On Tuesday, September 3, 2024, the Ghana Geographers Association (GGA) in partnership with; the Transforming Teacher Education & Learning programme ( T-Tel), established as a government of Ghana pre-service teacher training programme funded by the Foreign, Commonwealth & Development Office (FCDO) and implemented by Cambridge Education, trained geography teachers to adapt to the new curriculum as part of this year’s annual conference at the Department of Geography and Resource Development on the University of Ghana campus.
The event featured esteemed speakers, including Prof. Charlotte Nana Wrigley-Asante, Head of the Department of Geography and Resource Development; Mr. Robin Todd, Executive Director of T-Tel; and the President of the GGA, alongside prominent geography educators from secondary and tertiary institutions nationwide.
The Executive Director of T-Tel, the primary sponsor of the conference, Mr. Robin Todd, engaged attendees expansively on the new senior high school curriculum introduced by the government for the upcoming academic year.
Reflecting on his personal journey, Mr. Todd shared his return to Ghana in 2017 and offered a critical perspective on the local educational curriculum, citing a memorable instance involving his daughter’s biology homework, where students were tasked with creating models of plant or animal cells using everyday materials. This hands-on assignment highlighted the effectiveness of experiential learning and showcased how teachers could step back and allow students to actively engage with their lessons.
He passionately emphasized the transformative potential of the new curriculum, advocating for a more active role for learners in their education. He proposed that by incorporating group work and encouraging students to take on greater responsibilities, teaching could become more dynamic and engaging.
“This shift would not only foster collaboration but also ensure that each classroom experience remains unique, shaped by the diverse contributions of students.”
Mr. Todd also articulated a pressing need for a paradigm shift in assessment practices, criticizing the current system’s heavy reliance on rote memorization. He introduced the new assessment scheme being developed by WAEC (West African Examinations Council) and NACA (National Council for Curriculum and Assessment), which promises a more varied approach. This new framework reduces the emphasis on recall while increasing focus on conceptual understanding and critical thinking.
“Our success as teachers is often judged by the Wassce results and the only way we can get the Wassce results is to do the chew, pour, pass and forget format. We recycle this teaching method and later claim we have ten years of teaching, but it is actually one year of experience of teaching, repeating it ten times. This is demotivating! It is not creating the skills and the competence we need in our youth to develop Ghana.”
He further elaborated on the introduction of a 30% teacher assessment component to complement the WASSCE (West African Senior School Certificate Examination). This component will encompass various forms of student work, subject to quality assurance processes to ensure fair grading. By requiring teachers to submit regular assessments, a comprehensive school transcript will now form part of university applications, providing a holistic view of each student’s performance.
Addressing the critical issue of examination malpractice in Ghana, Mr. Todd recounted troubling instances where students switched schools to enhance their chances of passing. He expressed concerns about the disconnect between academic performance and genuine understanding. “The new system introduces more transparency,” he noted, highlighting that a significant portion of assessment will now involve teacher evaluations alongside WASSCE results.
Additionally, he underscored the importance of integrating Ghanaian values and culture into the new curriculum and called for collective efforts to ensure that these reforms not only succeed but also resonate with the cultural and educational aspirations of the nation.
“This integration includes religious and cultural education, proverbs, and teachings from various religious perspectives, all aimed at creating a curriculum that genuinely reflects national identity and mitigates the disconnect caused by external influences.”
In conclusion, Mr. Todd expressed his unwavering support for educators, emphasizing the critical role geography plays in fostering creativity among students. He announced an exciting partnership with the University of Ghana aimed at revolutionizing geography education across the nation. This collaboration focused on providing every school with topographical maps, making lessons more engaging and relevant by allowing students to explore their local environments. By concentrating on familiar areas, the initiative sought to deepen students’ understanding of geographical concepts such as contours and gradients.
Story By: Fauzia Salim | univers.ug.edu.gh
