Improving managment of teaching spaces in higher institutions: the winneba model

Abstract

As enrolments keep expanding in tertiary institutions teaching spaces become a scare commodity. This is often so because expansion in teaching and laboratory spaces are not keeping pace with expansion in student enrolments. Efficicency in the managment of available teaching spaces becomes the watch word for institutions seeking to expand student intake. The University College of Education of Winneba which first grew out of three diploma awarding institutions had to accommodate a larger student number in its apparently overused teaching spaces in the first semester of 1992/93 session.  The use made of teaching space hitherto was assessed ex post facto. A central timetable, in which all teaching spaces on the three campuses were pooled for shared use by all students was then launched. The existing teaching spaces were not only sufficient but had rooms to spare for new programme of distant education and for residential accommodation. The use of the remaining rooms restricted to teaching (and which could accommodate were classes) were then re-assessed in March 1993 and the utilization rate increased from 25.4% to 38.9%. The installation of the central timetable on the campuses unlocked the golden gate for enrolment expansion at Winneba