Ghana’s Push for Learner-Centred Education Faces Resistance as Many Teachers Remain Attached to Traditional Teaching Methods
Ghana’s ambitious efforts to transform its education system through learner-centred teaching are facing significant implementation challenges, as many teachers continue to rely on traditional classroom practices despite widespread support for curriculum reforms.
Like several countries across Africa, Ghana has embarked on a major educational transformation aimed at preparing learners for the demands of the modern world. The shift focuses on equipping students with critical thinking, creativity, collaboration, communication, and problem-solving skills rather than emphasizing rote memorization and passive learning.
The country introduced a new curriculum for basic schools in 2019, placing learner-centred education at the heart of classroom instruction. Under the new approach, students are expected to actively participate in lessons through discussions, group projects, investigations, practical activities, and collaborative learning experiences, while teachers serve more as facilitators than sole providers of knowledge.
However, recent research suggests that translating these policy ambitions into everyday classroom practice remains a difficult task.
New Study Reveals Mixed Teacher Attitudes Toward Reforms
A newly published study conducted by education researchers examined the beliefs of 282 basic school teachers in Ghana regarding learner-centred teaching methods. The study sought to understand whether teachers genuinely embrace the principles behind the curriculum reforms, recognizing that teacher attitudes often determine how educational policies are implemented in practice.
The findings reveal a complex picture.
While many teachers support the goals of learner-centred education, a significant number still hold strong beliefs in traditional teacher-led instruction. Researchers identified two distinct categories of educators.
The first group, representing just 26.2 percent of participants, strongly embraced learner-centred teaching. These teachers believed students should actively participate in lessons, work collaboratively with peers, ask questions, and take greater responsibility for their learning. They favored flexible classroom environments where learners are encouraged to explore ideas and develop independent thinking skills. However, this group constituted a minority.
The majority of teachers belonged to a second category described as “conditional learner-centred believers.” Although these educators acknowledged the benefits of active learning, they also maintained that teachers should remain the primary authority figures in the classroom and continue to direct much of the learning process.
This suggests that many teachers are attempting to balance modern educational approaches with long-established teaching traditions, creating a blend of old and new instructional practices.
Classroom Realities Continue to Shape Teaching Practices
According to the researchers, teachers’ reluctance to fully embrace learner-centred methods is largely influenced by the practical realities they face daily.
Many schools across Ghana continue to struggle with overcrowded classrooms, inadequate teaching and learning materials, limited instructional time, and assessment systems that still prioritize memorization over critical thinking and creativity.
These challenges often make traditional teaching methods appear more practical and manageable.
For example, teachers responsible for large classes may find it difficult to organize discussions, group work, and hands-on activities while maintaining classroom control and completing the syllabus within the available time. As a result, lecture-based instruction frequently becomes the preferred option, even among teachers who support learner-centred learning in principle.
Researchers note that this situation is not unique to Ghana. Similar implementation challenges have been reported in several countries across Eastern and Southern Africa that have adopted competency-based and learner-centred curricula.
Experience Influences Openness to Change
The study also found a strong connection between teaching experience and attitudes toward learner-centred education.
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Teachers with many years of classroom experience were generally less likely to strongly support learner-centred teaching methods. Researchers suggest that this may be because many experienced educators were trained under older educational systems where teachers were expected to dominate classroom instruction and knowledge delivery.
In contrast, younger and less experienced teachers are more likely to have undergone training aligned with Ghana’s curriculum reforms, making them more comfortable with modern teaching approaches.
Long-serving teachers may also find it challenging to shift away from practices that have defined their professional careers, particularly when examination systems and school cultures continue to reward traditional teaching methods.
Professional Development Emerging as a Key Success Factor
One of the most encouraging findings from the study was the positive impact of continuous professional development.
Teachers who participated in more professional learning activities and training programmes each year were significantly more likely to support learner-centred teaching approaches. Researchers estimate that educators who regularly attended professional development programmes were approximately 30 percent more likely to embrace the principles of active learning.
This highlights the critical role ongoing teacher training can play in helping educators adapt to changing classroom expectations.
Under the new curriculum, teachers are expected to move beyond simply delivering content and instead facilitate discussions, encourage inquiry, guide problem-solving exercises, and support student collaboration. Successfully making this transition requires continuous learning opportunities, mentorship, and practical support.
Supporting Teachers is Essential for Reform Success
Although the study focused on a single municipality and involved a relatively small sample of teachers, its findings offer valuable insights into the broader challenges facing educational reform in Ghana.
The research suggests that curriculum reforms alone are unlikely to achieve their intended outcomes unless equal attention is given to supporting teachers and addressing classroom realities.
Experts argue that governments and education stakeholders must invest in sustained professional development programmes, improve access to teaching and learning resources, reduce classroom overcrowding, and align assessment systems with the goals of competency-based education.
They also emphasize that teacher support should extend beyond the initial rollout of curriculum reforms. Rather than relying on one-off workshops, educators need continuous opportunities to learn, practice, reflect, and refine learner-centred teaching strategies within the context of their everyday classroom experiences.
As Ghana continues its journey toward a more modern and skills-focused education system, the success of learner-centred learning may ultimately depend not only on curriculum design but also on how effectively teachers are equipped and empowered to bring these reforms to life in the classroom.
