Integrating innovative pedagogies for quality teaching and learning

The need to adopt student-centred learning as against the curriculum and textbooks for teaching and learning in Ghana, which promote a teacher-centred approach, thus, stifling students’ engagement, critical thinking and problem-solving skills, was a major takeaway from a 21-day training programme on “Curriculum and Textbook Development for Professional Enhancement of Mathematics and Science Educators”.

The training, which was held at the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) in Penang, Malaysia, from September 25 to October 15, 2024, was a clarion call for the need to shift the focus from teacher-led instruction to student-driven exploration, which fosters critical thinking, problem-solving skills and a deeper understanding of complex concepts.

The programme, which was a Third Country Training Programme (TCTP), a platform for South-South Cooperation, offers tremendous training for human resource development, particularly for African educators, to integrate innovative pedagogies in curriculum and textbook development to enhance the quality of teaching and learning across Africa.

For the Ghanaian team, it was a valuable opportunity to learn about the latest approaches and trends in curriculum and textbook development, specifically new approaches to teaching and learning that can empower educators and inspire students. 

Innovative pedagogies

Innovative pedagogies such as inquiry-based learning, project-based learning, and challenge-based learning, among others, can create engaging and meaningful learning experiences for students.

For example, inquiry-based learning encourages students to explore questions and develop their own understanding through experimentation and investigation.

By fostering curiosity and critical thinking, inquiry-based learning can make subjects like mathematics, science and other relatable subjects more relevant, involving and exciting.

Malaysia has successfully implemented innovative pedagogies to enhance the quality of education by shifting focus to student-centred learning, integration of technology, promoting collaborative learning, project-based learning, inquiry-based learning and experiential learning. Malaysia has empowered students to become active learners.

This has resulted in improved academic performance, student engagement, critical thinking and 21st-century skills and better preparation for the future workforce.

Project-based learning

A publication by the Aletihad Newspaper in the United Arab Emirates (UAE), on August 23, 2024, indicated that the Ministry of Education of UAE had launched a project-based learning and teaching initiative, and confirmed its implementation in all public schools.

The aim for implementing this initiative, as indicated by the newspaper, is “to enhance the educational experience by focusing on students’ skills and comprehensive evaluations. . .”

The integration of technology was reiterated during the training session as a crucial aspect of effective curriculum and textbook development.

The rapid advancements in technology offer a wealth of opportunities to enhance teaching and learning. The incorporation of digital tools, simulations and online resources creates interactive and engaging learning materials that cater to diverse learning styles and needs.

Need for contextualisation

Furthermore, the training emphasised the need for contextualisation. Relating subjects like mathematics and science to real-world situations can make learning more relevant and meaningful for students. This can be achieved through the use of local examples, case studies and problem-solving activities that reflect the cultural and social context of students.

This contextualisation should be encouraged in the Ghanaian educational curriculum and textbooks.

The training also highlighted the need for textbooks to be aligned with the aforementioned innovative pedagogies. Some textbooks published in the country often focus on rote memorisation and passive learning, which can be less effective in engaging students and promoting deep understanding.

By incorporating elements of inquiry-based learning, project-based learning and challenge-based learning, textbooks produced in Ghana can become more interactive, stimulating and relevant to students' lives.

Curriculum development

The Centre Director of SEAMEO RECSAM, Dr Azman bin Jusoh, delivering his welcoming message during the official opening ceremony of the training programme on September 30, 2024, at the SEAMEO RECSAM Hall, indicated that “curriculum development is not static; it is a dynamic, cyclical process that constantly evolves to meet the changing needs of society.

“Whether mathematics or science, we must remain adaptable and open to new methods, integrating both technology and creative pedagogy to ensure our students receive a quality education that prepares them for the future.”

Therefore, integrating innovative pedagogies in our teaching and learning in Ghana can create a more engaging, effective and productive learning experience for students. 

Best practices

It will be prudent for relevant stakeholders in our educational front especially curriculum developers and specialists, as well as book developers to embark on a needs assessment to identify best practices, relating to innovative pedagogies that would best suit our country.

Also, it is essential for curriculum developers and specialists to relook the content of our curriculum, embrace the adoption and implementation of innovative pedagogies and ensure that textbooks are designed and published in support of the curriculum.

Hence, with the support and capacity building from the Ghana Book Development Council (GBDC), book industry practitioners, especially authors and publishers, also have a responsibility to ensure that textbooks and instructional materials align with modern teaching and learning pedagogies and methodologies. 

Learning experience

By doing so, a more engaging and effective learning experience is being created for students, which will equip them with the skills and knowledge needed to succeed in the 21st century.

The TCTP was a fully funded scholarship, sponsored by the Malaysian Government under the Malaysian Technical Cooperation Programme (MTCP) and the Japan International Cooperation Agency (JICA).

Out of the total of 18 participants from nine African countries, namely Eswatini, Ghana, Kenya, Lesotho, Malawi, Namibia, South Africa, Tanzania and Zambia, who participated in the training programme, four participants from the National Council for Curriculum and Assessment (NaCCA) and the Ghana Book Development Council (GBDC) represented Ghana. 

The writer is a Senior Production Services Manager
Ghana Book Development Council