Monitoring the Pre-Tertiary Curriculum Reforms in Ghana: Strategies and Policy Implications
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The National Council for Curriculum and Assessment (NACCA) in Ghana presented a monitoring strategy for pre-tertiary curriculum reforms focusing on data collection, analysis, and utilization to assess implementation fidelity and improve pupil performance. The monitoring will involve various data types, including lesson observations, teacher and headteacher interviews, community involvement, and pupils' performance metrics, with findings accessible via dashboards for stakeholders. Key policy implications emphasize the need for sustained funding and support from the Ministry of Education to legitimize the monitoring system and enhance curriculum implementation.
Monitoring the Pre-Tertiary Curriculum Reforms in Ghana: Strategies and Policy Implications
- 1. National Council for Curriculum and Assessment (NaCCA), Ghana Monitoring the Pre-Tertiary Curriculum Reforms in Ghana: Strategies and Policy Implications Presented by: Prince Hamid Armah (PhD) The Executive Secretary (NaCCA) Co-Chair, African Curriculum Association July 2019 UNESCO-TALENT Regional Workshop on Classroom- based formative assessment (Addis Ababa 2-4 July, 2019)
- 2. 2 Outline 1. Introduction- the curriculum development cycle and implementation plan 2. Purpose of NaCCA FOI Monitoring Strategy 3. Type of data to be collected? 4. What can we tell from the data? 5. How will we analyze and display the data? 6. How will the data be utilized?
- 3. NaCCA Curriculum Development Cycle NA MAC & Cabinet Approval Subject Panel Formatio n Policy & conceptualisation, Framework Stakeholder Engagement Design & Development Quality Assurance Finalisatio n Training and Pilot Rollout Expert Review &Trial Testing
- 4. Creative Good Communicator Problem Solver Patriotic Team Player Global Citizen Independent Innovative Digitally Literate Good Moral Values Team Leader Critical Thinker OUR DREAM PRIMARY AND SECONDARY SCHOOL GRADUATES
- 5. Nationwide Implementation Road Map NaCCA 2017 Curriculum for Change and Sustainable Development Training of a core of National Trainers (186) Training of Regional and District Trainers (3,900) Nationwide Training of KG and Primary School Teachers(152,000) Supply of Curriculum Documents to Schools Supply of Relevant Teaching Learning Resources Monitoring and Evaluation for FOI Coaching & Refresher Courses Community Engagement
- 6. 6 Purpose of the NaCCA Monitoring System Are Teachers, Head Heachers and other stakeholders implementing the curriculum as they have been designed and in accordance with the training they received? To what extent are pupils’ performance improving as result of the implementation of the Curriculum?
- 7. 7 Overview of NaCCA Monitoring Strategy Monitors visit schools once a term to monitor the Fidelity of implementation of the curriculum (we plan to use tablets) The data then feeds into a dashboards system for rapid analysis and visualization The data is used for problem-solving and remediation A Selection of Monitors trained in NaCCA Monitoring System
- 8. 8 Type of Data to be Collected? FOI - lesson observation data Teacher interviews data Headteacher interviews data Community Involvement data Pupils’ performance data
- 9. 9 FOI - Lesson Observation Data Are Teachers implementing the curriculum as designed? Are Teachers using effective methodologies that enable children to develop the required competencies? What can we tell from the data?
- 10. 10 Teacher interviews Have all Teachers been trained on the curriculum? What challenges are Teachers facing with the implementation of the curriculum? What things makes it easier for Teacher to implement the curriculum? What can we tell from the data?
- 11. 11 Headteacher interviews Have all Had Teachers the required capacity to effectively supervise the implementation of the curriculum? Are Head Teacher effectively playing their supervisory roles related to the implementation of the curriculum? What can we tell from the data?
- 12. 12 Community Involvement data To what extent are the school communities involved in the implementation of the curriculum? Do Teachers collaborate with key community resource persons where necessary, in designing/delivering lessons? What can we tell from the data?
- 13. 13 Pupils Performance Data Are pupil competencies improving as a result of implementation of the curriculum? What changes are required to further improve pupil peprformance? What can we tell from the data?
- 14. 14 How will the Data be Presented? The dashboards will be accessible to all key stakeholders including MoE, NIB, NTC, GES, REOs, DEOs, and other relevant stakeholders Data will be displayed using dashboards visualizations and uploaded to NaCCA’s website
- 15. 15 Dashboard use Create strategies to improve implementation of the curriculum using the results Create causes of schools’ implementation problems and best practices Determine Collaborate with the other agencies of the MoE to design interventions to support schools to address implementation issues Design
- 16. 16 Policy Implications • NaCCA will need the MoE to commit to consistent funding for capacity building, data collection, and maintenance of the system. • NaCCA also needs the Ministry of Education and the related agencies to buy-in the system and to adjust existing policies for the system to be legitimized for referencing.
Editor's Notes
- #4: MAC recommendation: Produce a National Pre-tertiary Education Curriculum Framework to provide policy direction for curriculum review, implementation and assessment, Reform Pre-tertiary curriculum leading to the establishment of content standards and performance standards/benchmarks for implementation in schools in Sept. 2019 Main the three years of SHS cycle but ensure schools experience a full term. Iintroduce History as a subject at the primary scholl as a stand alone subject. This should take care of transgenerational knowlege gaps existing among th eyoung people today. 4.Introduce OWOP to develop a morally, upright responsible Ghanaian citizen.