Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.4, No.13, 2013 99 The Effect of the “Out”-Programme of the “In-In-Out” Policy of Teacher Education in Ghana: Implication for Human Resource Development Isaac Eshun Department of Social Sciences, Enchi College of Education, Ghana E-mail: isaac_eshun@ymail.com Emmanuel Adom Ashun Department of Education Studies, Enchi College of Education, Ghana E-mail: adomeagle@yahoo.com Abstract The effects of the ‘Out’ Policy of the ‘In-In-Out’ Programme of Colleges of Education in some selected communities in the Aowin and Suaman Districts and their implication for Human Resource Development was investigated. It primarily explored the effects of the programme on the professional preparation of the teacher trainees, the effects on the schools of attachment and the communities of attachment. The study involved 144 mentees, 24 Link-Tutors, 24 Lead Mentors and Mentors, 16 Opinion leaders, the District Director of Education and the Principal of Enchi Training College. Descriptive design was adopted and a questionnaire was the main data collection tool used; supported with interviews. It was concluded that mentees faced the problem of inadequate supervisory practices by their mentors. The mentees faced a number of socio-economic challenges that range from logistic and the lack of community support on the programme. The study thus recommends that, all stakeholders should join hands to ensure the success and smooth running of the programme. Keywords: Teacher, Teacher training, Teacher education, Out-programme, Human resource, Human resource development. 1. Introduction The development of every nation largely depends on its human resources that act as agents for transforming the raw materials and other resources into more beneficial assets that contribute greatly towards the development of the nation. DeSimone and Harris (1998) define Human Resource Development as a set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands. The level of educational attainment in a country is a major contributory factor both directly and indirectly to the degree of economic growth and development that is achievable in that country. Education contributes to the growth and development directly through employment, enhanced productivity and the composition of a civil population that is apt to promote social progress (Akyeampong, 2006). Aboagye (2002) adds that more educated citizens have a better chance of transforming knowledge and assets into productive livelihoods, which provide the basic needs of food, shelter, health, and freedom from ignorance. Educated people tend to be more productive and are better able to play a constructive and informed role in civil society. Education provides the intellectual skills to enable people adapt to change and to assimilate new ideas in a dynamic relationship with cultural traditions. The moving force behind all the changes is the teacher. The importance of teacher education in the socio-economic and political development of a country cannot be overemphasized. Teacher education constitutes the core manpower development in many developing countries. It is through this sector of the educational system that teachers of various grades are prepared towards teaching and learning in schools and ultimately in the manpower production of a country (Aboagye, 2002). Efforts were put in place to train and develop teacher training institutions which were to be the grass root implementers of policies and initiatives of educational improvement and development. Akyeampong (2003) states that one of the significant changes in initial teacher training in Ghana in recent times is the change from a three year “in” college training to two years in college and one year “out”. This seems to be a move to make training of teachers more practically focused and ensure that prospective teachers have better insights and understanding into actual job training. It reflects an increasing desire of the Ministry of Education and the Ghanaian teacher educators to see teacher training include more experience learning on the job. This helps a lot as mentees are mentored to teach and supervised in a classroom setting by mentors, lead mentors and link tutors. Even under the current system which is three years, the new policy has made modifications. The first two years of the programme is to be spent on campus and students are to be taught using the conventional face-to-face instructional approach. During the third or final year, the teacher trainees are to be posted to basic schools where