DR. pharmah, PRINCE HAMID

Dr. Prince Hamid Armah is a distinguished educator, researcher, and consultant with over 20 years of experience in the education sector, specialising in mathematics education, curriculum development, teacher education, education policy, and social research.

Dr. Armah holds a PhD in Mathematics Education from the University of Aberdeen, UK, with a focus on Curriculum, Pedagogy, and Education Policy. He holds an MSc in Development Finance from the University of Ghana Business School, an M.Ed. in Mathematics, and a B.Ed. (Hons) in Mathematics from the University of Education, Winneba. In addition, Dr. Armah earned a Bachelor of Laws (LLB) from the Ghana Institute of Management and Public Administration (GIMPA) and holds Qualified Teacher Status (QTS) from the Teaching Regulation Agency in England. These academic achievements reflect his sound foundation in both education and finance, further complemented by his diverse career. He has extensive expertise in quantitative methods and data analysis, having been trained at the Doctoral Training Centres (DTCs) of the Universities of Nottingham, Edinburgh, and Manchester in the United Kingdom, where he specialised in applying quantitative methods to examine issues in curriculum standard setting and maintenance, as well as the design and assessment of national curriculum tests.

Dr. Armah’s professional journey is highlighted by his transformative leadership role as the Director-General of the National Council for Curriculum and Assessment (NaCCA), where he was seconded from the University of Education, Winneba. In this role, he spearheaded the overhaul and reform of Ghana’s national curriculum, leading initiatives such as the introduction of the Standards-Based Curriculum for Kindergarten and Primary schools and the Common Core Curriculum for Junior High Schools. His work also involved the national training of teachers, the approval of instructional resources, and fostering alignment between curriculum content and global best practices.

Additionally, Dr. Armah was instrumental in the design of the 4-year B.Ed. programmes for Colleges of Education in Ghana, with a particular focus on the mathematics teacher education curriculum. He was the Chairman of the Committee constituted by the National Teaching Council to develop the roadmap and framework for the implementation of the Ghana Teachers Licensing Examination. This work has been crucial in shaping the future of teacher education and professional learning, while enhancing the quality of mathematics education in Ghana.

Dr. Armah also played a pivotal role as part of the Technical Team at the Ministry of Education, contributing to the development of Ghana's Education Strategic Plan (ESP) 2018-2030 and its Medium-Term Development Plan (2018-2021), which continues to shape the nation’s education policy.

Dr. Armah’s consultancy experience extends to several prominent national and international organisations. He served as the Lead Education Consultant to the UK’s Foreign, Commonwealth & Development Office (FCDO) on the Partnership Beyond Aid (PBA) programme, where he supported Ghana’s transition to self-reliance by advising on improvements in education financing, service delivery, and capacity building. Dr. Armah has also contributed to significant projects with The World Bank, USAID, UKAID/FCDO, the UN Education Commission, and the Ghana Education Service, providing research, policy analysis, and strategy development to enhance educational systems and outcomes.

Dr. Armah’s teaching career spans both Ghana and the UK, where he has taught mathematics at all levels, from primary to tertiary. He is currently a Lecturer in the Department of Mathematics Education at the University of Education, Winneba, where his work focuses on advancing educational standards and contributing to teacher education programmes that address the evolving needs of the education sector in Ghana.

Dr. Armah’s research interests focus on mathematics education policy and reform, with a particular emphasis on equity in mathematics education. His academic contributions have focused on the impact of curriculum reforms, teacher professional development, and education financing strategies. He is passionate about leveraging his knowledge and experience to enhance educational outcomes, foster innovation in teaching, and contribute to policy development that addresses the challenges of education in the global context. Read more