NaCCA Trains Basic School Teachers Ahead of New Chinese Language Curriculum Rollout
NaCCA Trains Basic School Teachers Ahead of New Chinese Language Curriculum Rollout
The National Council for Curriculum and Assessment (NaCCA) has organised a national training workshop for basic school teachers as part of efforts to equip them with the knowledge and skills required to effectively implement the new Chinese language curriculum.
The training, initiated by the Confucius Institute at the University of Cape Coast (UCC), was held at the Conference Room of the Institute of Education.
Speaking at the opening ceremony, Deputy Director of NaCCA, Dr Eric Amoah, said the partnership between NaCCA and the Confucius Institute at UCC would strengthen curriculum development while creating opportunities for language learning, cultural exchange and international collaboration.
According to him, the new Chinese language curriculum is intended to prepare Ghanaian learners for an increasingly globalised world by providing them with relevant language and cultural skills.
Dr Amoah said the training would also equip teachers with the knowledge, skills and confidence needed to deliver the curriculum effectively.
He urged participants to actively engage in the sessions, share their knowledge and embrace continuous improvement.
He further encouraged the teachers to become ambassadors of change and contribute to developing inclusive and globally minded citizens.
The Provost of the College of Humanities and Legal Studies, Professor Daniel Agyapong, also called on Chinese language instructors to incorporate Ghanaian local languages into their teaching.
He said while Ghanaian students were making significant efforts to learn the Chinese language and understand its culture, Chinese instructors should equally promote cultural exchange by introducing students to Ghanaian languages and traditions.
Earlier, the Chinese Director of the Confucius Institute at UCC, Prof Zang Yonghong, emphasised the importance of the training in preparing teachers to effectively teach Chinese to young learners.
She traced the institute’s development from its beginnings in 2008 to its approval by Hanban in December 2015 and its official launch in June 2016.
Prof Zang described the Confucius Institute at UCC as the product of a sustained partnership between UCC, its Chinese partner university and the Chinese Embassy.
She said the institute had grown into a vibrant centre for language learning, cultural exchange, academic collaboration and community engagement.
The Ghana Director of the Confucius Institute at UCC, Prof Emmanuel Amo Ofori, in a brief remark, encouraged participants to apply the knowledge and skills acquired during the training to promote effective teaching and learning, particularly in implementing the new curriculum.
The training programme was divided into six sessions aimed at familiarising participants with the new Chinese language curriculum and strengthening their capacity to implement it effectively.
The first session, led by the Head of Curriculum at NaCCA, Mr Reginald Quartey, focused on the Kindergarten and Primary Curriculum Review 2026.
Participants were given an overview of the curriculum review and its relevance to basic education.
The second session, facilitated by Ms Anastasia Emefa Awudzah of CI-UCC, examined the background, philosophy and structure of the new Chinese language curriculum.
The session provided participants with an understanding of the principles guiding the development of the curriculum.
The third session was led by Mr Charles Delali Adegah of CI-UCC and focused on curriculum content and the expected Chinese language proficiency of learners.
The session highlighted the knowledge and language competencies learners are expected to acquire.
The fourth session, facilitated by Mr Yu Zhen of the Confucius Institute at UCC, focused on pedagogical exemplars and assessment rubrics.
Participants were introduced to practical approaches for teaching and assessing Chinese language learners.
For the fifth session, participants were divided into three groups to practise teaching and learning activities based on the new curriculum.
The practical exercise enabled the teachers to apply the knowledge and teaching approaches acquired during the training.
The final session focused on the role of the Chinese language coordinator in strengthening school-parent-teacher partnerships for effective Chinese language education in Ghana.
The session was led by Mr Robert Quayenor Odametey, who highlighted the importance of collaboration among schools, parents and teachers in supporting effective Chinese language education in the country.
