Touch Not The Curriculum, And Do No Harm To The Core Standards: The Importance Of A Stable Educational Curriculum In Ghana

As we look ahead under the promising leadership of His Excellency John Dramani Mahama, it is crucial that the new government refrains from dismantling the existing curriculum. This curriculum, which was thoughtfully implemented in September 2019 for kindergarten through primary schools and extended to senior high schools in November 2024, represents a significant advancement in our educational landscape. Credit to the Nana Addo-led government. Rooted in global best practices, the standards-based curriculum aims to cultivate confident, innovative, creative-thinking, well-oriented, and digitally literate citizens who are well-prepared for the 21st century.

The development of this standards-based curriculum has been no small feat; it addresses core competencies essential for both teachers and learners today. It stands as a transformative framework that not only honours diverse perspectives but also prioritises sustainability in teaching and learning. Notably, it aligns with the National Education Forum's theme, "Transforming Education for a Sustainable Future," and thoughtfully incorporates elements of the Sustainable Development Goals.

To quote directly from the National Teachers' Standards for Ghana, page 11 states: "The standards are aspirational in their vision, positively embracing the promises and challenges of the 21st century for Ghana. More importantly, they support Ghana in meeting Goal 4 of the Sustainable Development Goals for 2030 to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

I understand the President's commitment to ensuring access to education without compromising its quality. Insights shared at the recent forum underscore Ghana's strong ideological commitment to education, heralding the emergence of a National Educational Ideology. This new curriculum has a concise philosophy that underpins its realisation. The curriculum's underlying philosophy aims to equip teachers with the skills and values necessary to adapt to evolving circumstances, employing inclusive strategies and fostering lifelong learning.

The philosophical underpinning of Ghana's teacher education states: "Teacher education in Ghana aims to prepare teachers imbued with professional skills, attitudes, and values as well as the spirit of inquiry, innovation, and creativity that will enable them to adapt to changing conditions, use inclusive strategies, and engage in lifelong learning." This answers the question of national educational ideology. Ghana has a clear National Educational Ideology (Ideological Purpose of Education). The only gap is for the government to entrench it in the constitution to prevent political interference and harassment, with which I agree with the distinguished presenters.

Key recommendations made at the forum included:

1. Developing a diverse and flexible curriculum.
2. Developing the National Educators Competency Framework that ushers in ethical and accountable educators, effective professionals, future cultivators, and community collaborators.
3. Institutionalisation of a value framework which should centre on ethics of care, attitudes, and behaviours with a sense of responsibility, respect, and care for the well-being of the ecosystem and its people.
4. Strong partnerships with parents, organisations, and relevant stakeholders.

On what Ghana needs to do, the following were recommended:

Goal 1: The Ghanaian education system will nurture ethical, culturally responsive citizens who integrate cutting-edge technology and champion excellence and equity.

Goal 2: All Ghanaian citizens will be informed, confident, creative, practically responsive, and respectful, embrace lifelong learning, and actively participate in their community.

Goal 3: All Ghanaian citizens will be enterprising, resilient, and ambitious and apply their knowledge to benefit themselves and society.

It is instructive to note that these goals are all captured in the new curriculum. However, it is vital for the government to direct its focus toward enhancing other dimensions of education as outlined in its manifesto. I am thrilled by the government's commitment to allocating substantial funds (GH₵292.4 million) toward education in the 2025 budget—such as the notable increase in funding for the Free SHS initiative, which includes provisions for distributing sanitary pads to female students in primary and secondary schools.

I urge President John Dramani Mahama to remember the promises made, particularly:

i. To launch a 'Furniture for All Initiative' to address the acute deficit at the basic level in partnership with the local carpentry and furniture industry;

ii. To abolish the double-track system to restore a stable academic calendar;

iii. To extend free SHS to cover students in private Senior High Schools.

By staying the course and reinforcing our commitment to a quality educational framework, we can truly empower our nation's learners and secure a brighter future for Ghana.

Felix Oppusu Paapa Agyiri
[Educational Sociologist]
[email protected]

+233557430188