Management in Living Curriculum for Secondary Education (SHS 1-3) - September 2023

Sep 22, 2026

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Management in Living Curriculum for Secondary Education (SHS 1-3) provides standards-based learning guidance for Ghana’s Senior High School phase, aligned with national curriculum reforms. The foreword explains how NaCCA, under the Ministry of Education, uses frameworks such as NPLAF and assessment guides to strengthen critical thinking, problem-solving, and practical competencies. It integrates 21st-century skills and competencies, character development, national values, Social and Emotional Learning, ICT, and gender equality and social inclusion across a three-year programme.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages166

Reading Time58 min

AccessFree to download

Foreword

Acknowledgements

MANAGEMENT LIVING MANAGEMENT IN LIVING CURRICULUM FOR SECONDARY EDUCATION (SHS 1-3) NATIONAL COUNCIL FOR CURRICULUM & ASSESSMENT OF MINISTRY OF EDUCATION MINISTRY OF EDUCATION REPUBLIC OF GHANA SEPTEMBER 2023 MINISTRY OF EDUCATION REPUBLIC OF GHANA MANAGEMENT IN LIVING CURRICULUM FOR SECONDARY EDUCATION (SHS 1-3) September, 2023 MANAGEMENT IN LIVING Enquiries and comments on this Curriculum should be addressed to: The Director-General National Council for Curriculum and Assessment (NaCCA) Ministry of Education P. O. Box CT PMB 77 Cantonments Accra Telephone: 0302909071, 0302909862 Email: [info@nacca.gov.gh](info@nacca.gov.gh) [Website: www.nacca.gov.gh](Website: www.nacca.gov.gh) ©2023 National Council for Curriculum and Assessment (NaCCA) This publication is not for sale.All rights reserved. No part of this publication may be reproduced without prior written permission from the Ministry of Education, Ghana. 2 | MANAGEMENT IN LIVING FOREWORD Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s Ministry of Education has introduced a series of curriculum reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in the country.These reforms will improve learning through the introduction of innovative pedagogies that encourage critical thinking and problem-solving. Fora long time, our learners memorise facts and figures, which does not develop their analytical and practical skills.The Ministry recognises that learners need to be equipped with the right tools, knowledge, skills and competencies to deal with the fast-changing environment and the challenges facing their communities, the nation and the world. These curriculum reforms were derived from the Education Strategic Plan (ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework (NPTECF) and the National Pre-Tertiary Learning Assessment Framework (NPLAF), which were all approved by Cabinet in 2018.The new standards-based curriculum implemented in 2019 in basic schools, aims to equip learners to apply their knowledge innovatively to solve everyday problems. It also prioritises assessing learners’ knowledge, skills, attitudes, and values, emphasising their achievements. The content of the basic school standards-based curriculum was therefore designed to promote a curriculum tailored to the diverse educational needs of the country’s youth. It addresses the current curriculum’s deficiencies in learning and assessment, especially in literacy and numeracy.These reforms have been carried out in phases.The curriculum for the basic school level – KG, Primary and Junior High School (JHS)– was developed and implemented from 2019 to 2021. The curriculum for Senior High School (SHS), Senior High Technical School (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which constitutes the next phase, is designed to ensure the continuation of learning experiences from JHS. It introduces flexible pathways for progression to facilitate the choice of subjects necessary for further study, the world of work and adult life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of 21st Century skills and competencies, character development and instilling of national values. Social and Emotional Learning (SEL), Information Communications Technology, Gender Equality and Social Inclusion, have all been integrated into the curriculum.Assessment – formative and summative has been incorporated into the curriculum and aligned with the learning outcomes throughout the three-year programme. The Ministry of Education’s reform aims to ensure that graduates of our secondary schools can successfully compete in international high school competitions and, at the same time, be equipped with the necessary employable skills and work ethos to succeed in life.The Ministry of Education, therefore, sees the Senior High School (SHS) curriculum as occupying a critical place

FAQs

What is the purpose of the Management in Living curriculum for SHS 1-3?

It aims to provide standards-based learning experiences that strengthen learners’ knowledge, skills, attitudes, and values, and support practical problem-solving in everyday life.

Which frameworks and guides influenced the curriculum development?

The curriculum was created using the National Pre-Tertiary Learning Assessment Framework (NPLAF), the Secondary Education Assessment Guide (SEAG), and teacher and learner resource packs including PLC materials and subject manuals.

How are assessment methods integrated into the three-year programme?

Formative and summative assessment are incorporated throughout the programme and aligned with the learning outcomes across the three-year period.

Sep 22, 2026

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