Institute of Education

In 2019, the government of Ghana introduced the Standards-Based Curriculum (SBC) for early childhood and primary education, with full implementation beginning in 2020. The SBC emphasizes traditional academic skills alongside core competencies and values to prepare students for a globalized world. However, the successful implementation of the curriculum hinges on teachers' understanding and acceptance of its principles. This study examined the knowledge, beliefs, and practices of in-service early childhood and primary school teachers regarding the SBC, focusing on their perspectives on curriculum rollout and the challenges they face.

Key Findings:

• Teachers’ Knowledge: There were varying levels of knowledge about the SBC among teachers. While some teachers understood it as an activity-based and child-centered approach, many lacked a deeper understanding of its rationale, philosophy, core competencies, and values. Teachers, however, demonstrated adequate knowledge of the resources, pedagogical approaches, and assessment practices required for implementing the SBC.
• Teachers’ Beliefs: Teachers generally held positive views about the SBC, recognizing its potential to improve teaching and learning outcomes. Professional development initiatives, such as Professional Learning Communities (PLCs), were seen as beneficial in enhancing teachers’ knowledge and skills.
• Implementation Practices: Teachers varied in their approach to lesson planning, with some not having lesson plans and others relying on textbooks or downloading pre-made plans from the internet. Teachers focused primarily on two core competencies—communication and collaboration, and critical thinking and problem-solving—mainly through group work and questioning. Most teachers did not use any teaching and learning resources, including ICT tools, due to a lack of resources.
• Perspectives on Curriculum Rollout: Both teachers and headteachers felt that the curriculum rollout was rushed and that the training provided was inadequate. They suggested that future curriculum rollouts should be phased and accompanied by more comprehensive, hands-on training and the provision of necessary teaching resources.
• Challenges in Curriculum Implementation: The major challenges identified included a lack of teaching and learning resources, such as textbooks and ICT tools. Teachers also reported inadequate knowledge and skills, especially in understanding new lesson formats and integrating ICT into teaching. Additionally, there was a lack of parental understanding and support for the new curriculum, and issues with the sequencing and completeness of curriculum content.

Key Recommendations:

• Training: Provide ongoing, comprehensive professional development for teachers to deepen their understanding of the SBC’s core components.
• Phased Rollout: Future curriculum implementations should be phased to allow adequate preparation and resource provision.
• Support for ICT Integration: Increase support for teachers in integrating ICT into their teaching practices.
• Parental Engagement: Engage and educate parents about the SBC to foster greater support for its implementation.

Research Team

Open University

Prof. Eric Anane

Dr Christopher Yaw  Kwaah

Dr Esinam Ami Avornyo

Dr. Roger Ayinselya

Dr. Ebo Amuah