The Common Core Curriculum is Being Implemented in SHSs

The senior high schools (SHSs) are all set for the implementation of the Common Core Curriculum. This follows the successful implementation of the curriculum at the junior high level three years ago. The first batch of students from the pioneering group is scheduled to write the maiden edition of the Common Core-based examination this year.

The National Council for Curriculum and Assessment (NaCCA) conducted a trial test of the curriculum during its development, taking into account the feedback received to finalize it. Currently, a second trial test is being carried out in 31 schools across the country.

According to Professor Edward Appiah, the Director-General of NaCCA, the trial tests will continue until August, after which the academic year will commence in September. The tests cover all 38 subjects, including STEM (Science, Technology, Engineering, and Mathematics) subjects.

To ensure that the subjects under the common core curriculum aligned with the subject combination in tertiary institutions, NaCCA engaged with vice-chancellors. They sought their input at the beginning, during, and after the curriculum development process. The vice-chancellors expressed excitement about the new development and provided some views for consideration, which NaCCA is taking on board.

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Prof. Appiah’s emphasis on NaCCA remaining open to further discussions with the vice-chancellors highlights the organization’s commitment to working collaboratively towards reorganizing subjects in the education system. By acknowledging the need for ongoing communication and collaboration, NaCCA is demonstrating a willingness to listen to feedback and input from key stakeholders in the education sector.

It is now up to the vice-chancellors to take the necessary steps to initiate the reorganization of subjects. This highlights the importance of leadership and proactive decision-making in driving change within the education system. The responsibility falls on the vice-chancellors to push forward with the necessary reforms and ensure that the education system reflects current needs and priorities.

Overall, Prof. Appiah’s comments underscore the importance of ongoing dialogue, collaboration, and decisive action in order to bring about meaningful change in the education sector. NaCCA’s willingness to engage with stakeholders and the call for action from the vice-chancellors signal a commitment to improving and evolving the education system for the benefit of all involved.

However, he emphasized that the new curriculum was not a significant departure from the previous one in terms of how students approached their studies at universities.

According to Prof. Appiah, the new curriculum is subject-based rather than program-based, which was the case in previous years. He highlighted that the program-based curriculum was limiting for students and lacked flexibility.

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Before the curriculum review, stakeholders, including universities, expressed concerns about the need for more flexibility in students’ subjects. They wanted students to have the ability to pursue multiple programs when they entered university.

Although the new curriculum is subject-based, Prof. Appiah assured that it still allows for flexibility, even for students in specific programs like Home Economics. They can choose additional subjects that provide opportunities for switching and exploration.

To ensure the success of the new curriculum, Prof. Appiah emphasized the importance of engaging professional bodies such as the Ghana Institution of Engineers, the Ghana Medical and Dental Council, and the Pharmaceutical Council. These bodies have a vested interest in the courses offered at universities.

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Prof. Appiah elaborated on the subjects taught in junior high schools, stating that students would be taking eight compulsory subjects and would have the option to choose one or two electives.

He emphasized that the essence of the common core curriculum was for students to be assessed in 11 subjects that are part of the school curriculum.

The compulsory subjects include English, Science, Social Studies, Religious and Moral Education, Mathematics, Ghanaian Language, Career Technology, Creative Arts & Design, while the elective subjects consist of Computing, Arabic, and French.

Prof. Appiah noted that schools must ensure that students are examined in all 11 subjects, but in cases where there are no Arabic or French teachers available, Computing can be chosen as an elective subject.