Ghana’s pre-tertiary education curriculum provides the framework for teaching, learning and assessment from Kindergarten through Senior High School. This complete guide explains the curriculum structure, standards-based reforms, Common Core Programme, SHS curriculum, core competencies, assessment and expectations for learners and teachers.
By Ferdinand Ellis | EducateGhana.com
Last Updated: August 11, 2026
Explore Ghana’s pre-tertiary education curriculum from KG to SHS, including curriculum reforms, subjects, competencies, assessment and progression.
Article Information Box
| Article Information | Details |
|---|---|
| Article Type | Pillar Article |
| Category | Learn |
| Hub | Early Childhood & Basic Education |
| Cluster | Curriculum and Assessment |
| Country | Ghana |
| Main Topic | Pre-Tertiary Education Curriculum |
| Curriculum Authority | National Council for Curriculum and Assessment |
| Education Levels | KG, Primary, JHS and SHS |
| Last Updated | August 2026 |
| Author | Ferdinand Ellis |
| Publisher | EducateGhana.com |
Fact Check & Editorial Review
| Editorial Status | Details |
|---|---|
| Fact Checked | ✔ Reviewed against official curriculum information |
| Primary Source | National Council for Curriculum and Assessment |
| Supporting Source | Ministry of Education |
| Assessment Source | National Pre-Tertiary Learning Assessment Framework |
| Reviewed By | EducateGhana Editorial Team |
| Last Reviewed | August 11, 2026 |
Introduction
Ghana’s pre-tertiary education curriculum provides the national framework for what learners should know, understand, value and be able to do before entering tertiary education or the world of work. It covers the major stages of formal pre-tertiary education and guides the development of subjects, learning experiences, teaching approaches and assessment.
The current curriculum reflects a major shift in Ghanaian education policy. Earlier approaches placed considerable emphasis on the transmission and recall of subject content. The reforms introduced a stronger focus on competencies, critical thinking, problem-solving, creativity, values, character development and the practical application of knowledge.
The National Council for Curriculum and Assessment (NaCCA) is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. (NACCA)
The curriculum reforms have been implemented in phases. The Standards-Based Curriculum for Kindergarten and Primary was introduced from 2019, followed by the Common Core Programme for Junior High School. Ghana has subsequently introduced the new secondary education curriculum covering Senior High School, Senior High Technical School and STEM pathways. (NACCA)
Understanding the curriculum is important for teachers, parents, learners, teacher trainees, education researchers, school administrators and policymakers. It helps explain not only what Ghanaian learners study but also the type of knowledge, skills, attitudes, values and competencies the education system seeks to develop.
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➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
Key Takeaways
- Ghana’s pre-tertiary education system covers Kindergarten, Primary, Junior High School and Senior High School.
- Basic education consists of two years of Kindergarten, six years of Primary School and three years of Junior High School.
- Secondary education consists of three years of Senior High School or relevant technical and vocational pathways.
- NaCCA is responsible for developing national curriculum and assessment standards for pre-tertiary education, excluding TVET institutions.
- The Standards-Based Curriculum for basic education places greater emphasis on competencies, values and the application of knowledge.
- The Common Core Programme covers JHS 1 to JHS 3.
- The current secondary curriculum provides pathways intended to prepare learners for further study, work and adult life.
- Assessment is increasingly connected to knowledge, skills, attitudes, values and demonstrated competencies.
What Is Pre-Tertiary Education in Ghana?
Pre-tertiary education refers broadly to education provided before tertiary education. Under Ghana’s current education structure, it includes basic education and secondary education.
NaCCA defines the restructured basic education system as two years of Kindergarten, six years of Primary School and three years of Junior High School. Secondary education follows with three years of Senior High School or three years of technical and vocational education and training. (NACCA)
This structure creates a progression from early childhood education through primary and junior high education into secondary education.
The curriculum is therefore organised around different developmental and educational stages. Each stage builds on knowledge and competencies developed at the previous level.
The system is divided into five major key phases. Key Phase 1 covers Kindergarten 1 and 2. Key Phase 2 covers Lower Primary, Basic 1 to Basic 3. Key Phase 3 covers Upper Primary, Basic 4 to Basic 6. Key Phase 4 covers Junior High School, Basic 7 to Basic 9. Key Phase 5 covers Senior High School, Basic 10 to Basic 12. (NACCA)
The use of key phases is significant because it encourages curriculum continuity. Rather than treating every school level as a completely separate stage, the framework considers learning as a progression.
For teachers, this means that understanding the curriculum at one level requires awareness of what learners have previously studied and what they are expected to learn at the next stage.
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
➡ Related: [Early Childhood Education in Ghana: Programmes and Career Opportunities]
Who Develops Ghana’s Pre-Tertiary Curriculum?
The National Council for Curriculum and Assessment is the principal statutory body responsible for curriculum and assessment standards at the pre-tertiary level, excluding TVET institutions.
NaCCA was established within Ghana’s education reform process and currently operates under the Education Regulatory Bodies Act, 2020 (Act 1023). Its mandate includes developing national curriculum and assessment standards for pre-tertiary educational institutions. (NACCA)
The Council determines the goals, aims and structure of courses at different levels of pre-tertiary education. It also develops and reviews subjects, establishes curriculum and assessment standards and performs other functions necessary to achieve its statutory objectives. (NACCA)
Curriculum development is therefore not simply the production of a list of subjects. It involves decisions about what learners should achieve, how learning should progress and how achievement should be assessed.
The Ministry of Education provides the broader policy direction within which curriculum reforms take place. NaCCA then translates national education priorities into curriculum and assessment frameworks, standards and subject-specific curricula.
The development process also involves consultation and technical work. The current reforms were informed by national education policy documents including the Education Strategic Plan 2018–2030, the National Pre-Tertiary Education Curriculum Framework and the National Pre-Tertiary Learning Assessment Framework. (NACCA)
The curriculum is consequently part of a wider education policy system involving the Ministry of Education, NaCCA, Ghana Education Service, schools, teachers, teacher education institutions and other stakeholders.
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National Pre-Tertiary Education Curriculum Framework
The National Pre-Tertiary Education Curriculum Framework provides an overarching framework for curriculum development in Ghana.
The framework is important because it provides a common direction for curriculum development across the different stages of pre-tertiary education. It seeks to ensure that learning experiences are connected to broader national educational objectives.
The framework emerged from the recognition that Ghana’s curriculum needed to respond to changing educational, social, economic and technological conditions.
The reform process placed greater emphasis on preparing learners who can apply knowledge rather than simply recall information.
The framework also supports progression across educational levels. Learners should develop increasingly complex knowledge and competencies as they move from Kindergarten through Primary and JHS into secondary education.
The current curriculum reforms are also connected to the National Pre-Tertiary Learning Assessment Framework, which provides a framework for evaluating learner performance across pre-tertiary education. The NPLAF establishes standards, assessment approaches and reporting procedures intended to support consistent and evidence-based measurement of learning outcomes. (NACCA)
The curriculum framework and assessment framework should therefore be understood together. What schools teach and what the education system assesses should reflect the same broad learning expectations.
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Standards-Based Curriculum in Ghana
The Standards-Based Curriculum represents one of the most significant changes in Ghana’s recent curriculum history.
The curriculum was designed to address weaknesses associated with the previous curriculum and to align learning with twenty-first-century competencies and international standards. (NACCA)
A standards-based curriculum identifies the standards learners are expected to attain and organises learning around clearly defined expectations.
This approach places greater emphasis on what learners can demonstrate. Knowledge remains important, but learners are also expected to use knowledge to solve problems, communicate, create, analyse information and respond to situations.
The Standards-Based Curriculum for Kindergarten and Primary was implemented from the 2019/2020 academic year. NaCCA developed curricula for the foundation, lower primary and upper primary phases, covering subjects including English, Mathematics, Science, History, Creative Arts, Religious and Moral Education, Physical Education, French, Ghanaian Language and Computing. (NACCA)
The reform also introduced stronger attention to character and values.
This means that successful curriculum implementation depends on more than completing a syllabus. Teachers are expected to create learning experiences through which learners develop the intended knowledge, skills, attitudes and values.
The curriculum therefore requires teachers to reconsider the relationship between teaching, learning and assessment.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Kindergarten Curriculum
Kindergarten is the foundation stage of Ghana’s formal basic education system.
The current structure provides two years of Kindergarten, Kindergarten 1 and Kindergarten 2.
The Kindergarten curriculum is designed around the developmental needs of young children. NaCCA identifies areas including Numeracy, Language and Literacy, Our World Our People and Creative Arts at the Kindergarten level. (NACCA)
At this stage, learning needs to be developmentally appropriate. Young children learn through interaction, exploration, communication, play and practical experiences.
The curriculum therefore differs from the more formal subject structures found at later stages.
Language and literacy development provides a foundation for future learning. Numeracy helps children develop early mathematical understanding. Creative activities provide opportunities for expression, imagination and coordination.
Our World Our People exposes children to their immediate environment and helps them begin to understand themselves, their families and their communities.
The Kindergarten curriculum is particularly important because weaknesses at the foundation stage can affect later learning.
➡ Related: [Early Childhood Education in Ghana: Programmes and Career Opportunities]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Primary School Curriculum
Primary education in Ghana consists of six years, from Basic 1 to Basic 6.
The primary curriculum is divided into Lower Primary and Upper Primary phases. Lower Primary covers Basic 1 to Basic 3, while Upper Primary covers Basic 4 to Basic 6. (NACCA)
The curriculum includes subjects such as English Language, Mathematics, Science, Ghanaian Language, History, Religious and Moral Education, Physical Education, Creative Arts, French and Computing, with subject organisation varying across phases. (NACCA)
Literacy and numeracy remain central to primary education.
The curriculum also seeks to develop broader competencies. Learners are expected to communicate effectively, think critically, solve problems, work with others and demonstrate creativity.
The primary stage provides the foundation for the Common Core Programme at JHS. This makes progression between primary and JHS particularly important.
Teachers therefore need to understand not only the content assigned to their particular class but also the learning expectations that precede and follow it.
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
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Junior High School and the Common Core Programme
Junior High School covers Basic 7 to Basic 9, corresponding to JHS 1 to JHS 3.
The curriculum at this stage is known as the Common Core Programme, or CCP. NaCCA completed the CCP curriculum in 2020 and implemented it progressively from the 2021/2022 academic year. (NACCA)
The CCP was designed as a continuation of the Kindergarten-Primary Standards-Based Curriculum.
It seeks to prepare learners for post-secondary education, the world of work or both. It also provides pathways between JHS and Senior High School.
The curriculum places emphasis on character development, values and the acquisition of competencies.
NaCCA’s CCP subject documents describe the curriculum as a holistic learning experience designed to support progression from JHS into SHS. (NACCA)
The JHS curriculum therefore occupies an important position in the education system. Learners are expected to consolidate foundational knowledge while developing more advanced academic and practical competencies.
The curriculum is also linked to the Basic Education Certificate Examination. The BECE remains an important component of the transition from JHS to SHS.
➡ Related: [BECE in Ghana: Complete Guide]
➡ Related: [Common Core Programme in Ghana: Complete Guide]
Senior High School Curriculum
Senior High School represents the next major stage of Ghana’s pre-tertiary curriculum.
The current secondary curriculum was developed as part of the broader curriculum reform programme. It covers Senior High School, Senior High Technical School and STEM education. (NACCA)
The curriculum is intended to continue the learning experiences established at JHS while providing more specialised pathways.
According to NaCCA, the secondary curriculum seeks to provide learners with knowledge, skills and competencies that support progression into further education, the world of work and adult life. It also emphasises character development, twenty-first-century skills and shared values. (NACCA)
STEM is integrated as an important dimension of the new curriculum. This reflects Ghana’s emphasis on science, technology, engineering and mathematics as important areas for national development.
The secondary curriculum also seeks to provide greater flexibility in progression.
Learners should therefore leave SHS with a combination of academic knowledge, practical skills, competencies and values that allow them to pursue further study or participate meaningfully in economic and social life.
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➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]
Core Competencies in the Ghanaian Curriculum
Core competencies are central to Ghana’s current curriculum reforms.
NaCCA describes core competencies as a connected body of skills that teachers and learners develop through engagement with subject matter. (NACCA)
These competencies influence how teachers approach learning.
Instead of treating knowledge as something learners simply receive, the curriculum encourages learners to use knowledge through activities that require thinking, communication, collaboration and problem-solving.
Core competencies are therefore expected to cut across subjects.
For example, a Mathematics lesson can involve problem-solving and critical thinking. An English lesson can develop communication and creativity. A Science lesson can involve collaboration, analysis and practical investigation.
This cross-curricular approach is important because the competencies required in adult life are not confined to one academic subject.
The curriculum consequently seeks to develop learners who can transfer knowledge and skills from one context to another.
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Values and Character Development
The current curriculum gives considerable attention to values and character.
The objective is to produce learners who possess academic knowledge alongside positive attitudes, responsible behaviour and a sense of citizenship.
Character development is particularly important because education serves social as well as economic purposes.
Schools help learners understand responsibility, respect, integrity, fairness, cooperation and their relationship with other members of society.
The curriculum reforms therefore seek to move education beyond examination performance alone.
NaCCA states that the current curriculum was designed to shift education towards building character, nurturing values and producing literate, confident and engaged citizens. (NACCA)
This places an additional responsibility on teachers. Values cannot be developed effectively through textbook definitions alone. They need to be reflected in classroom relationships, school culture, teaching methods and practical activities.
The school itself therefore becomes part of the curriculum environment.
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Teaching and Learning Approaches
The curriculum reforms encourage teaching approaches that promote active learner participation.
Teachers are expected to create learning situations where learners investigate, discuss, analyse, create, practise and solve problems.
This requires a shift from excessive reliance on teacher-centred instruction.
A learner-centred classroom does not mean that the teacher becomes irrelevant. The teacher remains responsible for planning, explaining, questioning, guiding, assessing and supporting learners.
The difference lies in how learners participate in the learning process.
The use of practical activities is particularly important in Science, Computing, Creative Arts, Career Technology and other areas where learners need opportunities to apply knowledge.
Technology can also support teaching and learning when used appropriately.
The current curriculum is therefore demanding in its expectations of teachers. Effective implementation requires teachers to understand both subject content and pedagogy.
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Assessment Under the Pre-Tertiary Curriculum
Assessment is an essential part of curriculum implementation.
The National Pre-Tertiary Learning Assessment Framework provides a comprehensive framework for evaluating learner performance across Ghana’s pre-tertiary education system. It establishes standards, assessment methods and reporting procedures intended to support reliable and evidence-based measurement of learning outcomes. (NACCA)
The curriculum reforms encourage assessment of more than factual recall.
Learners need opportunities to demonstrate knowledge, skills, attitudes and values.
This means teachers may use different assessment approaches depending on the learning objective. These can include classroom exercises, projects, practical activities, oral responses, written tasks, observation and examinations.
National assessments also provide information about learning outcomes.
At the JHS level, the BECE remains an important examination associated with the completion of basic education and placement into SHS. NaCCA has also developed assessment items for the Common Core Programme to support teachers and learners in preparing for the JHS exit examination. (NACCA)
Assessment should therefore be viewed as part of learning rather than simply an event at the end of teaching.
➡ Related: [BECE in Ghana: Complete Guide]
➡ Related: [National Standardized Test in Ghana: Complete Guide]
Curriculum and Approved Teaching and Learning Materials
Teaching and learning materials are an important part of curriculum implementation.
NaCCA is responsible for approving teaching and learning materials for pre-tertiary institutions within its statutory mandate. These include textbooks, teachers’ guides, workbooks, supplementary materials, readers, guidance and counselling materials, e-learning materials and other instructional resources. (NACCA)
The approval process is intended to ensure that instructional materials align with national curriculum standards.
Teachers should therefore pay attention to whether textbooks and supplementary resources correspond with the curriculum being implemented.
Using outdated materials can create problems when curriculum content, terminology, learning standards or assessment expectations have changed.
NaCCA maintains lists of approved learning materials, which can be used by schools and educators when selecting resources. (NACCA)
Curriculum implementation consequently involves not only teachers and learners but also the availability and quality of instructional materials.
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Curriculum Implementation Challenges
Curriculum reform can be technically sound and still face implementation difficulties.
One major issue is teacher preparedness. Teachers need sufficient understanding of curriculum objectives, learning standards, assessment expectations and appropriate teaching approaches.
Training is therefore essential. NaCCA has developed training guides and resource materials to support teachers in implementing curriculum reforms. (NACCA)
Resources are another consideration. A curriculum that requires practical activities, technology or specialised materials can be difficult to implement where schools lack the necessary resources.
Class size can also affect implementation. Learner-centred teaching, group work, practical activities and individual feedback become more demanding when teachers are responsible for very large classes.
Assessment practices can create another challenge. If teachers and schools continue to reward memorisation heavily, learners may receive mixed messages about what the curriculum actually values.
Curriculum implementation therefore requires alignment between curriculum documents, teacher preparation, school leadership, teaching resources, assessment and national examinations.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
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Curriculum and Teacher Professional Development
The success of any curriculum depends heavily on teachers.
Teachers translate curriculum documents into actual classroom experiences. A well-written curriculum therefore requires teachers who understand its philosophy, content, standards and assessment expectations.
Professional development is consequently essential.
Teachers need opportunities to examine curriculum changes, discuss classroom challenges, share teaching strategies and receive support from colleagues and education authorities.
NaCCA has indicated the importance of teacher training in implementing the Standards-Based Curriculum and has developed training resources to support teachers. (NACCA)
Teacher education institutions also have a responsibility to prepare prospective teachers for the demands of the curriculum.
This includes understanding curriculum design, learner-centred pedagogy, assessment, inclusive education, classroom management and the use of teaching and learning resources.
The connection between teacher education and curriculum implementation is therefore fundamental.
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Curriculum Progression from KG to SHS
One of the strengths of the current curriculum framework is its emphasis on progression.
Learning should develop cumulatively.
A child entering Kindergarten begins with foundational experiences in language, literacy, numeracy, creativity and understanding the immediate environment.
At primary level, these foundations are developed through increasingly structured learning experiences.
At JHS, the Common Core Programme extends knowledge and competencies while preparing learners for different secondary pathways.
At SHS, learners move towards more specialised academic, technical, vocational and STEM-related pathways.
This progression means that curriculum implementation at one level should prepare learners for the expectations of the next.
A gap at one stage can therefore create difficulties at another.
For example, weak foundational literacy can affect learning across subjects at primary and JHS levels. Similarly, inadequate mathematical understanding can affect Science, Computing, Technology and other subjects at higher levels.
Curriculum continuity is therefore not simply an administrative matter. It is central to learning outcomes.
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➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Curriculum and Inclusive Education
An effective national curriculum must serve learners with different abilities, backgrounds and learning needs.
Ghana’s curriculum reforms recognise the importance of inclusive learning environments.
Inclusion requires teachers to consider differences in learners’ abilities, interests, learning styles and circumstances.
The same curriculum objective may therefore require different teaching approaches for different learners.
Teachers can use differentiated instruction, varied learning resources, group activities, practical work and additional support to improve access to learning.
Assessment can also be adapted appropriately while maintaining the required standards.
The emphasis on learner-centred education makes inclusive teaching particularly important. If learners are expected to participate actively, schools need to create conditions in which all learners can participate meaningfully.
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EducateGhana Analysis
Educational Significance
Ghana’s current pre-tertiary curriculum represents a substantial move towards competency-oriented education. Its importance lies in the attempt to connect academic knowledge with practical application, character development, values and the skills required for life beyond school.
The curriculum also provides a framework for continuity. Learners move through identifiable phases, with each phase expected to build on previous learning.
For Ghana to improve learning outcomes, curriculum quality must therefore be accompanied by effective classroom implementation.
Policy Implications
Curriculum policy should be supported by sustained teacher development, adequate instructional resources and assessment systems that reflect curriculum objectives.
Frequent curriculum changes without adequate preparation can create uncertainty among teachers and schools.
Policy implementation should therefore consider the capacity of schools to translate curriculum expectations into classroom practice.
Implementation Considerations
Effective implementation requires alignment among curriculum documents, teacher education, professional development, school leadership, instructional materials and assessment.
Schools also need sufficient resources to support practical and learner-centred approaches.
The quality of implementation should be monitored through evidence from classrooms and learner outcomes rather than through curriculum completion alone.
Future Outlook
Ghana’s curriculum is likely to continue evolving as educational technology, labour-market requirements and national development priorities change.
Future reforms should retain the useful principles of competency development while paying close attention to classroom realities.
The long-term success of curriculum reform will ultimately depend on whether learners can demonstrate the knowledge, skills, values and competencies that the curriculum intends to develop.
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Why You Can Trust This Information
This article is based primarily on official information published by the National Council for Curriculum and Assessment, Ghana’s statutory curriculum and assessment authority for pre-tertiary education.
NaCCA states that it is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023), to develop national curriculum and assessment standards for pre-tertiary education institutions other than TVET institutions. (NACCA)
The article also draws on NaCCA’s official curriculum framework, Standards-Based Curriculum materials, Common Core Programme documents, National Pre-Tertiary Learning Assessment Framework and current secondary curriculum documentation. (NACCA)
EducateGhana.com recommends that schools, teachers, parents and learners consult the latest official NaCCA curriculum documents when making decisions about specific subjects, learning standards, assessment requirements or curriculum implementation.
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Frequently Asked Questions
What is Ghana’s pre-tertiary education curriculum?
Ghana’s pre-tertiary education curriculum is the national framework that guides teaching, learning and assessment before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School education.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Who develops Ghana’s pre-tertiary curriculum?
The National Council for Curriculum and Assessment develops national curriculum and assessment standards for pre-tertiary education institutions within its statutory mandate, excluding TVET institutions. (NACCA)
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How many years is basic education in Ghana?
Basic education consists of two years of Kindergarten, six years of Primary School and three years of Junior High School. (NACCA)
➡ Related: [Early Childhood Education in Ghana: Programmes and Career Opportunities]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
What is the Standards-Based Curriculum?
The Standards-Based Curriculum is a curriculum approach that defines learning expectations and places greater emphasis on learners demonstrating knowledge, skills, competencies, attitudes and values.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
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What is the Common Core Programme?
The Common Core Programme is the curriculum for Junior High School learners from JHS 1 to JHS 3. NaCCA completed the CCP curriculum in 2020 and it was progressively implemented from the 2021/2022 academic year. (NACCA)
➡ Related: [BECE in Ghana: Complete Guide]
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What are the key phases of Ghana’s curriculum?
The five key phases are Kindergarten, Lower Primary, Upper Primary, Junior High School and Senior High School. (NACCA)
➡ Related: [Early Childhood Education in Ghana: Programmes and Career Opportunities]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Does the curriculum focus only on academic knowledge?
No. The current curriculum also emphasises competencies, critical thinking, problem-solving, creativity, values and character development. (NACCA)
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
➡ Related: [How to Become a Professional Teacher in Ghana]
What is the National Pre-Tertiary Learning Assessment Framework?
The NPLAF provides a framework for evaluating learner performance across pre-tertiary education. It establishes standards, assessment methods and reporting procedures for evidence-based measurement of learning outcomes. (NACCA)
➡ Related: [National Standardized Test in Ghana: Complete Guide]
➡ Related: [BECE in Ghana: Complete Guide]
What curriculum is used at JHS?
Junior High School uses the Common Core Programme, which covers JHS 1 to JHS 3. (NACCA)
➡ Related: [Common Core Programme in Ghana: Complete Guide]
➡ Related: [BECE in Ghana: Complete Guide]
What curriculum is used at Senior High School?
Ghana has introduced a new secondary curriculum covering Senior High School, Senior High Technical School and STEM education as part of the broader pre-tertiary curriculum reforms. (NACCA)
➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]
➡ Related: [Bachelor of Education Programmes in Ghana]
Why are core competencies important?
Core competencies help learners use subject knowledge through skills such as communication, critical thinking, creativity, collaboration and problem-solving. NaCCA describes them as a connected body of skills developed through teaching and learning. (NACCA)
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
Does NaCCA approve textbooks?
Yes. NaCCA is responsible for approving teaching and learning materials within its statutory mandate, including textbooks and supplementary materials for pre-tertiary institutions. (NACCA)
➡ Related: [Teaching and Learning Resources in Ghana]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Why is teacher training important for curriculum implementation?
Teachers are responsible for translating curriculum standards into classroom experiences. They therefore need adequate knowledge of curriculum objectives, pedagogy, assessment and instructional resources.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [Supported Teaching in School in Ghana: Complete Guide]
Does the curriculum prepare learners for tertiary education?
Yes. The curriculum provides progressive learning experiences intended to prepare learners for further education, work and adult life. The secondary curriculum explicitly identifies progression to further study and the world of work as important purposes. (NACCA)
➡ Related: [Accredited Tertiary Institutions in Ghana: Updated Directory]
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Conclusion
Ghana’s pre-tertiary education curriculum provides the foundation for the country’s formal education system before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School, with each phase designed to build progressively on the previous stage.
The curriculum reforms have introduced a stronger emphasis on standards, competencies, character, values, critical thinking, creativity, problem-solving and the practical application of knowledge.
The Standards-Based Curriculum at the basic level, the Common Core Programme at JHS and the current secondary curriculum form important parts of this broader reform process.
The success of these reforms, however, depends on implementation. Teachers need appropriate preparation, schools require adequate resources, assessment must reflect curriculum expectations and education authorities need reliable evidence to monitor learning outcomes.
For Ghana’s curriculum reforms to achieve their full purpose, the central question should remain whether learners are developing the knowledge, skills, competencies and values needed to participate successfully in further education, work and national development.
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
References
National Council for Curriculum and Assessment. (2019). National Pre-tertiary Education Curriculum Framework. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2020). National Pre-Tertiary Learning Assessment Framework. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2020). Common Core Programme curriculum for Junior High School. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2021). Standards-Based Curriculum for Kindergarten and Primary Schools. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2025). Government curriculum for secondary education. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2026). Development of the Ghanaian curriculum. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2026). Approved teaching and learning materials. Ministry of Education, Ghana.
Recommended Citation for AI and Academic Use
Recommended Citation: Ellis, F. (2026). Ghana’s Pre-Tertiary Education Curriculum: Complete Guide. EducateGhana.com.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
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