Pre-Tertiary: SBC, CCP, GALOP listed as 2021 Worst Implemented Educational Policies in Ghana

GALOP GES CURRICULUM TEACHERS

EducationGhana, August 21, Policies: The 2021 Academic year has seen a lot of events in Ghana’s Education System, starting from the reopening of Schools to the implementation of Educational policies.

The team at EducationGhana did a qualitative analysis of the implementation of policies in the Pre-Tertiary Education Sector being led by the Ghana Education Service (GES).

The THREE Worst implemented Educational Policies in the Pre-Tertiary Education Sector are the Standard-Based Curriculum (SBC), Common Core Programme (CCP) Curriculum and The Ghana Accountability for Learning Outcomes Project (GALOP).

Population 

The team took a sample of two Basic schools from each of the 10 old regions of Ghana to interview and also observe the implementation of the policies being introduced.

Check This Out:GES announces date for District and Regional Transfers of Teachers for 2021/22 Academic Year

 

Standard-Based Curriculum (SBC)

The Standard-Based Curriculum (SBC) which was introduced by the National Council of Curriculum and Assessment (NaCCA) in 2019 has been described as one of the worst poorly implemented educational policies at the pre-tertiary level in Ghana in 2021.

Respondents in most of the schools lamented that for the past two years the curriculum being introduced has not been given much attention.

The respondents said textbooks and other relevant materials meant to aid successful implementation of the curriculum have been absent sincere the introduction of the curriculum in 2019.

They argued that though the NaCCA was able to introduce a very good curriculum, the GES was not able to help with its implementation.

Teacher Unions criticized the GES for neglecting the learners and teachers whilst giving them a curriculum without the relevant resources.

Check This Out: GES gradually ignoring Upgrading with Degrees for Promotion Exams – Ellis Ferdinand

 

About SBC

The Standards-Based Curriculum (SBC) seeks to address the challenges with the previous curriculum and ensures that the content of the curriculum is benchmarked to international standards.

 

Common Core Programme (CCP) Curriculum

The Common Core Programme (CCP) Curriculum is a four-year education Programme designed to offer learners in Basic 7 to Basic 10 (JHS1 – SHS1) the opportunity to prepare for higher education and the world of work or both.

Since its introduction in 2020, the GES has not been able to train teachers at the public schools to begin its implementation in 2019.

A situation that has affected its implementation, leaving JHS 1 students to resort to the use of the old curriculum against the SBC they started within 2019.

The CCP is now being expected to begin implementation in 2022, making it one of the worst implemented educational policies being introduced by the GES.

 

GALOP

The Ghana Accountability for Learning Outcomes Project (GALOP) has been one of the three worst implemented Educational Policies at the Pre-tertiary level of education in Ghana.

Since its inception in 2020, GALOP is yet to see its implementation due to the inability of the GES to release funds for its implementation.

Though teachers were being trained for he implementation to begin in the 2020 Academic year, the teachers were expecting some monies to get the resources for the implementation of the policy in their schools.

About GALOP

The Ghana Accountability for Learning Outcomes Project (GALOP) is a five-year project with the objective to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana.

The project targets the 10,000 lowest-performing Basic Schools (Kindergarten, Primary and Junior High Schools) and all special schools with direct interventions.  is a five-year project with the objective to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana.

The project targets the 10,000 lowest-performing Basic Schools (Kindergarten, Primary and Junior High Schools) and all special schools with direct interventions.

“Data on basic education in Ghana show that access to quality education is inequitable. There are variations in the quality of Basic Schools and a considerable number of children are out of school. Consequently, the Education Strategic Plan (ESP 2018–2030) commits to providing equitable access to quality basic education to all children.

GALOP supports the commitment to equitable access to quality education through targeted interventions at the most disadvantaged schools, benefitting children across the country.”

 

Funding for GALOP

The total project amount is US$218.7 million. It is jointly funded by the World Bank, Department for International Development (DFID) and the Global Partnership for Education (GPE).

GALOP is a results-based financing project. Disbursement of project funds to the Ministry of Education is contingent on the achievement of pre-determined results.

In total, about 2,328,750 pupils and 76,000 teachers from the targeted basic schools are expected to directly benefit from the various interventions under the project.

In addition, all School Management Committee members in the targeted schools will benefit from management training while the heads of the targeted schools will also benefit from leadership and accountability training.

1,300 staff from 260 districts will benefit directly from the capacity building training. All Circuit Supervisors, the staff of Regional Education Directorates, Ghana Education Service Headquarters, and Regulatory Agencies of the Ministry of Education will benefit from the project’s capacity building initiatives.

Recommendations

The Researcher recommends that:

  1. Government should make available enough funding for the implementation of Educational Policies
  2. Educational Policies’ Implementation can be Piloted to avoid a rush in its general implementation.
  3. Infrastructural Facilities should be Provided to meet Implementations Expectations.
  4. Curriculum changes should be based on Academic Research and not Political Promises or Public Opinions.
  5. Implementers of the Curriculum should be allowed to give inputs for consideration during reforms
  6. There should be Public Education on Curriculum changes to avoid misinformation and bias reportage

Research Conducted By: Ellis Ferdinand |MPhil. Curriculum and Pedagogic Studies| Blogger | Journalist |2021

 

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