Implementation Of the Standard-Based Curriculum in Ghanaian Schools

The nationwide rollout of Ghana’s Standards-Based Curriculum (SBC) in 2019 marked a significant shift from an objectives-based approach to a competency-oriented model aimed at developing learners’ core competencies and 21st-century skills. The reform seeks to promote critical thinking, creativity, collaboration, communication, digital literacy, and responsible citizenship among basic school learners. This paper provides a comprehensive review of the literature on the implementation of the Standards-Based Curriculum in Ghanaian basic schools. The review integrates conceptual foundations, relevant theoretical perspectives on curriculum implementation, empirical findings, and methodological critiques of selected Ghana-based studies. Particular attention is given to teacher preparedness, continuous professional development, instructional supervision, availability of teaching and learning resources, assessment reforms, and contextual challenges such as class size and infrastructure disparities. The methodologies of key studies are examined in terms of research design, strengths, and limitations to assess the robustness of the current evidence base. The review identifies significant gaps in longitudinal, experimental, and classroom-observation research on SBC implementation. Key implementation challenges identified include inadequate teacher training, limited teaching and learning materials, large class sizes, weak supervision structures, documentation workload, and disparities between urban and rural schools. It concludes that although the SBC reform is progressive and competency-driven, its effective implementation depends on sustained professional development, equitable resourcing, strong instructional leadership, and more rigorous future research.