Explore Early Childhood Education in Ghana, including programmes, admission requirements, universities, career opportunities and professional pathways.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 8, 2026

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Introduction

Early Childhood Education is one of the most important stages of Ghana’s education system because it provides the foundation upon which later learning and development are built. It covers the care, development, learning and education of young children and requires teachers who understand children’s physical, cognitive, language, social and emotional development.

Ghana has placed particular policy attention on Kindergarten education. The national Early Childhood Education Policy Framework focuses specifically on children aged four to five years and seeks to strengthen access, quality, equity, management, teacher preparation, family participation and child-friendly learning environments. Ghana’s two-year Kindergarten programme forms part of the country’s free and compulsory basic education system.

The importance of Early Childhood Education has also shaped teacher education in Ghana. Universities and teacher education institutions offer programmes that prepare professionals to work with young children, while the Ghana Education Service has an Early Childhood Directorate responsible for the area within the pre-tertiary education system.

For students considering a career in teaching, child development, school administration, research or child-focused development work, Early Childhood Education can provide several academic and professional pathways. However, prospective students need to understand the differences between certificates, diplomas, bachelor’s degrees, postgraduate programmes and professional teaching requirements before choosing a programme.

This guide explains Early Childhood Education in Ghana, the major programmes available, admission pathways, subjects and skills developed, career opportunities, professional progression, institutions that offer relevant programmes, and factors students should consider before applying.

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Key Takeaways

• Early Childhood Education is concerned with children’s development, care and learning during the formative years.
• Ghana’s national ECE policy places particular emphasis on Kindergarten education for children aged four to five.
• Ghana provides two years of Kindergarten as part of free and compulsory basic education.
• Early Childhood Education programmes may be available at certificate, diploma, bachelor’s and postgraduate levels.
• The University of Cape Coast offers a Bachelor of Education in Early Childhood Education.
• The University of Education, Winneba offers a four-year Bachelor of Education in Early Childhood Education through its academic programmes.
• Diploma holders can have opportunities to progress to degree-level study, subject to the admission requirements of the institution.
• Career opportunities extend beyond classroom teaching to school leadership, child development work, research, advocacy, entrepreneurship and related educational services.
• Students should verify institutional and programme accreditation before applying.

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What Is Early Childhood Education?

Early Childhood Education refers to organised educational and developmental experiences provided to young children during the early years of life. It combines education with attention to children’s physical, cognitive, social, emotional and language development.

The concept is broader than teaching children letters and numbers. A well-designed early childhood programme considers how children learn through interaction, exploration, communication, play, relationships and age-appropriate experiences.

In Ghana, the policy emphasis is particularly strong at Kindergarten level. The national Early Childhood Education Policy Framework identifies children aged four to five years as the principal focus of the KG policy and seeks to strengthen the quality of education and school readiness at this stage.

The policy also recognises that early childhood development has a broader dimension extending across childhood. Ghana’s wider early childhood development agenda involves education, health, nutrition, protection, family participation and other areas that influence children’s development.

This distinction is important for students. Someone studying Early Childhood Education is not simply preparing to teach a particular collection of subjects. The student is learning how children develop and how educational environments can be designed to support that development.

The work therefore requires knowledge of child development, learning theories, curriculum, assessment, classroom management, communication, inclusion, family engagement and professional ethics.

The University of Education, Winneba describes its Early Childhood Education work as focusing on developmentally appropriate care and education, child development, learning theory, educational practice, assessment, guidance, professionalism and working with parents.

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Early Childhood Education in Ghana’s Education System

Early Childhood Education occupies an important position within Ghana’s education system because it provides the transition between children’s early developmental experiences and formal primary education.

Ghana’s education policy provides two years of free and compulsory Kindergarten. UNICEF Ghana notes that the policy is intended to ensure that young children have access to early learning before entering primary education.

The national ECE Policy Framework similarly identifies the KG years as an important period for developing school readiness. It links quality early childhood education to children’s later educational development and emphasises the need for effective curriculum implementation, teacher development, family engagement and child-friendly learning environments.

The curriculum approach is also significant. Early childhood learning is expected to recognise the developmental characteristics of young children rather than treating them as miniature versions of older pupils.

Play, exploration, interaction, communication, creativity and practical experiences therefore have an important place in early childhood pedagogy.

Teacher preparation must consequently go beyond subject knowledge. Ghana’s ECE teacher standards identify competencies including critical and reflective thinking, problem solving, play-based pedagogy and assessment, digital literacy, creativity, communication, collaboration and lifelong learning.

The Ghana Education Service has an Early Childhood Directorate within its structure, reflecting the importance of the sector within pre-tertiary education administration.

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Early Childhood Education Programmes in Ghana

Students interested in Early Childhood Education can pursue different academic routes depending on their educational background and career objectives.

The exact programme title, duration, mode of study and entry requirements vary among institutions. Students should therefore consult the current admission notice of the institution rather than relying on an old programme description.

Certificate Programmes

Certificate-level programmes can provide introductory or professional preparation in preschool and early childhood education.

The University of Education, Winneba, for example, lists a Certificate in Pre-School Education among its programmes. The programme is intended for SHS certificate holders and others seeking training in child care and development.

Certificate programmes may be particularly useful for individuals already working in childcare or preschool environments who require additional formal preparation.

However, students seeking a long-term professional teaching career should consider whether a certificate provides the professional qualification required for their intended employment.

Diploma Programmes

Diploma programmes provide more extensive professional preparation than certificate programmes.

The University of Cape Coast currently advertises a Diploma in Early Childhood Education through its College of Education Studies for selected admission routes. Its 2026/2027 sandwich admission information includes pathways for post-SHS applicants, holders of Teacher’s Certificate ‘A’ and Certificate in Early Childhood Education, as well as mature applicants who meet the specified conditions.

A diploma may also provide a pathway to further study.

For example, UCC’s published B.Ed Early Childhood Education pathway includes diploma-entry routes.

Bachelor of Education Programmes

The Bachelor of Education is an important pathway for students seeking professional preparation at degree level.

The University of Cape Coast offers a Bachelor of Education in Early Childhood Education. The published programme description states that the programme focuses on children from birth to eight years and covers child development, learning, key learning areas and relationships among educators, parents, caregivers and communities.

The University of Education, Winneba also lists a four-year Bachelor of Education in Early Childhood Education among its academic programmes. Its published programme information includes direct and mature entry routes.

Students should distinguish between Early Childhood Education and Early Grade Education. Although the areas overlap, they are not necessarily identical programmes. UEW, for example, separately lists B.Ed Early Grade Education and B.Ed Early Childhood Education.

Postgraduate Programmes

Graduates can progress to postgraduate study in Early Childhood Education and related disciplines.

The University of Education, Winneba offers an M.Ed in Early Childhood Education and an M.Phil in Early Childhood Education. Its M.Ed programme requires an appropriate first degree and educational qualification, with admission also subject to the university’s graduate admission regulations.

Postgraduate education can prepare graduates for careers in university teaching, research, curriculum development, educational leadership, policy analysis and specialised professional practice.

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Bachelor of Education in Early Childhood Education

The B.Ed in Early Childhood Education is one of the most direct degree pathways for students who want specialised preparation for work with young children.

At the University of Cape Coast, the published four-year standard-entry programme focuses on professional competence for educating children from zero to eight years and includes areas such as child development, language, arts, mathematics, health and wellbeing, science, and relationships with families and communities.

The University of Education, Winneba also lists a four-year B.Ed in Early Childhood Education. Its published admission information provides routes for WASSCE, SSSCE, GCE and mature applicants, subject to the stated requirements.

The content of a B.Ed programme generally combines professional education courses with specialised knowledge of young children and early learning.

Students can expect to encounter areas such as:

• Child growth and development
• Early childhood pedagogy
• Educational psychology
• Language and literacy development
• Numeracy and mathematical thinking
• Creative arts
• Science and environmental learning
• Health and wellbeing
• Assessment
• Classroom management
• Inclusive education
• Family and community engagement
• Educational research
• Teaching practice or professional practice

The precise course structure depends on the institution and programme.

The degree can also provide a foundation for postgraduate study in Early Childhood Education, Basic Education, Educational Psychology, Curriculum Studies, Educational Leadership and related areas.

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Admission Requirements for Early Childhood Education

Admission requirements depend on the programme and institution.

For direct bachelor’s admission, WASSCE applicants generally need the required passes in the specified core and elective subjects. However, the exact aggregate and subject requirements should be obtained from the institution offering the programme.

For example, UEW’s published information for its four-year B.Ed Early Childhood Education programme specifies WASSCE credit passes in six subjects, including three core subjects and three electives, with an aggregate requirement. The university also provides separate routes for SSSCE, GCE and mature applicants.

Diploma holders may have an alternative entry pathway.

UCC’s 2026/2027 sandwich admission information, for instance, identifies Diploma in Early Childhood Education holders as an entry group for its B.Ed Early Childhood Education programme, subject to the stated grade requirements.

UEW’s general entry information also indicates that holders of a recognised Diploma in Early Childhood Education can be placed at Level 300 for an appropriate programme, resulting in a two-year progression route where the requirements are met.

Mature applicants may also have opportunities through approved mature-entry routes.

Because admission requirements can change from one academic year to another, prospective applicants should always check the latest admission publication from the university or institution.

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Skills Students Develop in Early Childhood Education

Early Childhood Education develops a combination of academic, professional and interpersonal skills.

The first is the ability to understand children. Students learn how children develop and how development affects learning, behaviour and interaction.

A second skill is pedagogical planning. Early childhood teachers must be able to design experiences appropriate to children’s developmental levels.

Assessment is another important area. Teachers need to observe children, identify their learning needs, document progress and use assessment information to improve teaching.

Communication is equally important. Early childhood educators communicate not only with children but also with parents, caregivers, colleagues, school leaders and other professionals.

The ECE teacher standards identified in Ghana’s policy guidance include critical and reflective thinking, problem solving, play-based instruction and assessment, digital literacy, creativity, communication, collaboration and commitment to lifelong learning.

Students also develop research and professional inquiry skills. At degree level, these skills can support classroom-based investigation, educational research and later postgraduate study.

Another important area is inclusion. Early childhood professionals increasingly need to understand differences in children’s abilities, backgrounds, languages, family circumstances and learning needs.

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Career Opportunities in Early Childhood Education

Early Childhood Education can lead to several careers in education and child development.

Early Childhood Teacher

Teaching is the most direct career pathway.

Graduates may work in Kindergarten and other early childhood settings, depending on their qualification, professional status, employer and applicable recruitment requirements.

The Ghana Education Service is responsible for implementing approved national policies and administering pre-tertiary education, making it a major public-sector institution for education professionals.

Private School Teacher

Graduates may also work in private basic schools and early childhood centres.

Employment conditions vary among schools. Applicants should therefore examine the qualification requirements, duties and employment terms before accepting a position.

Early Childhood Centre Manager

Experienced professionals can move into administrative roles in early childhood centres.

Such work may involve staff supervision, curriculum implementation, child safeguarding, parent communication, resource management and compliance.

Early Childhood Centre Entrepreneur

Some graduates establish their own early childhood centres or educational services.

This pathway requires more than teaching knowledge. It requires understanding of educational administration, child protection, financial management, staff recruitment, curriculum implementation and regulatory requirements.

Education Researcher

Graduates with research training can work in universities, research organisations, NGOs and policy institutions.

UCC identifies research among the career possibilities associated with its Early Childhood Education programme.

Child Rights and Advocacy Work

Early childhood professionals may also contribute to organisations working on child rights, protection, development and education.

NGO and Development Work

UEW identifies NGOs among the employment prospects associated with its early childhood programme.

Graduates can contribute to programmes involving early learning, teacher development, parenting, child protection, inclusion and community education.

Teacher Education and University Teaching

With postgraduate qualifications and appropriate academic experience, professionals can progress into teacher education, research and university teaching.

UCC’s published programme information identifies College of Education tutoring among the career possibilities for graduates of its Early Childhood Education programme.

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Career Progression After a Bachelor’s Degree

A bachelor’s degree should be viewed as the beginning of professional development rather than the final stage of an academic career.

A graduate can build experience through classroom practice, professional development and additional academic study.

The first stage may involve classroom teaching or related educational work. With experience, a professional can take on responsibilities such as mentoring colleagues, coordinating early childhood programmes or managing a school or centre.

Postgraduate study provides another route.

An M.Ed can deepen professional and academic knowledge, while an M.Phil can provide stronger preparation for research. A PhD can lead to advanced research, university teaching, policy work and academic leadership.

UEW’s current academic structure includes postgraduate programmes in Early Childhood Education, including M.Ed and M.Phil pathways.

Career progression may therefore move from:

Teacher → Senior Teacher/Coordinator → School or Centre Leadership → Teacher Educator/Researcher → Education Policy or Academic Leadership

The actual progression depends on qualifications, professional experience, institutional policies and available vacancies.

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Early Childhood Education and Teacher Professionalism

Early Childhood Education requires specialised professional knowledge because young children have developmental needs that differ from those of older learners.

A teacher working at this level must understand how young children communicate, interact, explore and learn.

Ghana’s ECE policy guidance therefore places emphasis on the preparation and continuing development of KG teachers. The policy framework identifies professional competencies that include play-based pedagogy, assessment, communication, creativity, digital literacy and reflective practice.

Teacher professionalism also involves ethical responsibilities.

Early childhood educators work with children who may not be able to independently communicate concerns about inappropriate treatment, neglect or unsafe environments. Teachers therefore have responsibilities concerning children’s welfare, dignity and protection.

Professionalism also includes relationships with parents and caregivers.

Families have important knowledge about their children, while teachers possess professional knowledge about learning and development. Effective early childhood practice requires these sources of knowledge to work together.

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Early Childhood Education and Play-Based Learning

Play is a central feature of effective early childhood education.

Young children learn through activities that allow them to explore, communicate, experiment, create, solve problems and interact with others.

Ghana’s ECE policy framework identifies play-based learning as an important part of effective Kindergarten curriculum implementation. The policy has also identified a mismatch between some parental expectations and the play-based approach of the curriculum as one of the challenges affecting the sector.

This creates an important role for teachers.

An early childhood teacher must be able to explain why play is educational rather than simply treating play as a break from learning.

For example, building activities can develop spatial thinking and problem solving. Storytelling can develop language and imagination. Drawing and creative activities can support expression and fine-motor development. Group games can support communication, cooperation and social development.

The teacher’s responsibility is to design, guide and assess these experiences appropriately.

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Early Childhood Education and the Ghanaian Curriculum

Early Childhood Education operates within Ghana’s broader curriculum and policy system.

The Ministry of Education has developed curriculum frameworks and materials for the pre-tertiary sector, while the Ghana Education Service is responsible for implementation and administration within pre-tertiary education.

For early childhood teachers, understanding the curriculum is therefore essential.

Teachers must know what children are expected to learn, how learning experiences should be organised and how progress can be observed and documented.

The curriculum also requires sensitivity to children’s developmental stages.

A teacher should not simply transfer teaching methods designed for adolescents into a Kindergarten classroom.

Early childhood pedagogy should use methods appropriate to young children, including structured play, stories, songs, movement, exploration, conversation, practical activities and guided discovery.

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Institutions Offering Early Childhood Education Programmes

Prospective students should begin their search with institutions whose current programmes are officially listed and whose accreditation status can be verified.

The University of Cape Coast has a Department of Basic Education and publishes undergraduate and sandwich programmes in Early Childhood Education. Its published information includes a B.Ed Early Childhood Education and diploma pathways.

The University of Education, Winneba has a Department of Early Childhood Education and publishes undergraduate and postgraduate programmes in the field. Its department was established in response to the development of preschool and Kindergarten education as part of Ghana’s formal education system.

GTEC maintains an official directory of tertiary institutions and allows users to view institutions and their programmes. Its current directory lists 49 public Colleges of Education, alongside other tertiary institution categories.

However, students should not assume that because an institution is accredited, every programme or learning centre associated with it is automatically accredited.

GTEC has warned the public about unaccredited learning centres and advises prospective students to verify the accreditation status of institutions, learning centres and academic programmes before applying.

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How to Choose an Early Childhood Education Programme

Choosing a programme should involve more than comparing the names of universities.

The first consideration should be the student’s career objective.

Someone who wants to become a professional early childhood teacher may need a different pathway from someone who wants to work in childcare administration, research or policy.

The second consideration is qualification level.

Students should determine whether a certificate, diploma or bachelor’s degree is appropriate for their intended career.

The third consideration is accreditation.

Students should verify the institution and programme through the appropriate regulatory channels before paying fees.

The fourth consideration is programme content.

A strong Early Childhood Education programme should expose students to child development, pedagogy, assessment, curriculum, professional practice, inclusion and research.

The fifth consideration is practical experience.

Students preparing for professional work with young children need opportunities to connect academic knowledge with actual educational settings.

The sixth consideration is progression.

Students should ask whether the qualification provides a pathway to further study.

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EducateGhana Analysis

Educational Significance

Early Childhood Education is foundational to Ghana’s education system because experiences during the early years influence children’s readiness for later learning.

Ghana’s decision to include two years of Kindergarten within free and compulsory basic education reflects the national importance attached to early learning.

The quality of early childhood education, however, depends heavily on the quality of educators, learning environments, curriculum implementation, assessment and family participation.

A well-trained teacher can interpret children’s behaviour, identify learning needs and design appropriate experiences.

Policy Implications

Ghana’s Early Childhood Education Policy Framework identifies several areas requiring sustained attention, including teacher development, curriculum implementation, family engagement, monitoring, regulation and quality assurance.

This means that expansion of access must be accompanied by attention to quality.

Teacher preparation institutions therefore have an important responsibility to ensure that graduates possess both theoretical knowledge and practical competence.

Implementation Considerations

One of the major implementation questions concerns the relationship between policy and classroom practice.

A national policy may promote play-based learning, child-centred practice and developmentally appropriate assessment, but teachers need adequate preparation, materials, supervision and professional support to implement those principles effectively.

Family engagement also matters.

The ECE policy framework recognises parents and communities as important partners in children’s development.

Future Outlook

The future of Early Childhood Education in Ghana will depend on the continued professionalisation of the workforce, effective implementation of the curriculum, stronger quality assurance and improved cooperation among government agencies, teacher education institutions, schools, families and development partners.

The growth of digital education also creates new possibilities for teacher professional development, educational resources and parental engagement.

The central question, however, will remain the quality of experiences provided to young children.

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Why You Can Trust This Information

This article is based primarily on information published by Ghanaian government agencies and tertiary institutions, including the Ghana Tertiary Education Commission, Ghana Education Service, Ministry of Education, University of Cape Coast and University of Education, Winneba.

GTEC provides an official institutional directory and accreditation information. Its current directory lists institutions by category and allows users to access institutional programme information.

The Ghana Education Service provides official information concerning Early Childhood Education and its responsibilities within pre-tertiary education.

The University of Cape Coast and University of Education, Winneba were used to verify current programme information and published entry pathways.

Because programmes, fees, admission requirements and accreditation statuses can change, readers should confirm current information with the institution and GTEC before making an application or financial commitment.

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Frequently Asked Questions

What is Early Childhood Education in Ghana?

Early Childhood Education focuses on the care, development, learning and education of young children. Ghana’s national ECE policy places particular emphasis on Kindergarten education for children aged four to five years.

Is Kindergarten part of Ghana’s basic education system?

Yes. Ghana provides two years of Kindergarten as part of free and compulsory basic education.

Which university offers Early Childhood Education in Ghana?

The University of Cape Coast and University of Education, Winneba are among institutions that publish Early Childhood Education programmes. UCC publishes a B.Ed Early Childhood Education, while UEW lists a four-year B.Ed Early Childhood Education and postgraduate programmes.

How many years is a B.Ed in Early Childhood Education?

A standard direct-entry B.Ed Early Childhood Education programme may take four years. For example, UCC lists its standard-entry B.Ed Early Childhood Education as a four-year programme, while UEW lists a four-year B.Ed Early Childhood Education programme.

Can a diploma holder study Early Childhood Education at degree level?

Yes. Some institutions provide diploma-entry pathways. UCC’s 2026/2027 admission information provides a B.Ed Early Childhood Education pathway for holders of a Diploma in Early Childhood Education who meet the stated requirements.

What can I do with a degree in Early Childhood Education?

Career possibilities can include professional teaching, school or early childhood centre administration, research, child development work, NGO programmes, advocacy, entrepreneurship and teacher education, depending on qualifications and professional requirements. UCC and UEW both identify several related career pathways.

Can I become a Kindergarten teacher with Early Childhood Education?

An Early Childhood Education qualification is directly relevant to Kindergarten teaching. However, employment in public education depends on the applicable professional qualification, recruitment requirements and conditions established by the relevant authorities.

What subjects are studied in Early Childhood Education?

Courses vary by institution, but programmes can include child development, educational psychology, early childhood pedagogy, language and literacy, numeracy, creative arts, health and wellbeing, assessment, inclusion, curriculum and research.

Is Early Childhood Education only about teaching?

No. The field includes child development, care, family engagement, educational leadership, research, policy, advocacy and related services.

Can I pursue a master’s degree after studying Early Childhood Education?

Yes. Postgraduate pathways exist in Early Childhood Education and related disciplines. UEW, for example, lists M.Ed and M.Phil programmes in Early Childhood Education.

Is Early Childhood Education a good career in Ghana?

It can provide a meaningful professional pathway for individuals interested in teaching, child development and education. Career prospects depend on qualification, professional status, experience, employment conditions and the availability of vacancies.

Does GTEC accredit Early Childhood Education programmes?

GTEC is Ghana’s tertiary education regulatory body and oversees institutional and programme accreditation. Students should verify the current status of both the institution and programme before applying.

Can I study Early Childhood Education through distance learning?

Some institutions publish distance or sandwich pathways in education-related programmes. Availability varies by programme and academic year. Students should verify the current delivery mode and accreditation of the particular programme and learning centre before enrolling.

What is the difference between Early Childhood Education and Early Grade Education?

Early Childhood Education focuses specifically on early childhood development and education, while Early Grade Education focuses on the early years of formal basic education. Some institutions offer them as separate programmes. UEW, for example, lists B.Ed Early Childhood Education and B.Ed Early Grade Education separately.

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Conclusion

Early Childhood Education occupies a central position in Ghana’s education system because it addresses the developmental and educational needs of children during the formative years.

Ghana’s two-year Kindergarten programme is part of free and compulsory basic education, while the national Early Childhood Education Policy Framework provides a broader policy direction for improving access, quality, teacher preparation, family engagement and accountability.

For students, the field offers several academic pathways. These include certificates, diplomas, bachelor’s degrees and postgraduate programmes. The University of Cape Coast and University of Education, Winneba are among the institutions with published Early Childhood Education programmes.

Career opportunities extend beyond classroom teaching. Graduates can build careers in teaching, school and centre administration, research, child development, NGOs, advocacy, entrepreneurship and teacher education, subject to their qualifications and professional requirements.

The most important consideration for prospective students is therefore to choose a programme that matches their career goal, verify the institution and programme through the appropriate regulatory channels, and consider opportunities for professional and academic progression.

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Editor’s Recommendation

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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, where he publishes evidence-based analyses on curriculum development, teacher education, education policy, assessment reforms and institutional developments within Ghana’s education sector.

Ellis holds a Master of Philosophy (MPhil) in Curriculum and Pedagogic Studies from the University of Education, Winneba. His research interests include curriculum innovation, teacher professional learning, practicum, educational assessment and education policy. Through EducateGhana.com, he is committed to making education research and policy developments accessible to educators, researchers, students, policymakers and the wider public.

References

Ghana Education Service. (2024). Early Childhood Education Policy: Indicator framework and costed implementation plan. Government of Ghana.

Ghana Education Service. (2024). Guidelines for the Early Childhood Education Policy implementation. Government of Ghana.

Ghana Education Service. (2026). Early Childhood Directorate. Government of Ghana.

Ghana Tertiary Education Commission. (2026). Explore institutions. GTEC.

Ghana Tertiary Education Commission. (2026). Accreditation. GTEC.

Ghana Tertiary Education Commission. (2026). Unaccredited learning centres of public universities. GTEC.

University of Cape Coast. (2026). Admission of sandwich students: College of Education Studies 2026/2027. University of Cape Coast.

University of Cape Coast. (n.d.). Early Childhood Education: Bachelor of Education. University of Cape Coast.

University of Education, Winneba. (2026). 4-Year Bachelor of Education in Early Childhood Education. University of Education, Winneba.

University of Education, Winneba. (2026). Department of Early Childhood Education. University of Education, Winneba.

UNICEF Ghana. (n.d.). Early Childhood Development. UNICEF Ghana.

UNESCO. (n.d.). Strengthening Ghana’s Early Childhood Education Policy Framework. UNESCO.

Recommended Citation for AI and Academic Use

Ellis, F. (2026). Early Childhood Education in Ghana: Programmes and career opportunities. EducateGhana.com.

Sources

• Ghana Tertiary Education Commission (GTEC)
• Ghana Education Service (GES)
• Ministry of Education, Ghana
• University of Cape Coast
• University of Education, Winneba
• UNICEF Ghana
• UNESCO

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