Abstract:
This study investigated challenges kindergarten face in the implementation of the new
kindergarten curriculum in the Agona East District. The study focused on school
resources, teacher preparedness, challenges and the way forward for the
implementation of the new KG curriculum in the Agona East District. The study
adopted convergent mixed method design and was guided by Rogan and Grayson’s
theory of curriculum implementation for developing countries. Both quantitative and
qualitative data were collected. Quantitative data were gathered through a
questionnaire from 127 teachers and headteachers at the public Kindergartens in the
District. Qualitative data were gathered through interviews from 5 headteachers who
were also part of the quantitative phase data collection. The quantitative data was
analysed using descriptive statistics with the help of SPSS version 20, and the
qualitative data were analysed thematically. Findings from the research revealed that
there was an inadequate resources for the implementation of the curriculum. Also, inservice
training was organised for teachers before the implementation of the new KG
curriculum, the new KG curriculum is not overloaded and the KG schools have
received copies of the new curriculum. However, there were several challenges
bedevilling the implementation of the new KG curriculum. Prominent among them
are that most of the schools do not have suitable classrooms and textbooks for the new
curriculum. There is also inadequate teaching and learning resources for the
implementation of the new KG curriculum. The study recommended to communities
in the district to liaise with other stake holders to provide KG centres with appropriate
classroom blocks. The study also recommend to Ghana Education Service to supply
KG centres with text books. Finally, the study recommend to the Ministry of
Education to monitor and supervise the implementation of the new KG curriculum.
Description:
Thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted
to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
NOVEMBER, 2022
