New learner-centred curriculum for second-cycle schools ready -NaCCA


By Ernest Bako WUBONTO

The National Council for Curriculum and Assessment (NaCCA) has unveiled a new curriculum for Senior High Schools (SHS), Senior High Technical Schools (SHTS) and Science, Technology, Engineering and Mathematics (STEM) programmes, set to roll out in the 2024/25 academic year.

Aimed at fostering 21st-century skills and values, the learner-centred curriculum is currently undergoing piloting in 33 schools nationwide.

According to Prof. Osei Kwarteng, Chair of NaCCA, the curriculum development process, informed by the National Education Strategic Plan (ESP) 2018-2030, involved extensive consultation with stakeholders over three years.

Notably, over 300 Ghanaian professionals collaborated in its writing, ensuring alignment with national values and expectations. Departing from the traditional programme-based approach, the new curriculum focuses on course-based selection, offering students flexibility in subject choices.

Reginald Quartey, Acting Director of Curriculum, highlighted that students will now select a minimum of three elective courses alongside their four core subjects, promoting a more personalised learning experience.

Furthermore, the curriculum places learners at the forefront of teaching and learning, leveraging interactive and practical methods to make education engaging and relevant to their lives. Each subject now incorporates its own philosophy and vision, elucidating its significance in national development. Additionally, the curriculum integrates shared Ghanaian values to instil a sense of responsibility and citizenship in students.

Integrating 21st century skills and competencies

The curriculum encompasses 21st-century skills and competencies across three main areas: Foundational Knowledge, Competencies, and Character Qualities. Foundational Knowledge includes literacy, numeracy, scientific literacy, information communication and digital literacy, financial literacy and entrepreneurship, cultural identity, civic literacy, and global citizenship.

Competencies focus on critical thinking and problem-solving, innovation and creativity, as well as collaboration and communication.

Character qualities emphasised are discipline and integrity, self-directed learning, self-confidence, adaptability and resourcefulness, and leadership and responsible citizenship.

Moreover, the curriculum adopts a balanced approach to assessment, advocating for diverse and personalised evaluation methods.

These include project work, practical demonstrations, performance assessments, skills-based assessments, class exercises, portfolios, as well as end-of-term and final external examinations.

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