Challenges Towards the Implementation of the Standards-Based Curriculum in Ghana: A Systematic Review

Abstract

This systematic review examines the challenges associated with the successful nationwide implementation of the standards-based curriculum in Ghana. A comprehensive search was conducted in three electronic databases (ERIC, ProQuest, and Google Scholar). Studies were screened and selected based on predefined inclusion and exclusion criteria. The inclusion criteria consisted of peer-reviewed articles published between 2019 and 2024 that addressed challenges related to the implementation of the standards-based curriculum in Ghana. Nonpeer-reviewed literature and studies conducted outside this timeframe were excluded. A total of 20 studies met these criteria and were included in the review. Thematic analysis was employed to synthesize the findings, and the quality of the studies was assessed using the Critical Appraisal Skills Programme checklist. The review identified four primary themes of challenges: teacher preparation and training, teacher-related issues, supervision, and resources and infrastructure. Significant barriers identified included inadequate pre- and post-implementation teacher training, insufficient resources, logistical issues with supervision, and disparities in support. It is recommended that teachers should actively pursue continuous professional development through self-directed learning and fully leverage on the professional learning communities (PLCs) to improve teachers’ adaptability to the tenants of the standards-based curriculum.