Localising, contextualising curriculum: Pathway to transformative learning

Curriculum, or a sequential plan of learning experiences to fulfil specific educational goals, guides what is learned and how it is experienced in class. 

As the global status of Africa increases, it is wise to examine if Ghana's education system properly prepares its youth for the future.

While Ghana has made outstanding progress in opening up access to education, simply, access is insufficient to deliver quality learning outcomes.

The national curriculum needs to be contextualised locally, at district and regional levels.

Ghana's great diversity of over 50 ethnic groups and a variety of different economic activities—from northern farming to coastal fisheries—calls for a curriculum sensitive to these contexts.

The dominant "one-size-fits-all" national curriculum often doesn't resonate with the everyday experience of learners.

For example, a student who comes from a farming community does not identify with city-centric books.

By localising the curriculum, Ghana stands to address rural-urban imbalances and equip students with community-relevant abilities. 

The practice makes the system of education more efficient, needs-responsive and supportive of national development goals.

UNESCO’s perspective and global examples

UNESCO promotes localised learning for SDG 4, with culture-responsive teaching pedagogy.

The Global Education Monitoring Report highlights success stories, including New Zealand's use of kaupapa Māori, improving Māori students' performance and preserving heritage. 

Finland's flexible curriculum, allowing localisation, promotes teacher and community ownership, increasing student motivation.

South Africa also incorporates indigenous knowledge, such as traditional medicine and storytelling, in the curriculum. 

These cases demonstrate that localising education makes learning more effective, values cultural diversity and empowers people.

Lessons for Ghana

Ghana can adopt the best from the world on decentralised education to enhance quality and content. Incorporating Ghanaian languages at an early childhood education level, as UNESCO recommends, enhances literacy rates and cognitive development.

Utilisation of regional folklore and history ensures identity and pride. Ghana's cultural diversity offers bases for regionally specific curricula.

For instance, Ashanti history and Volta Region arts may be integrated in lessons, reinforcing cultural heritage.

This localising approach counters Westernised education supremacy, creating a sense of place with the use of local languages, histories and traditions.

This is crucial in a globalised world where young people are at risk of becoming disconnected from traditional values.

A curriculum that is locally and globally conscious is required, honouring regional traditions while ensuring that students are equipped for the world.

This guarantees that education reflects the varied experience of Ghana's citizens, making learning more engaging and meaningful.

Challenges and way forward

Despite its potential, critics would argue that localisation could fragment the national education system or create inequalities.

These include resistance to change, inadequate teacher training, and insufficient resources to develop localised content.

A responsive strategy and flexible approach can address these issues.

A national curriculum can be devised that is holistic, but regions and districts can be given the autonomy to adapt content to suit their needs. 

Standardisation of training for teachers across the country will be achieved.

Cultural centres, local communities and international bodies such as UNESCO can also contribute with aid and resources.

The localising and contextualising of Ghana's curriculum is not only a process of educational reform, but it also aims to create enabling opportunities for the student, teacher and the communities.

With relevant, inclusive and pragmatic education, we can motivate students to take an active part in their own growth and the growth of the nation.

To the future generations, it is time now to adopt this strategy in Ghana.

Writer’s email: mrkwakyekofi@gmail.com
The writer is the Education Programme Officer, Ghana Commission for UNESCO