According to Nyarko (2008), a Ghanaian Times editor, nearly four districts in the Greater Accra Region were experiencing overstaffing in primary schools with nearly more than 850 teachers. Among these districts included Ga West and East, as well as Tema and Accra metropolis, which recorded 77, 128, 193 and 454 respectively. Nyarko (2008) further points out that such a situation could possibly be as a result of large enrolment that leads to two or more teachers in one class as almost the entire class rely on their teachers on virtually all educational aspects. This is not the case with Sheffield where year six classes are adequately staffed as other educational facilities can be improvised to supplement direct learning such as computers, magazines among others (Tymms and Merrell, 2007), which usually begins as early as year six.
Kwame (2010) indicates that Education in Ghana as a whole is mainly conventional learning in a classroom where most of the pupil’s work is mainly theoretical where the pupils tend to rely heavily on their teachers. On the contrary, their Sheffield counterparts tend to learn from an integrative educational approach that embraces both theoretical and practical learning. This is majorly due to the economic status of these two regions where poor income distribution and economy of Accra limits the resources available for such young children. As for the latter, there are adequate learning resources ranging from computers, which therefore imply that pupils from Sheffield are well exposed thereby easing their access to learning while simultaneously requiring very little assistance and supervision in learning (Tymms and Merrell, 2007). Such knowledge on the diversity of challenges in learning existing in various parts of the world creates awareness to a prospective teacher on the possible challenges that exist in education. Similarly, the knowledge of the same