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The Ministry of Education said reforms would make education more responsive to Ghana's human resource and development needs.
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Professor Kwasi Opoku-Amankwa, Director General of the Ghana Education Service, launched the New Basic Program on Thursday, 11 April, as part of ongoing reforms in the sector.
According to Professor Opoku-Amankwaah, the Ministry of Education is embarking on reforms, particularly at the pre-tertiary level, to make education more responsive to Ghana's human resource and development needs.
Below you will find the main features of the reforms introduced, which will come into force at the beginning of the new academic calendar in September.
THE NEW CURRICULUM PRIMARY: KEY FEATURES
In the new program, the following important characteristics must be noted;
1. At KG, the number of learning domains must be reduced from seven (7) to four (4), integrated into themes. However, these will be treated with more depth.
2. At the primary and lower levels, the number of subjects remains the same. However, there will be fewer concepts and a deeper treatment of the concept in each subject. In addition, the focus is more on literacy and numeracy.
3. Introduction of a curriculum based on standards. This means that at each stage of the school, a student must demonstrate an understanding and mastery of the knowledge and skills that he is expected to learn as he progresses through his studies.
4. National badessments will be conducted at the P2, P4 and P6 levels to monitor children's performance.
5. The history of Ghana will be compulsory for every child from P1 to P6.
6. RME will be a stand-alone subject.
7. Physical education will be an autonomous subject and will be taught in a practical way
8. French will be introduced at Upper Primary
Plan for implementation at the national level
1. Train a core of 150 master trainers nationwide on the new curriculum.
2. Master trainers will in turn train 3,900 district and regional trainers.
3. Approximately 152,000 kg and primary school teachers will be trained throughout the country by the master, regional and district trainers.
4. There will be ongoing professional development through the establishment of learning communities so that teachers can share their ideas and experiences.
5 Community involvement (school management committees, school performance evaluation meetings, PEA), provision of educational materials to schools, provision of textbooks, relevant teaching resources, monitoring and evaluation.
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