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NaCCA set to introduce new SHS Curriculum centered on national values

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The National Council for Curriculum and Assessment (NaCCA) has developed a new Senior High School curriculum designed to instill national values and foster pride among the youth.
The curriculum, which includes 37 subjects, aims to furnish students with the knowledge, competencies, values, attitudes, and character qualities necessary for lifelong learning, employability, and a fulfilling adult life.

Speaking during a media engagement with various teacher unions in Bolgatanga, Reginald George Quartey, the Acting Director of Curriculum Development at NaCCA, emphasized the curriculum’s flexibility.
He noted that it would allow students to tailor their studies according to their interests and strengths, thereby eliminating the rigid structures of previous programs.

“This new curriculum will help students to select the subjects they want to study; for instance, if a student wants to do science, he will do the four core subjects and then select perhaps chemistry and biology, and from there, the student can add government and business or other two subjects that are totally not related to science,” Quartey explained.
“The idea is that if the student is having an interest or not performing well in science, he can have a chance to either change to do art or business without necessarily having to go through some challenges of doing so.”

Professor Jonathan Fletcher, Founding Dean of the School of Education and Leadership at the University of Ghana, praised the curriculum for its inclusive pedagogy.
“The document itself incorporates a lot of inclusive pedagogy to make it easier for teachers to help students,” Fletcher stated, underscoring the curriculum’s commitment to catering to diverse learning needs.

However, the introduction of the new curriculum has also raised concerns among educators about the disparities in school infrastructure across the country.
Madam Ivy Betur Naaso, Upper East Regional Chairperson of the Ghana National Association of Teachers (GNAT), voiced her worries about the potential imbalance it could create, particularly in less privileged schools in categories B and C.

“It’s only when there is equal infrastructure at various schools that we can achieve an equal new curriculum,” Naaso asserted.
She highlighted the need for improvements in school facilities to ensure that all students, regardless of their school’s category, can benefit equally from the new educational framework.

Source: A1Radioonline.Com|101.1MHZ|Moses Apiah|Bolgatanga|

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