Most Ghana teachers lack sufficient knowledge of new Standards-Based Curriculum – Research

Research conducted by the Institute of Education, University of Cape Coast (UCC), has revealed significant gaps in the implementation of the Standards-Based Curriculum (SBC) in Ghana’s basic schools, which are affecting the quality of education.

The study found that 53 per cent of teachers teach without lesson plans or teaching and learning resources. It also revealed that many teachers lack sufficient knowledge of the curriculum, particularly its rationale, philosophy, core competencies and values.

Researchers noted that the nationwide rollout of the curriculum was rushed, leaving inadequate time for proper training and correction of potential lapses. Some challenges were also identified with the sequencing of topics and missing content.

The SBC seeks to shift basic education from rote learning to practical, globally relevant skills. In that regard, the study examined teachers’ knowledge, beliefs, practices and perspectives regarding the curriculum and the challenges they face.

Led by Dr Esinam Avenyo and Dr Chris Kwaah, Research Fellows at UCC, the study was conducted in 24 schools across the Ashanti, Northern and Greater Accra Regions. It was disseminated under the theme: “Implementation of the Standards-Based Curriculum: Knowledge, Beliefs and Practices of Early Childhood and Primary In-Service Teachers in Ghana.”

Dr Avenyo said most teachers reported not receiving teaching and learning materials since the curriculum’s introduction in the 2019/2020 academic year, forcing them to improvise. “It was not surprising that more than half of the teachers were not using any teaching and learning resources at all,” she noted.

The researchers highlighted that teachers felt the one-week training they received was insufficient, making it difficult to understand key concepts necessary for lesson preparation. Consequently, teachers often taught according to old methods rather than following the curriculum’s requirements.

“For example, in Kindergarten, teachers are expected to use an integrated thematic approach, combining different aspects of learning into a single theme. Without proper understanding or resources, teaching becomes abstract and ineffective,” Dr Avenyo explained.

Despite these gaps, the researchers noted that teachers were still introducing social values to learners, which they lauded as a positive practice.

The study recommends continuous professional development for teachers to enhance curriculum understanding, provision of teaching and learning resources, and piloting future curricula or amendments to address potential challenges before nationwide implementation.

Professor Lebbaeus Asamani, Head of the Department of Education and Psychology, praised the research methodology as rigorous and reliable, noting the findings’ external validity across varied contexts.

Prof Ernest Kofi Davis, Director-General of the Ghana Education Service (GES), stated that curriculum reforms are only effective if teachers understand, believe in, and apply them faithfully. He pledged GES’s commitment to providing professional development, instructional support, and resources to ensure effective implementation.

“The promise of the Standards-Based Curriculum can only be fulfilled when teachers, school leaders, district and regional directorates, parents, communities, and policymakers work together in unity and purpose,” he said.

Madam Ramatu Musu, a teacher at Imam Khomeini Islamic Basic School, admitted they were not fully implementing the curriculum and pledged to follow the researchers’ recommendations. She appealed to government for more in-service training and resources, and to UCC to equip affiliated basic schools to enhance teaching and learning experiences.

Source: GNA

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