, which the standard, the sub-strand column and the table heading all agree on; the corrected codes were free. The printed forms are named here
Curriculum reference: NaCCA curriculum document, p. 71

Exemplars (from the NaCCA curriculum)

Problem-based Learning: Observe and talk to staff of public agency within the school environment and describe their range of responsibilities and challenges.
Teaching and Learning Resources:
- The 1992 constitution of Ghana.
- Government curriculum.
- NaCCA approved textbook on government
- Political Parties manifestoes
- Internet: www.ghanagov.gh; website of Local Government Service of Ghana.
Assessment (3.2.2.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Level Strategic thinking