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

M.A.B. Bakah, Joke Voogt, Julius Marie Pieters

Research output: Contribution to journalArticleAcademicpeer-review

13 Citations (Scopus)
19 Downloads (Pure)


Polytechnic staff perspectives are sought on the sustainability and large-scale implementation of design teams (DT), as a means for collaborative curriculum design and teacher professional development in Ghana's polytechnics, months after implementation. Data indicates that teachers still collaborate in DTs for curriculum design and professional development. Leaders support the sustenance of DTs however internal policies are needed for its official recognition. The local role of DTs in sustaining relevant polytechnic education and training efficient manpower for national development is discussed. Some identified inherent opportunities are examined for sustenance and conclusions drawn based on programme characteristics, contextual features and polytechnic climate.
Original languageEnglish
Pages (from-to)67-76
Number of pages10
JournalInternational journal of training and development
Issue number1
Publication statusPublished - 2012


  • METIS-282654
  • IR-83271


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