Curriculum reform and teachers’ training needs: the case of higher education in Ghana

Abstract

Professional development is the key to curriculum-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation of training and development programmes. This study examined the training and development needs of Ghana’s polytechnic teachers in an existing curriculum reform scenario as they became involved in curriculum design. Forty-four teachers and four heads of mechanical engineering departments and representatives of the leadership of four polytechnics granted comprehensive interviews and responded to questionnaires. Findings revealed that updating subject knowledge through industrial attachments was a major training and development need for teachers. Teachers indicated that they were keen to get more involved in curriculum design and argued for their subject knowledge to be improved to give them the confidence to do so. The results of the study suggest higher education teachers have training and development needs in relation to effective curriculum design and implementation. It is proposed that polytechnic–industry links are strengthened and that teachers should draw on teamwork to plan and undertake industrial attachments.