Abstract:
Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design
teams (DT), as a means for collaborative curriculum design and teacher professional development in
Ghana’s polytechnics, months after implementation. Data indicates that teachers still collaborate in DTs
for curriculum design and professional development. Leaders support the sustenance of DTs however
internal policies are needed for its official recognition. The local role of DTs in sustaining relevant
polytechnic education and training efficient manpower for national development is discussed. Some
identified inherent opportunities are examined for sustenance and conclusions drawn based on
programme characteristics, contextual features and polytechnic climate.
