53% Of Teachers Teach Without Lesson Plans — UCC Research Reveals

Over Half of Teachers Teach Without Lesson Plans — UCC Study Highlights Curriculum Challenges.

A recent study conducted by the University of Cape Coast’s (UCC) Institute of Education has shed light on significant obstacles affecting the effective implementation of the Standards-Based Curriculum (SBC) in basic schools, raising questions about the quality of education delivery nationwide.

The research revealed that 53% of teachers are delivering lessons without lesson plans or teaching materials, citing insufficient training, lack of resources, and structural shortcomings in the curriculum rollout as major factors. Introduced in the 2019/2020 academic year, the SBC seeks to move away from rote learning toward practical, globally relevant skills. Yet, the study found that many educators continue to rely on traditional teaching methods due to limited understanding of the curriculum’s philosophy and competencies.

Led by Dr. Esinam Avenyo and Dr. Chris Kwaah, the study examined 24 basic schools across the Ashanti, Northern, and Greater Accra Regions. The researchers noted that the one-week pre-implementation training for teachers was insufficient, leaving them ill-prepared to interpret and deliver the new curriculum effectively.

“It was not surprising that more than half of the teachers were not using any teaching and learning resources at all,” said Dr. Avenyo, adding that most schools have not received materials since the SBC was introduced.

Teachers reported difficulties grasping core curriculum concepts, including core competencies, the rationale behind the curriculum, and the integrated thematic approach, particularly at the kindergarten level. The study also highlighted challenges within the curriculum’s structure, including sequencing issues and missing content, further complicating lesson preparation.

Despite these hurdles, the research acknowledged the dedication of teachers in instilling social values in learners, describing it as commendable under the circumstances.

The study recommends robust and continuous professional development, timely provision of teaching materials, and piloting curriculum revisions before nationwide implementation.

Professor Lebbaeus Asamani, Head of the Department of Education and Psychology at UCC, praised the study for its methodological rigor and noted that its findings are relevant across diverse school contexts.

Director-General of the Ghana Education Service (GES), Prof. Ernest Kofi Davis, acknowledged the challenges highlighted and reiterated the Service’s commitment to improving curriculum delivery.

 “Curriculum reforms are only effective if teachers understand, believe in, and apply them faithfully. The promise of the Standards-Based Curriculum can only be fulfilled when teachers, school leaders, district and regional directorates, parents, communities, and policymakers work together,” he said.

Madam Ramatu Musu, a teacher at Imam Khomeini Islamic Basic School, admitted that full implementation of the SBC has been challenging and appealed for more resources from the government and enhanced support from UCC for its affiliated schools.

The UCC study provides a critical lens on the practical realities of curriculum reform, emphasizing the need for sustained support, training, and resources to ensure that SBC achieves its intended impact in Ghanaian basic education.