PARTICIPATORY TEACHING AND LEARNING: Critical Thinking Faculty and the Ghanaian Curriculum

BACKGROUND INFORMATION

The Ministry of Education of Ghana is the sole body ordained to research into, design and change the curriculum for teaching in our schools, especially in basic and secondary schools. Curriculum development is part of development financing everywhere the world over. Ghana Education Service (GES) is the main implementer of the policies and directives of the Ministry of Education. They do not formulate them. All forms of and activities relating to formal education in Ghana must conform to the directives of the Ministry of Education.

THE CURRICULUM

The curriculum is the major aspect of control on formal education in Ghana. Nothing makes education more meaningful than following the curriculum. The best practices in formal education are all embedded in the curriculum. It is of international standard and somehow more beautiful than those of some other countries.

WHAT IS THE CURRICULUM?

The curriculum for pre-tertiary education in Ghana is found in the syllabus (curriculum) for teaching and the School Based Assessment (SBA). The current on is learning-centered, heavily depending on Participatory Teaching and Learning tools. Formal education without insight into these two directive documents is bad. Your passion to teach or educate children in Ghana must have a direction in order to make positive impact.

WHAT IS PARTICIPATORY TEACHING AND LEARNING?

PTL is the contemporary and globally approved form of educating the world. It deals with the use of teaching methods and techniques that will force the learner to learn by doing in order to become acquainted to doing and for that matter work. It is mend for ensuring rapid change of our world. Positive change of course.

As a teacher, using the following methods will help you change the world fast:

• Less or minimal lectures (more demonstrations)
• Demonstration of practical lessons, Discussions (in class).
• Buzz Groupings.
• Critical Thinking procedures (futures’ wheel, values clarification, etc.)
• Project works (short or long term), etc.

Ghana's education system has metamorphosed tremendously over the ages. There is no time now to go way back but you could on your own. Some years back final termly assessments were in the following proportions:

Class Score: Exams Score = 40:60 then it became 30:70. 

Since the year 2012 (even though it commenced in 2008), this ratios changed to 50:50 and the Ministry of Education pointed out that the need to make practical, teaching and learning, and help develop the latent potentials in the child is the only reason. In September this year, the new curriculum was introduced into the system. Even though the move has been seen as a rush that has created so much waste, the content and demands in them stand strong to make prone the implementation of the SBA directives - which has been poorly handled since its inception in 2008 and 2012. 

CONCLUSION

Since 2012, all basic and second cycle schools are to adopt the directives of the Ministry of Education, which are found in the syllabus and the SBA, to the core in order to accomplish the aim of educating the younger generations. The newly introduced curriculum is a real enforcement of what has been poorly dealt with. The MOE indicated that we are missing the reason for educating ourselves with the previous forms of assessments and formats. The change is not to be carried out by will but of a compulsion. Therefore all stakeholders of Ghana's education must look for and seek clearer understanding of the directives and become productive.

Composed by 

Mr. Samuel Gbodo, Executive Director - SKIMS