What Should Social Studies Achieve in Ghana? An Introspective Sense-Making of the Reforms in Curriculum Aims and Rationale

Social Studies in Ghana

Abstract

This study presents a comparative analysis of the rationale and aims of Social Studies in the Objective-Based Curriculum and Standards-Based Curriculum for Junior High Schools in Ghana. It examines the axiological and pedagogical orientations that shape the envisioned learner and society. A qualitative document analysis was conducted to identify thematic convergences and divergences. The findings on the rationale revealed that both curricula conceptualise Social Studies as a multidisciplinary, problem‑solving subject that promotes citizenship and national development. While the Standards‑Based Curriculum articulates a competency‑oriented rationale, the Objectives‑Based Curriculum remains more cognitive and culturally rooted. Regarding the aims, both curricula affirm national identity, civic responsibility, environmental awareness, and peaceful coexistence. Yet the Standards‑Based Curriculum repositions these aims through an action-centred and affective lens, prioritising inclusivity, personal identity, and global relevance. The findings conclude that the revised curriculum represents a progressive change in the rationale and aims of teaching Social Studies in Ghana, whose full transformative potential can be realised through deliberate investment in teacher preparation, resource provision, and institutional support. Proactively addressing pedagogical and systemic challenges in Junior High Schools in Ghana will position Social Studies to cultivate empowered, globally competent citizens it envisions.