Play-based Learning in Ghana - The Evidence and Policy Implications

Akyeampong, Kwame; Cullen, Jane; Addae-Kyeremeh, Eric; Hendry, Helen; Kwaah, Christopher Yaw and Avornyo, Esinam Ami (2021). Play-based Learning in Ghana - The Evidence and Policy Implications.

Abstract

The Government of Ghana, in its Education Strategic Plan 2018-30 has as its main objective for the kindergarten and primary sector (KG1-B6) “Improved equitable access to and participation in quality basic education” (MoE 2018 p,21) as well as “the imperative to focus on improved learning outcomes” (MoE 2018 xiii). As one of its “immediate reforms” (MoE 2018 p,22) is its revision of the KG-B6 curriculum. The stated aim of the new standards-based curriculum is “that learners, as a result of the new knowledge, skills and values they have acquired through the new curriculum, will show a new sense of identity as creative, honest and responsible citizens” (NACCA, MoE 2019, p. iii) as well as becoming “digital literates, critical thinkers and problem solvers”. (NACCA, MoE 2019, p, iii)

The new curriculum aims to provide a “greater focus on the foundational skills of reading, writing, arithmetic, and creativity” (MoE 2018, p.22). The new curriculum defines the core competency of ‘Creativity and Innovation’ as requiring “ingenuity of ideas, arts, technology and enterprise” (NACCA, MoE 2019, p, viii) and though most explicit in the KG curriculum where play-based learning permeates the syllabus, the B1-B6 curriculum has elements of play-based learning activities across all years and subjects - though with a particular focus on roleplay and indoor games such as word and number games and puzzles.

Teaching is now framed within the National Teachers’ Standards for Ghana “designed to codify what a ‘good teacher’ looks like for Ghana, recognising the urgent need to improve the quality of the school experience and learning outcomes for all learners and to raise the status of teachers in their communities and country” (NTC 2017 p,11) with “clear expectations of skills that teachers should be able to demonstrate … and to support progression … and provide the motivation to ensure that learning outcomes are maximised” (NTC 2017 p, 16)

References

Ministry of Education (2018) Education Strategic Plan 2018-2030 Accra, Government of Ghana, MoE.
National Council for Curriculum Assessment (2019) Curriculum for KG and Primary (B1-B6) Accra, MoE, NACCA.
National Teaching Council (2017) National Teachers’ Standards for Ghana Guidelines MoE/NTC.

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