Ghanaian teachers’ perception on their readiness in implementing the standard-based curriculum

Abstract

The Ministry of Education through the National Council for Curriculum and Assessment designed the Standard-based Curriculum in 2018 in response to current trends in education which aligned with 21st-century skills. This study focused on establishing teachers’ readiness to efficiently use teaching strategies employed in Ghana’s Standard-based curriculum to achieve the ultimate outcome of learners’ lifelong learning. The readiness of teachers was built on the variables; pedagogical knowledge and abilities of teachers, continuous professional development of teachers, and availability of teaching and learning resources. With a sample size of 400 teachers across Ghana, the study adopted a convergence mixed method model. The study found that only 44.2% of teachers were fully ready in implementing the Standard-based Curriculum after four years of implementation. Teachers largely acknowledged the importance of the curriculum and its influence on learning outcomes for learners when fully used. However, lack of teaching and learning resources and insufficient teacher professional training hinders effective teaching and learning.