Many African countries are changing their school curricula to help students develop skills such as critical thinking, creativity, collaboration and problem-solving instead of relying mainly on memorisation.Ghana joined this effort in 2019 by introducing a new curriculum for basic schools that promotes learner-centred teaching.

Under this approach, students are expected to take a more active role in lessons through discussions, group activities, investigations and practical learning experiences, while teachers act more as facilitators than lecturers.A recent study involving 282 basic school teachers in Ghana examined how teachers view this reform.Most participants had professional teaching qualifications, and around 90% had received training on the new curriculum.The researchers found two main groups of teachers.

A smaller group strongly supported learner-centred teaching and believed students should actively participate in learning and take greater responsibility for their educational progress.However, this group represented only about one-quarter of those surveyed.The majority of teachers supported learner-centred education only under certain conditions.

While they agreed that students should be actively involved in learning, they still believed teachers should remain the main authority figures in classrooms and continue providing structured, direct instruction.According to the researchers, these beliefs can influence how curriculum reforms are implemented in practice.

The study highlights several challenges that make learner-centred teaching difficult, including overcrowded classrooms, limited teaching materials, insufficient instructional time and examination systems that continue to reward memorisation.

It also found that more experienced teachers were generally less likely to fully embrace learner-centred methods, possibly because they were trained under older educational systems.Teachers who participated more frequently in professional development programmes were more likely to support the new approach.

The researchers conclude that successful reform will require ongoing teacher training, better resources, improved classroom conditions and assessment systems that align with the goals of learner-centred education.