Scholarlink

<p>Curriculum reforms are essential for improving education systems and ensuring students develop the skills needed for the modern world. Ghana’s introduction of the Standard-Based Curriculum (SBC) represents a significant shift toward competency-based education, emphasizing critical thinking, creativity, and problem-solving. However, the success of this reform relies heavily on teacher preparation and resource availability. This qualitative study examines the readiness of Senior High School (SHS) teachers in the Cape Coast Metropolis for SBC implementation. Eight SHS teachers participated in semi-structured interviews, providing in-depth insights into their experiences. Thematic analysis revealed key challenges, including insufficient training, lack of practical professional development, and inadequate resources, all affecting teaching effectiveness and student engagement. Findings indicate that many teachers revert to traditional instructional methods due to limited pedagogical support, undermining the curriculum’s goals. The study highlights critical barriers such as overcrowded classrooms, limited access to ICT tools, and inadequate STEM resources, which hinder the adoption of student-centred learning. To enhance the effectiveness of the SBC, this study recommends establishing structured, ongoing teacher training programs that emphasize practical application, increased investment in educational resources, and policy adjustments to support schools with infrastructure and technology. These measures will strengthen teachers’ ability to implement competency-based instruction, ensuring meaningful improvements in student learning outcomes. Addressing these gaps will facilitate a more effective transition to a modernized education system, fostering an environment where teachers and students can thrive.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Curriculum reforms without foundation: The effects of inadequate preparation in curriculum reforms on Ghanaian teachers and the education system

  • 期刊论文

  • 发表日期：

    2025年4月9日

查看全文
  • Isaac Buabeng,
  • Bridget Amo-Darko

摘要

Curriculum reforms are essential for improving education systems and ensuring students develop the skills needed for the modern world. Ghana’s introduction of the Standard-Based Curriculum (SBC) represents a significant shift toward competency-based education, emphasizing critical thinking, creativity, and problem-solving. However, the success of this reform relies heavily on teacher preparation and resource availability. This qualitative study examines the readiness of Senior High School (SHS) teachers in the Cape Coast Metropolis for SBC implementation. Eight SHS teachers participated in semi-structured interviews, providing in-depth insights into their experiences. Thematic analysis revealed key challenges, including insufficient training, lack of practical professional development, and inadequate resources, all affecting teaching effectiveness and student engagement. Findings indicate that many teachers revert to traditional instructional methods due to limited pedagogical support, undermining the curriculum’s goals. The study highlights critical barriers such as overcrowded classrooms, limited access to ICT tools, and inadequate STEM resources, which hinder the adoption of student-centred learning. To enhance the effectiveness of the SBC, this study recommends establishing structured, ongoing teacher training programs that emphasize practical application, increased investment in educational resources, and policy adjustments to support schools with infrastructure and technology. These measures will strengthen teachers’ ability to implement competency-based instruction, ensuring meaningful improvements in student learning outcomes. Addressing these gaps will facilitate a more effective transition to a modernized education system, fostering an environment where teachers and students can thrive.