Global proficiency framework: Analysis of national and Colleges of Education curricula in Ghana

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10480358" target="_blank" >RIV/00216208:11410/24:10480358 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bo~X2HEOQs" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bo~X2HEOQs</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.4102/sajce.v14i1.1423" target="_blank" >10.4102/sajce.v14i1.1423</a>

Result language

angličtina

Original language name

Global proficiency framework: Analysis of national and Colleges of Education curricula in Ghana

Original language description

Background: Many studies have been done in the past to compare country-specific curricula to international standards. However, there is an apparent lack of literature that focusses on evaluating the alignment of country-specific early grade mathematics curriculum to the Global Proficiency Framework (GPF) for mathematics. Aim: This study aims to investigate how the domains of the national early grade mathematics curriculum and the Bachelor of Education curriculum for pre-service early grade teachers in the Colleges of Education (CoE) in Ghana align with the GPF for mathematics. Setting: The study was conducted in Ghana using the national early grade and Colleges of Education (CoE) curricula. Method: Document analysis was employed to compare the list of domains in the GPF to the lists of domains in the Ghanaian national early grade mathematics curriculum and the Bachelor of Education curriculum. Results: The results showed an alignment in the list of domains in GPF and the two curricula. The Bachelor of Education curriculum included theories of early-grade numeracy development which was absent in the GPF. The indicators in the two curricula were found to have exceeded the global minimum proficiency levels in the GPF. Conclusion: The results showed an alignment between the GPF and the two curricula signifies that the mathematics curriculum used for teaching early grade learners in Ghana meets international standards and can help learners compete on a global scale in mathematics learning. Contribution: The study provided valuable insights for policy-makers to consider while making decisions about curriculum standards and teacher training programmes. This is a significant step towards enhancing the quality of early grade mathematics education in Ghana.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

South African Journal of Childhood Education

ISSN

2223-7674

e-ISSN

2223-7682

Volume of the periodical

14

Issue of the periodical within the volume

1

Country of publishing house

ZA - SOUTH AFRICA

Number of pages

9

Pages from-to

a1423

UT code for WoS article

001215709600001

EID of the result in the Scopus database

2-s2.0-85192192299