Early Grade Education in Ghana Needs Culturally Responsive Teaching, Says KNUST Professor

Kumasi: Professor Wiston Kwame Abroampa of the Faculty of Educational Studies at Kwame Nkrumah University of Science and Technology (KNUST) has emphasized the importance of incorporating culturally responsive teaching methods into the early grade education curriculum. This approach, he argues, enables learners to better understand the material as it is presented in a context familiar to them. According to Ghana News Agency, culturally responsive teaching involves practices that integrate the diverse linguistic and cultural backgrounds of early learners, facilitating their comprehension of taught concepts. Prof Abroampa highlighted these points during a stakeholder engagement event, focusing on a collaborative research project in the Greater Accra and Ashanti Regions. The project explored how culturally responsive education approaches can enhance learning outcomes. Supported by the Global Partnership for Education Knowledge and Innovation Exchange and the International Development Research Centre, Canada, an d implemented by KNUST-Institute for Rural Development and Innovation Studies, the project is titled, "The Impact of Culturally Responsive Pedagogies on the Social and Emotional Development of Early Learners in Ghana." Prof Abroampa stressed the need for intentional curriculum development, ensuring teachers can adapt to the content and have access to necessary resources. The research identified challenges such as teachers' inability to teach in local languages, particularly in cosmopolitan areas like Accra, where multiple languages are spoken. He also noted instances where teachers used a single local language for learners from diverse linguistic backgrounds. To address these challenges, Prof Abroampa called for building teachers' capacities to enable them to implement culturally appropriate teaching practices effectively. Dr. William Kwame Amankra Appiah, Ashanti Regional Director of Education, added that culturally responsive education fosters punctuality and boosts learners' confidence, allowing them to express themselves in familiar ways. He cited the success of the mother tongue (L1) teaching policy in the Ashanti region, which has improved learners' performance and learning outcomes.