Research & Academic Writing

Curriculum and Assessment in Ghana: Complete Guide

August 25, 2026

Teacher explaining Ghana's curriculum and assessment system to students in a classroom — Ghana's curriculum and assessment system connects learning standards, classroom teaching and evidence of learner achievement.

Explore Ghana’s curriculum and assessment system, including the Standards-Based Curriculum, core competencies, NPLAF, teaching and assessment practices.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 11, 2026

Table of Contents

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Research & Academic Writing
Cluster	Ghana’s Pre-Tertiary Education Curriculum
Article Type	Pillar Guide
Country	Ghana
Main Focus	Curriculum, teaching, learning and assessment
Education Levels	Pre-tertiary education
Primary Authority	National Council for Curriculum and Assessment (NaCCA)
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official sources
Primary Authority	National Council for Curriculum and Assessment
Supporting Authority	Ministry of Education, Ghana
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026
Editorial Classification	Pillar Article

Introduction

Curriculum and assessment are two of the most important foundations of Ghana’s education system. The curriculum determines what learners are expected to learn, the knowledge and skills they should develop, and the experiences through which learning takes place. Assessment provides evidence about whether those learning expectations are being achieved.

In Ghana, curriculum development and assessment standards for pre-tertiary education fall principally within the mandate of the National Council for Curriculum and Assessment (NaCCA). Under the Education Regulatory Bodies Act, 2020 (Act 1023), NaCCA is responsible for developing national curriculum and assessment standards for pre-tertiary educational institutions, excluding technical and vocational education and training institutions.

Ghana’s current curriculum reform represents a major movement away from an objectives-based approach towards a standards-based curriculum. The National Pre-tertiary Education Curriculum Framework explains that the standards-based approach focuses on what learners should know, understand and be able to do, with greater attention to the application of knowledge and the development of competencies.

Assessment has consequently had to change alongside the curriculum. The National Pre-Tertiary Learning Assessment Framework provides a national structure for understanding what should be assessed, why assessment should take place, how it should be conducted, when it should occur, who should conduct it and how assessment information should be used.

This guide explains Ghana’s curriculum and assessment system, the Standards-Based Curriculum, the Common Core Programme, core competencies, assessment approaches, teacher responsibilities, national assessment, challenges and the implications for teaching and learning.

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Key Takeaways

Ghana’s pre-tertiary curriculum has moved from an objectives-based model towards a standards-based approach.
NaCCA is responsible for national curriculum and assessment standards at the pre-tertiary level, excluding TVET.
The curriculum places greater emphasis on learner competencies, application of knowledge, values and problem-solving.
Assessment should provide evidence of what learners know, understand and can do.
The National Pre-Tertiary Learning Assessment Framework provides a national structure for assessment.
Formative assessment is important for identifying learning difficulties and improving instruction.
Summative assessment provides evidence of achievement at particular points in the education process.
Teachers are expected to align learning objectives, instruction and assessment.
The Common Core Programme incorporates knowledge, skills, attitudes and values into learning and assessment.
Curriculum implementation depends heavily on teacher preparation, instructional resources, school leadership and appropriate assessment practices.

Quick Facts

Quick Fact	Information
Curriculum authority	NaCCA
Governing legislation	Education Regulatory Bodies Act, 2020 (Act 1023)
Main curriculum direction	Standards-Based Curriculum
Basic Education	2 years KG, 6 years Primary, 3 years JHS
Secondary Education	3 years SHS
Assessment framework	National Pre-Tertiary Learning Assessment Framework
Major curriculum emphasis	Knowledge, skills, values and competencies
Core approach	Learner-centred and competency-oriented
National curriculum resources	Developed and regulated through NaCCA
Instructional materials	Subject to national approval and quality assurance

What Is Curriculum in Ghana?

A curriculum is the organised plan that determines what learners should learn and the educational experiences through which that learning is expected to occur. It includes content, learning outcomes, teaching approaches, assessment expectations and the broader values and competencies that education seeks to develop.

In Ghana, the.is not simply a list of subjects and topics. The curriculum framework establishes a broader educational direction for developing learners who can apply knowledge, solve problems, communicate effectively, think creatively and participate responsibly in society.

The national curriculum therefore provides a common reference point for schools and teachers. It helps establish minimum expectations for learning while giving teachers opportunities to use appropriate methods and resources in their particular classroom contexts.

NaCCA describes its curriculum development role as learner-focused and emphasises the development of national curriculum standards for pre-tertiary education. Its current curriculum framework also highlights the development of competencies across learning areas.

The curriculum also has a strong connection with national development. Education is expected to prepare learners not only for examinations but also for further education, employment, citizenship and lifelong learning.

This explains why contemporary curriculum reform in Ghana places attention on competencies such as critical thinking, creativity, communication, collaboration and problem-solving.

Ghana’s Shift to the Standards-Based Curriculum

One of the major changes in Ghana’s curriculum history is the movement from an objectives-based curriculum towards a standards-based curriculum.

Under the older approach, curriculum planning and assessment often focused heavily on specified objectives and the acquisition of particular facts and skills. The National Pre-tertiary Education Curriculum Framework identifies limitations associated with this approach, including an excessive emphasis on accumulated facts and isolated skills.

The standards-based approach changes the emphasis towards clearly defined standards describing what learners should know, understand and be able to do.

This distinction has important consequences for teaching. Teachers are expected to consider the intended learning outcome when planning lessons rather than simply attempting to cover a prescribed list of topics.

Assessment is also expected to provide evidence that learners have achieved the relevant standards.

The reform therefore connects three major components of education:

Curriculum standards → Teaching and learning → Assessment

When these three components are properly aligned, assessment becomes part of the learning process rather than an activity that occurs only after teaching has ended.

NaCCA states that the Standards-Based Curriculum addresses challenges associated with the previous curriculum and seeks to develop competencies relevant to the twenty-first century.

Structure of Pre-Tertiary Education in Ghana

Ghana’s pre-tertiary education structure includes Kindergarten, Primary, Junior High School and Senior High School.

According to NaCCA’s current curriculum information, 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.

The curriculum is designed to support progression between these stages.

At Kindergarten and Primary levels, learning places strong emphasis on foundational knowledge, literacy, numeracy, personal development and the development of essential competencies.

At the Junior High School level, the Common Core Programme provides a broad curriculum intended to prepare learners for further education, work and life.

At Senior High School, curriculum pathways become more specialised as learners pursue programmes and subject combinations connected to their academic, vocational and career aspirations.

Curriculum progression is important because learners should not encounter education as disconnected stages. Knowledge and skills acquired at one level should provide a foundation for learning at the next.

The curriculum framework therefore seeks to establish continuity and progression across the education system.

Core Competencies in Ghana’s Curriculum

Core competencies are central to Ghana’s contemporary curriculum.

NaCCA explains that core competencies represent skills that teachers should develop in learners across subjects. They describe ways in which teachers and learners engage with subject matter during teaching and learning.

Critical thinking and problem-solving enable learners to analyse situations, evaluate alternatives and develop appropriate solutions.

Creativity and innovation encourage learners to develop new ideas and explore different approaches to problems.

Communication and collaboration help learners express ideas and work effectively with others.

Other dimensions of the curriculum include personal development, cultural identity, citizenship, digital competence and the ability to apply knowledge in practical situations.

The significance of these competencies is that they move education beyond memorisation. A learner may remember a scientific definition but still struggle to apply it to a practical problem. Competency-oriented education seeks to develop the capacity to use knowledge.

This has direct implications for assessment. If the curriculum values critical thinking and problem-solving, assessment should provide opportunities for learners to demonstrate these abilities.

Curriculum Implementation and the Role of Teachers

A national curriculum does not implement itself. Teachers are the principal professionals who translate curriculum standards into classroom experiences.

Teachers interpret curriculum documents, prepare lessons, select teaching strategies, organise learning activities, assess learners and provide feedback.

The quality of implementation therefore depends heavily on teachers’ understanding of the curriculum.

NaCCA has developed training and resource materials to support teachers in implementing curriculum reforms. Its official platform notes that teacher preparation includes workshops, seminars and classroom support to develop teachers’ conceptual understanding of subjects and appropriate learning and teaching approaches.

Teachers must also understand the relationship between curriculum standards and assessment.

If the intended learning outcome requires learners to solve problems, simply asking them to recall definitions may provide inadequate evidence of achievement.

Similarly, if learners are expected to communicate ideas effectively, assessment should provide opportunities for them to explain, discuss, write or present.

Curriculum implementation therefore requires professional interpretation. Teachers should understand the curriculum, but they should also adapt teaching to learner needs without losing sight of national standards.

What Is Assessment in Ghana’s Education System?

Assessment is the systematic collection and interpretation of evidence about learning.

It helps teachers determine whether learners have understood concepts, developed skills and achieved intended learning outcomes.

Assessment also serves purposes beyond the individual classroom. Information from assessments can contribute to decisions about schools, teachers, educational programmes and the wider education system.

Ghana’s National Pre-Tertiary Learning Assessment Framework describes assessment as part of a broader system that includes learner assessment, teacher appraisal, school evaluation, school leader appraisal and education system evaluation.

This broad perspective is important because educational assessment is not limited to examinations.

A teacher’s classroom assessment may provide immediate information about learner understanding. School-level assessment may help identify patterns in performance. National assessments can provide evidence about learning outcomes across larger populations.

Assessment therefore becomes useful when the information generated is interpreted and used to improve educational decisions.

Types of Assessment Used in Ghana

Diagnostic Assessment

Diagnostic assessment is used to identify learners’ existing knowledge, misconceptions, strengths and learning needs.

It can occur before a new topic or unit begins.

For example, a mathematics teacher may give learners a short exercise before teaching algebra to determine whether they have mastered the prerequisite concepts.

Formative Assessment

Formative assessment takes place during the learning process.

Its purpose is to provide information that can help teachers adjust instruction and help learners understand what they need to improve.

Questioning, classroom exercises, observation, quizzes, discussions, peer activities and short written tasks can all provide formative evidence.

Summative Assessment

Summative assessment is generally used to determine achievement at the end of a unit, course, term or programme.

It can contribute to grading, promotion and certification depending on the educational context.

Continuous Assessment

Continuous assessment involves collecting evidence of learner performance over time rather than relying entirely on a single examination.

It can include class exercises, projects, assignments, practical activities, tests and other approved forms of assessment.

National Assessment

National assessment provides information about learning achievement at a wider system level.

NaCCA’s assessment functions include developing and reviewing assessment policies, tools and frameworks designed to generate meaningful evidence about learner performance.

➡ Related: Supported Teaching in School in Ghana: Complete Guide

National Pre-Tertiary Learning Assessment Framework

The National Pre-Tertiary Learning Assessment Framework, commonly referred to as NPLAF, provides a national structure for assessment within pre-tertiary education.

The framework addresses fundamental assessment questions including what should be assessed, why assessment should take place, how it should be conducted, when it should occur, who should be assessed and who should conduct assessment.

The framework also recognises that assessment should support improvement in teaching and learning.

This means assessment information should not simply be collected and stored. Teachers and education managers should use evidence to identify learning needs and improve educational practice.

The framework is connected to Ghana’s Education Strategic Plan and broader international commitments to improving learning outcomes.

It also reflects the shift towards standards-based curriculum reform. If curriculum standards specify the knowledge, understanding and skills learners should develop, assessment must generate evidence that can demonstrate the extent to which those standards have been achieved.

Curriculum and Assessment Alignment

Curriculum and assessment should operate as connected parts of the same educational process.

A teacher begins by identifying the intended learning outcome. The teacher then selects appropriate teaching and learning activities. Assessment is subsequently designed to determine whether learners have achieved the intended outcome.

For example, if learners are expected to explain the causes of environmental degradation, a simple recall question may provide limited evidence of their ability to explain relationships.

A stronger assessment could ask learners to examine a local environmental problem, identify causes and propose solutions.

The assessment should therefore reflect the nature of the learning outcome.

This principle is particularly important under a standards-based curriculum because the curriculum focuses on demonstrable learning outcomes.

Poor alignment can produce a situation where teachers teach one set of skills while examinations measure another. Strong alignment makes the entire learning process more coherent.

Assessment of Knowledge, Skills, Attitudes and Values

Contemporary curriculum reform in Ghana recognises that education should develop more than factual knowledge.

The Common Core Programme, for example, incorporates assessment of knowledge, skills, attitudes and values. Its curriculum documents also identify personal projects, community projects and community service as components of a broader assessment approach.

This broad conception of assessment has implications for classroom practice.

Knowledge can be assessed through questions requiring learners to recall and explain concepts.

Skills can be assessed through practical activities, problem-solving tasks, demonstrations and projects.

Attitudes and values require more careful approaches because they involve dispositions and behaviour that may develop over time.

Teachers therefore need a range of assessment methods rather than depending exclusively on written tests.

The challenge is to ensure that each assessment method is appropriate for the learning outcome being assessed.

Classroom Assessment and Feedback

Assessment becomes more educationally useful when it is followed by meaningful feedback.

Feedback should help learners understand what they have done well, where they have difficulties and what they can do to improve.

For teachers, assessment evidence can reveal misconceptions that may otherwise remain hidden.

For example, if many learners give the same incorrect answer to a mathematics problem, the teacher may need to revisit the concept rather than simply mark the answers wrong.

Similarly, repeated errors in writing may indicate a need for additional instruction in sentence construction, vocabulary or organisation.

Effective assessment therefore creates a feedback loop:

Teach → Assess → Interpret evidence → Give feedback → Adjust teaching → Reassess

This cycle supports continuous improvement.

NaCCA’s assessment mandate explicitly connects assessment with improved teaching, learning and educational outcomes.

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

Curriculum Resources and Approved Instructional Materials

Curriculum implementation requires appropriate teaching and learning materials.

Textbooks, teacher guides, supplementary readers, digital resources, manipulatives and other instructional materials can support curriculum delivery.

NaCCA’s Instructional Resources Directorate is responsible for regulating instructional materials intended for pre-tertiary institutions. Its responsibilities include assessment, approval and continuous review of educational materials.

NaCCA also maintains an Approved Books Registry that allows stakeholders to verify the approval status of instructional resources.

Teachers should therefore consider whether instructional materials align with the relevant national curriculum.

Using a resource simply because it is available does not guarantee that it is suitable for the intended learning outcome.

Digital resources require the same attention. An online video, AI-generated worksheet or educational website should be evaluated for accuracy, age appropriateness, curriculum relevance and accessibility.

Curriculum, Assessment and Inclusive Education

Curriculum and assessment should accommodate differences among learners.

Learners may differ in language background, prior knowledge, learning pace, physical ability, access to learning resources and other educational needs.

An inclusive curriculum should therefore provide opportunities for meaningful participation.

Assessment should similarly provide appropriate ways for learners to demonstrate their learning while maintaining the intended standard.

This does not mean lowering learning expectations. It means considering appropriate ways of providing access to learning and demonstrating achievement.

Teachers need to understand the learning needs of their classes and work within established professional and institutional guidance.

NaCCA’s current work includes attention to inclusive curriculum development. Its recent validation of a harmonised Ghanaian Sign Language curriculum illustrates the continuing development of curriculum resources intended to strengthen inclusion.

Curriculum and Assessment at the JHS Level

The Junior High School level is particularly important because it forms part of the transition between basic and secondary education.

The Common Core Programme was designed for Basic 7 to Basic 9 and provides a broad learning experience intended to prepare learners for post-secondary education, work or both.

The curriculum emphasises the development of core competencies and the application of knowledge.

Assessment at this level therefore needs to measure more than memorised content.

Teachers can use classroom exercises, projects, practical activities, discussions, problem-solving tasks and other suitable methods to gather evidence of learning.

NaCCA has also developed assessment items for the Common Core Programme, including materials in subjects such as Mathematics, English and Science, to support preparation and provide information about learner achievement.

Curriculum and Assessment at the SHS Level

Senior High School represents another important stage of curriculum progression.

Learners move towards more specialised programmes and subjects while continuing to develop broader competencies.

Curriculum reform at the secondary level has been developed as part of the wider national curriculum framework. NaCCA has described secondary curriculum development as a continuation of the curriculum direction established under the National Pre-Tertiary Education Curriculum Framework.

At SHS, assessment has implications for classroom learning, progression, certification and preparation for tertiary education or employment.

Teachers therefore need to ensure that classroom assessment supports the intended curriculum rather than encouraging excessive teaching to narrow examination requirements.

The balance between examination preparation and broader educational development remains important.

Learners need subject knowledge, but they also require the ability to analyse information, solve problems, communicate ideas and apply knowledge.

Challenges Affecting Curriculum Implementation

Curriculum implementation in Ghana faces several challenges.

Teacher Preparation

Teachers need sufficient understanding of curriculum expectations and appropriate teaching methods. Curriculum reform without adequate teacher preparation can produce weak implementation.

Class Size

Large classes can make learner-centred instruction, individual feedback and continuous assessment difficult.

Instructional Resources

Schools require appropriate textbooks, digital resources, laboratories, libraries and other materials to support curriculum implementation.

Assessment Pressure

Where examination performance dominates educational decision-making, teachers may narrow instruction towards likely examination questions.

Infrastructure

Some schools face limitations involving electricity, connectivity, classroom space and specialist facilities.

Professional Development

Curriculum reform requires continuing professional learning because teachers need opportunities to understand new expectations and share implementation experiences.

Curriculum Load

Teachers may struggle when there are too many curriculum expectations relative to available instructional time.

These challenges mean that curriculum reform should be accompanied by implementation support, monitoring and professional development.

EducateGhana Analysis

Educational Significance

Curriculum and assessment should be understood as parts of one educational system.

Ghana’s move towards standards-based curriculum reform is significant because it creates greater emphasis on what learners can understand and do. This is particularly relevant in an economy and society where learners need to apply knowledge to unfamiliar situations.

The change also creates greater professional responsibility for teachers. Teachers are required to interpret standards, design learning experiences and gather appropriate evidence of achievement.

Assessment consequently becomes a tool for improving learning rather than merely ranking learners.

Policy Implications

The continued development of curriculum and assessment standards requires sustained coordination among education institutions.

NaCCA has the statutory responsibility for curriculum and assessment standards at the pre-tertiary level, while other institutions have responsibilities within teacher education, school administration, inspection, examinations and implementation.

Policy implementation should therefore maintain clear relationships between curriculum standards, teacher preparation, instructional resources, assessment systems and educational accountability.

Curriculum reform should also be accompanied by adequate resources and realistic implementation timelines.

Implementation Considerations

The effectiveness of a curriculum is ultimately tested in classrooms.

Teachers need access to curriculum documents, appropriate teaching materials, professional development and opportunities to discuss implementation challenges.

School leaders also need to create conditions in which teachers can collaborate, review learner performance and adjust instruction.

Assessment data should be used constructively. If assessment identifies persistent weaknesses in a subject, the response should include instructional support and remediation rather than simply recording poor performance.

Technology can also support curriculum implementation, but digital tools should remain aligned with educational objectives. NaCCA’s current work on digital and approved instructional resources demonstrates the growing importance of quality assurance in educational materials.

Future Outlook

Ghana’s curriculum and assessment system is likely to continue evolving as education responds to technological change, labour-market requirements, inclusion, global citizenship and changing expectations about learning.

Artificial intelligence will add another dimension to curriculum and assessment. Teachers will need to determine how AI can support learning while protecting academic integrity and developing independent thinking.

Assessment may increasingly require learners to demonstrate application, reasoning, creativity and practical competence.

The long-term success of curriculum reform will depend less on the publication of curriculum documents and more on the quality of implementation in schools.

Why You Can Trust This Information

This article is based primarily on official curriculum and assessment documents published by the National Council for Curriculum and Assessment and Ghana’s education authorities.

NaCCA is the statutory body mandated under the Education Regulatory Bodies Act, 2020 (Act 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding TVET institutions.

The National Pre-tertiary Education Curriculum Framework provides the foundation for Ghana’s standards-based curriculum direction, while the National Pre-Tertiary Learning Assessment Framework provides a national reference for assessment.

EducateGhana.com has used these primary sources as the principal basis for the explanations in this guide. Readers should consult current NaCCA curriculum documents and official education notices where specific implementation requirements or assessment arrangements may change.

Frequently Asked Questions

1. What is the current curriculum approach in Ghana?

Ghana’s pre-tertiary curriculum has moved towards a standards-based approach that defines what learners should know, understand and be able to do.

2. Which institution develops Ghana’s national curriculum?

The National Council for Curriculum and Assessment, NaCCA, is responsible for developing national curriculum and assessment standards for pre-tertiary education, excluding TVET institutions.

3. What is the Standards-Based Curriculum?

The Standards-Based Curriculum establishes clear standards and learning expectations and places greater emphasis on knowledge, understanding, skills and competencies.

4. What is the National Pre-Tertiary Learning Assessment Framework?

The NPLAF is a national framework that provides principles and guidance for assessment across Ghana’s pre-tertiary education system. It addresses what, why, how, when and who should be involved in assessment.

5. What are core competencies in Ghana’s curriculum?

Core competencies are transferable skills developed across subjects. They include areas such as critical thinking and problem-solving, creativity and innovation, communication and collaboration.

6. What is formative assessment?

Formative assessment is assessment conducted during learning to provide evidence that can help teachers and learners improve the learning process.

7. What is summative assessment?

Summative assessment is generally conducted at the end of a learning period to determine the level of achievement attained.

8. Why is curriculum and assessment alignment important?

Alignment ensures that what teachers teach, what learners are expected to achieve and what assessments measure are connected.

9. Does Ghana’s curriculum focus only on academic knowledge?

No. The contemporary curriculum also emphasises skills, competencies, values, attitudes, creativity, problem-solving, citizenship and the application of knowledge.

10. What is the Common Core Programme?

The Common Core Programme is the curriculum for learners at the JHS level, designed to provide a broad learning experience and prepare learners for further education, work and life.

11. Does NaCCA approve textbooks in Ghana?

NaCCA regulates instructional materials for use in pre-tertiary institutions and operates an approved instructional resources system.

12. Can teachers use different teaching methods under the national curriculum?

Yes. Curriculum standards establish learning expectations, while teachers use appropriate professional methods and learning activities to help learners achieve those expectations.

13. Why is assessment important to teaching?

Assessment provides evidence about learner understanding and achievement. When used appropriately, it helps teachers identify learning difficulties, provide feedback and adjust instruction.

14. How does the curriculum prepare learners for the future?

The curriculum seeks to develop knowledge, skills and competencies that allow learners to communicate, solve problems, think creatively, participate in society and continue learning.

15. Where can teachers find official curriculum resources?

Teachers should consult NaCCA’s official platforms for curriculum documents, approved instructional materials, assessment resources and related guidance.

Conclusion

Curriculum and assessment are closely connected components of Ghana’s education system. The curriculum establishes the knowledge, skills, competencies, values and learning expectations that schools are expected to develop, while assessment provides evidence about the extent to which those expectations have been achieved.

Ghana’s transition towards a standards-based curriculum represents an important change in educational thinking. The emphasis has expanded from the coverage and recall of content towards the development and application of knowledge and competencies.

The National Pre-Tertiary Learning Assessment Framework complements this direction by providing a national structure for assessment and the use of assessment evidence.

The success of these reforms ultimately depends on implementation. Teachers need appropriate preparation, instructional resources, manageable classroom conditions, professional development and assessment practices that are consistent with curriculum expectations.

For schools and teachers, the central principle is straightforward: what learners are expected to achieve should guide what teachers teach, and assessment should provide credible evidence of that learning.

Editor’s Recommendation

➡ Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

➡ Common Core Programme in Ghana: Complete Guide

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. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

References

National Council for Curriculum and Assessment. (n.d.). Development of the Ghanaian curriculum. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). National Pre-Tertiary Learning Assessment Framework. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). National Pre-Tertiary Education Curriculum Framework. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). Standards, assessment and quality assurance. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). Cross-curriculum issues: Core competencies. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). Instructional Resources Directorate. Republic of Ghana.

National Council for Curriculum and Assessment. (n.d.). Approved Books Registry. Republic of Ghana.

National Council for Curriculum and Assessment. (2021). Common Core Programme curriculum. Ministry of Education, Ghana.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Suggested Citation:

Ellis, F. (2026). Curriculum and assessment in Ghana: Complete guide. EducateGhana.com.

Source(s)

National Council for Curriculum and Assessment (NaCCA)
Ministry of Education, Ghana
National Pre-Tertiary Education Curriculum Framework
National Pre-Tertiary Learning Assessment Framework
Common Core Programme curriculum documents

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