BY JENSEN BRIAN ABASS CUMMINGS

Aligning University Courses to the New WASSCE Curriculum: A Call to Action

The educational landscape in Sierra Leone is about to experience a significant transformation as the first batch of students under the new WASSCE (West African Senior School Certificate Examination) curriculum will sit for their exams in 2026. This curriculum, introduced by the Ministry of Senior Secondary Schools, represents a fresh approach to secondary education. Universities and other tertiary institutions must proactively align their courses to ensure a seamless transition for incoming students. Though 2026 might seem distant, adapting and aligning curricula is a complex process requiring deliberate planning and execution.

Understanding the New WASSCE Curriculum

The new curriculum brings notable changes, such as the removal of Mathematics and English as compulsory modules for certain fields. This shift could drastically alter university admissions, particularly in disciplines traditionally requiring these subjects as prerequisites. For example, students pursuing programs in arts, humanities, or vocational studies may no longer need a strong background in mathematics, potentially widening the accessibility to these courses. Conversely, STEM fields may see fewer qualified applicants if foundational math and English skills are de-emphasized.

Other potential scenarios include:

• Diversified Subject Choices: Students may graduate with specialized skills or knowledge in non-traditional areas, requiring universities to rethink their admissions and program structures.
• Rise in Technical and Vocational Skills: Enhanced focus on practical skills might demand greater integration of applied learning in tertiary programs.

Challenges in Aligning University Curricula

Adapting to this new landscape is not without challenges. Universities need to address the following issues:

1. Curriculum Development: The process of modifying or creating a curriculum to fit the new realities is resource-intensive. It involves extensive stakeholder engagement, needs assessment, and approvals.
2. Faculty Preparation: Lecturers and professors will need training to effectively teach students who may lack traditional competencies in areas like math or English.
3. Infrastructure and Resources: With the potential rise in demand for specialized or vocational programs, universities might require significant investments in infrastructure and equipment.

The Role of Needs Assessment

One critical question remains: was enough needs assessment conducted before implementing the new WASSCE curriculum? The introduction of changes of this magnitude necessitates a thorough examination of:

• Labor market demands to ensure alignment between secondary and tertiary education outputs.
• Readiness of universities to accept and nurture students from varied educational backgrounds.
• Potential gaps in the skillsets of incoming students.

Proactive Steps for Universities

To address these challenges, universities must act now:

1. Review Current Curriculum: Conduct a comprehensive audit to identify courses and programs requiring immediate adjustment.
2. Stakeholder Engagement: Collaborate with the Ministry of Senior Secondary Schools, education policymakers, and labor market representatives to ensure alignment.
3. Faculty Development: Organize workshops and training for academic staff to adapt to new teaching demands. This may include interdisciplinary teaching approaches or remedial programs.
4. Pilot Programs: Introduce transitional programs for incoming students who might lack proficiency in traditional core subjects such as math or English.
5. Infrastructure Enhancement: Invest in facilities and technologies to accommodate practical or vocational skill training, aligning with the diverse competencies of the new WASSCE graduates.

While 2026 might appear distant, universities must realize that aligning their programs with the new WASSCE curriculum is an urgent task. Effective alignment will not only support students’ transition into tertiary education but also enhance their preparedness for the job market. Let us ensure that our educational systems evolve in unison to meet the demands of a dynamic and competitive world.

The call to action is clear: now is the time to build a future-ready education system, one that benefits both our students and society as a whole.