Implementing the New National Teacher Education Curriculum at the University of Education, Winneba, Ghana: Prospects, Challenges, and the way forward

This study investigated the views of learners and the implementers on the prospects, challenges and the way forward of the implementation of the New National Teachers Standard Curriculum at the University of Education, Winneba, Ghana. It adopted the mixed methods approach underpinned by pragmatism epistemology. The study employed the sequential explanatory mixed method design where quantitative data were collected and analyzed at the first stage, followed by the collection and analysis of qualitative data. Purposive sampling technique was used to sample 250 learners and 35 lecturers who have experienced the New National Teachers Standard Curriculum two years on since it implementation for the quantitative phase whereas 2 Heads of Department were purposively sampled for the qualitative phase respectively. Questionnaire and a semi-structured interview guide were the main instruments used for the study. Descriptive statistics such as mean, frequency, standard deviation, and percentages as well as inferential statistics like the multiple regression were used to analyze the quantitative data while the qualitative data was analyzed thematically. The study revealed that the implementers (lecturers) were highly prepared in the implementation of the New National Teachers Standard Curriculum. Besides, having interest to teach the new curriculum, strict adherence to the assessment mode, availability of time to prepare and deliver the content, completion of prescribed content per semester, and availability of internal and external support systems were the facilities available in ensuring smooth implementation of the new curriculum. However, inadequate teaching space and large class size and lack of teaching and learning resources were challenges facing the successful implementation of the New National Teachers Standard Curriculum. It was further noted that learners’ regularity and punctuality at lectures, active participation of learners in group work and having an understanding of the new curriculum were some of the contributions brought forward by learners towards the implementation of the new curriculum. The study showed that demographic variables of implementers (sex, age, academic qualification and rank) significantly predicted their level of preparedness. Regular in-service training for implementers, a very effective monitoring system, provision of adequate teaching and learning resources were some of the recommendations advanced.

Keywords: Learners, implementers, curriculum, prospects, implementation, challenges.