Acting director for Curriculum at the National Council for Curriculum and Assessment (NaCCA), Reginald Quartey recently highlighted the upcoming changes to Ghana’s secondary education curriculum. The new curriculum aims to promote inclusive pedagogy, particularly benefiting students with disabilities such as visual impairments and hearing impairments.
Scheduled for rollout in October 2024, this curriculum overhaul is a significant step toward modernizing education in senior high schools (SHSs) across the country. Quartey emphasized that extensive stakeholder engagements, including with teacher unions in Bolgatanga, have been pivotal in refining the curriculum to ensure its success.
One notable aspect of the new curriculum is its focus on inclusivity for visually impaired and deaf students. For instance, Quartey mentioned the development of a mathematics curriculum tailored for visually impaired students to study at the SHS level, addressing a gap where such students often lack opportunities in certain subjects.
Moreover, NaCCA is actively working on a national sign language curriculum, spanning from basic school to SHS level, further underlining the commitment to inclusivity and accessibility in education.
The ongoing pilot program involving 33 SHSs is crucial for identifying any shortcomings or gaps in the curriculum before its full implementation. Quartey expressed confidence that this process would lead to a refined and effective curriculum that meets the diverse needs of students.
Regarding assessment methods, NaCCA plans to introduce a transcript system that will integrate internal assessments conducted by schools. This approach aims to ensure a comprehensive and coordinated evaluation process in collaboration with the West African Examination Council (WAEC).
Professor Jonathan Fletcher, a key figure in crafting the new curriculum, highlighted its learner-centered approach and unique features, including subject-specific philosophies and visions. He stressed the curriculum’s role in nurturing not just academic prowess but also Ghanaian values, leadership skills, and global citizenship among students.
While there’s optimism about the transformative impact of the new curriculum, Ivy Betur Naaso, the Upper East Regional Chairperson for the Ghana National Association of Teachers (GNAT), voiced concerns about equitable access. She noted disparities between different school categories and emphasized the need for a conducive learning environment and support for both students and teachers across all schools.