TITLE:
Implementation of the Standard-Based Curriculum: An Overview of Pre-Tertiary Curriculum in Ghana (1951-2019)
AUTHORS:
George Asante, David Arhin, Nicholas Essien, Samuel Bentil, Georgina Asibey
KEYWORDS:
Curriculum, Education, Basic School Teachers, Perspectives, Standard-Based Curriculum
JOURNAL NAME:
Open Access Library Journal,
Vol.11 No.2,
February
27,
2024
ABSTRACT: The process of converting curriculum plans or intentions into practice, that is to say moving from page to playground, is agreed by curriculum experts as the most critical stage of the educational transformation development. This process sometimes meets challenges that may cause implementation failure. This study reviewed relevant literature on the series of curricula that have been implemented in Ghana from 1951 to 2019. In the review, some perceptions of teachers about the implementation of the recent and now-in-use Standard-Based Curriculum (SBC) were presented. The review was done through content analysis and teachers’ interviews. The content of six curricula was reviewed and ten basic teachers were interviewed. The content analysis shows that two courses, Ghanaian History and Our World Our People (Citizenship Education) have been introduced at the foundational level through the SBC. Also, the main areas of emphasis for the SBC are Mathematics, English Language, Science, Creative Arts and Computer Literacy. The findings from the interviews show that teachers believe that the SBC would encourage group work, assist learners to get lifelong skills, prepare learners for the job market, promote inclusive education, promote gender equality, and promote Ghanaian culture and society. This was concluded that the current curriculum is updated and proactive as compared to the previous curriculum. However, they believe that the SBC lacks teaching and learning materials, and comes with the challenge of collaboration and management since teachers were not well trained to implement it. It is recommended that professional development workshops and in-service training should be organised periodically for practicing teachers, who will in turn mentor learner-teachers and also build on their experience to enhance teaching and learning.