An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana

Abstract

Complementary education programs have emerged as a useful tool for addressing the educational needs of marginalized communities in the developing world. The literature attributes the success of these complementary education programs to innovative school organization, curriculum development, and community participation. This article is based on a recent ethnographic study that explored the curriculum development process of School for Life (SFL), a complementary education program operating in northern Ghana. The objective of the study was to understand the elements of the SFL curriculum, to explore the different stages of the curriculum development process, and to investigate the stakeholders and their roles in the process. The scope of the article includes the background, the analytical framework, the context of education in northern Ghana, the SFL program, the SFL curriculum development process, and conclusion. Initially, the study revealed that the program utilized elements of both technical and critical approaches to curriculum development. The curriculum process was influenced by the context within which it occurred; the process was highly political, empowering, and emancipating for the community members who served as the major curriculum actors and decision makers.

Notes

Notes

1 Northern Ghana comprises three regions: Northern, Upper East, and Upper West regions. As a further evidence to show the challenges of education in northern Ghana, the Northern Regional Minister reported on May 3 that educational performance is still poor in the Northern Region (Educational performance still poor in N/R. Retrieved May 3, 2007, from http://www.ghanaweb.com/GhanaHomePage/NewsArchive/artikel.php?ID=123449).

2 Dagbon traditional area covers about 8,000 square miles in area and has a total population of about 650,000. The area constitutes seven administrative districts in present day Ghana. These are Tamale municipality, Tolon/Kumbungu, Savelugu/Nantong, Yendi, Gushegu/Karaga, Zabzugu/Tatali, and Saboba/Cheriponi. All the tribal and ethnic groups are popularly known as the Dagombas.

3 All the chiefs and some elders in the Dagbon traditional area form the traditional council. The Ya Na who is the paramount chief of Yendi, is the head of the council.

4 SFL administrators explained to the author that this approach was used because they believe the Danish government would see the credibility of the request and likely provide financial support because the traditional council was involved.

5 Dagbani is a Gur language spoken by about 800,000 people in Ghana. Its native speakers are primarily of the Dagomba people of the Dagbon ethnic group of northern Ghana. Many smaller northern Ghanaian tribes are grouped under the Dagbon ethnic group.

6 I gathered this information from my formal and informal conversations with the various SFL administrators.

7 Any detailed information about participants including the position they occupy other than a generic classification will reveal the participant’s identity, which is breach to the ethical procedures.

8 The local languages that fall under the Dagbani and are used as the medium of instruction include Likpakpaaln (Konkoma), Ncaam (Bassari), and Anufo (Chekosi).

9 The facilitator and SFL officers will sit and engage in conversation in a relaxed atmosphere as the children take this assessment. They do this to avoid intimidating or creating anxiety for the children.

10 The reason why SFL works with GES is that the program serves as a feeder school for the formal school system in the communities.