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Teaching Practice in Ghana: Requirements and Guidelines

August 26, 2026

Learn the requirements and guidelines for teaching practice in Ghana, including STS, school placement, supervision, assessment and student teacher duties.

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

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Teacher Education and Training
Cluster	Teaching Practice and Practicum
Article Type	Pillar Article
Country	Ghana
Main Focus	Teaching practice, STS, requirements, supervision and assessment
Target Audience	Student teachers, teacher trainees, mentors, tutors and educators
Education Levels	Teacher Education and Basic Education
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and academic sources
Primary Institutional Source	University of Education, Winneba
Supporting Sources	UEW Institutional Repository and teacher education research
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Teaching practice is a central part of professional teacher preparation in Ghana. It gives student teachers an opportunity to move beyond college or university classrooms and apply professional knowledge in actual school environments.

For students pursuing teacher education, school-based practice provides an opportunity to develop classroom management, lesson planning, instructional delivery, assessment, communication and reflective practice skills. It also allows student teachers to observe experienced teachers and learn how professional decisions are made in real classrooms.

The organisation of school-based teacher preparation in Ghana has changed considerably with the introduction of the Bachelor of Education curriculum and the Supported Teaching in Schools (STS) programme. STS places school experience at the centre of teacher preparation and enables student teachers to apply knowledge and skills developed through their college-based training.

Teaching practice should therefore be understood within the broader professional preparation system. The exact arrangements, duration, placement procedures, assessment instruments and supervision requirements may vary according to the programme and institution.

This guide explains teaching practice in Ghana, including its meaning, requirements, school placement, preparation, supervision, assessment, responsibilities of student teachers and mentors, common challenges and practical guidelines for successful participation.

Key Takeaways

Teaching practice provides student teachers with supervised experience in real school settings.
Ghana’s current B.Ed. teacher education system incorporates Supported Teaching in Schools (STS) as a major practice-based component.
Student teachers are expected to connect professional knowledge with actual classroom practice.
School placement normally involves collaboration among teacher education institutions, partner schools, mentors and supervisors.
Student teachers are expected to prepare lessons, teach, assess learners, reflect on their practice and respond to professional guidance.
Mentors and college or university supervisors play important roles in supporting and assessing student teachers.
Teaching practice should be treated as professional learning rather than simply a period of classroom teaching.
Requirements can vary by institution and programme, so students should follow the current handbook and instructions issued by their institution.

What Is Teaching Practice?

Teaching practice is the period during teacher education when student teachers gain supervised experience in actual school settings.

Traditionally, the term has been used to describe the practical component of teacher preparation in which trainees are placed in schools and assessed on their ability to apply professional knowledge.

Academic research on Colleges of Education in Ghana describes teaching practice as an opportunity for student teachers to develop and evaluate their professional competencies within actual classroom environments.

The purpose goes beyond teaching individual lessons.

Student teachers are expected to learn how schools function, understand learners, interact with colleagues, prepare instructional materials, manage classrooms and reflect on their professional development.

The school therefore becomes an important site for professional learning.

The current STS approach strengthens this relationship by placing supported school experience at the heart of the B.Ed. programme. UEW describes STS as a means through which student teachers apply and develop knowledge, skills and understanding acquired through college-based training.

Teaching Practice and Supported Teaching in Schools

The terminology used in Ghanaian teacher education has evolved.

The expression teaching practice remains widely used by students, teachers and the public. However, the B.Ed. curriculum introduced the Supported Teaching in Schools model to provide a more continuous and structured relationship between teacher education institutions and schools.

UEW’s Department of Internship and Supported Teaching in Schools states that it oversees STS for the university’s relevant departments and affiliated Colleges of Education. It also monitors STS activities in affiliated Colleges and partnership schools.

The distinction is important.

Traditional teaching practice may be understood primarily as a period during which a student teacher teaches and is assessed.

STS places greater emphasis on supported professional learning.

Student teachers observe, participate, teach, receive feedback, reflect and gradually develop professional competence.

This makes school experience an integral part of the teacher education curriculum rather than an isolated exercise at the end of training.

Why Teaching Practice Is Important

Teaching practice helps student teachers connect educational theory with classroom realities.

A student may study lesson planning at college, for example, but classroom experience reveals the practical decisions involved in selecting learning activities, responding to unexpected questions and managing different levels of learner participation.

Practice also develops professional judgement.

Teachers regularly make decisions about pacing, questioning, grouping, assessment, classroom behaviour and learning resources.

These decisions cannot be learned entirely from textbooks.

Teaching practice also allows student teachers to receive professional feedback.

A mentor or supervisor can observe a lesson and identify strengths and areas requiring improvement.

Research conducted at St. Joseph’s College of Education, Bechem, found that student teachers generally considered teaching practice effective in developing professional competencies. The study also examined supervision, duration and school-community relationships as important dimensions of the experience.

Who Participates in Teaching Practice?

Teaching practice involves several groups.

Student Teacher

The student teacher is the principal learner in the practice process.

The trainee is expected to participate actively, teach assigned lessons, prepare professional records and respond to feedback.

Mentor

The mentor is an experienced teacher in the partnership school who provides guidance and professional support.

Mentoring can involve lesson observation, discussion, feedback, demonstration and advice.

College or University Supervisor

A tutor or lecturer may visit the student teacher, observe teaching and provide professional feedback.

The supervisor also helps connect the student’s school experience with the expectations of the teacher education programme.

School Head

The headteacher or school leadership provides the institutional environment in which the student teacher works.

School leaders may assist with placement, timetabling, discipline and professional integration.

STS Coordinator

In institutions operating STS, the coordinator helps organise school placements, documentation, supervision and other programme activities.

UEW’s current structure includes responsibilities for placement, mentor training, supervision and monitoring of STS activities.

Requirements for Teaching Practice in Ghana

The exact requirements depend on the teacher education institution and programme.

However, student teachers are generally expected to satisfy institutional requirements before entering or completing school-based practice.

These may include:

Being properly enrolled in the relevant teacher education programme.
Completing required courses or preparatory activities.
Participating in orientation or pre-practice seminars.
Accepting an approved school placement.
Maintaining appropriate professional conduct.
Preparing lesson plans or other required teaching documents.
Participating in school activities as required.
Keeping the required record book or portfolio.
Participating in supervision and mentoring.
Completing required teaching and assessment activities.
Submitting required records and assignments.
Completing the required assessment process.

Students should not assume that requirements are identical across all institutions.

The institution’s current handbook, STS manual, internship guide or departmental instructions should be treated as the controlling document.

UEW, for example, organises pre-internship seminars, student placement and distribution of internship documentation as part of its school-based professional preparation processes.

School Placement for Teaching Practice

School placement is an important part of the practice process.

A student teacher should normally be placed in a school that provides a suitable environment for the intended teaching experience.

Placement arrangements are generally coordinated by the teacher education institution in collaboration with partner schools.

Students should not independently choose or change their placement without permission from the responsible institution.

UEW’s Department of Internship and Supported Teaching in Schools specifically organises placement in partner schools and maintains relationships with placement officers and participating schools.

Placement should consider factors such as:

Programme requirements
Teaching level
Subject or specialisation
Availability of mentors
School suitability
Location
Institutional arrangements
Supervision requirements

A good placement should provide meaningful opportunities for the student teacher to participate in school life.

Orientation Before Teaching Practice

Orientation should take place before a student teacher begins full participation in the school environment.

Orientation helps trainees understand their responsibilities and professional expectations.

Topics may include school rules, professional conduct, lesson preparation, classroom management, assessment, documentation, supervision and communication with mentors.

UEW has organised STS orientation activities to explain the responsibilities of students and lecturers and the expectations associated with entering partner schools.

A student teacher should use the orientation period to clarify uncertainties.

It is better to understand the required documentation and assessment process before beginning school activities.

Students should also familiarise themselves with the school timetable, curriculum, learner characteristics and available teaching resources.

Lesson Planning During Teaching Practice

Lesson planning is one of the most important professional activities during teaching practice.

A lesson plan provides a structured outline of what the teacher intends learners to achieve and how the lesson will be conducted.

A good lesson plan should align the learning objectives, teaching activities, learning resources and assessment.

The student teacher should understand the curriculum content before preparing a lesson.

The plan should also account for the actual learners in the classroom.

A lesson designed for a particular group of learners may need modification when classroom circumstances change.

Student teachers should therefore avoid treating lesson plans as rigid scripts.

The purpose of planning is to improve instructional decision-making.

During supervision, the lesson plan also provides evidence that the student teacher has thought carefully about the intended learning process.

Teaching and Classroom Management

Teaching practice requires student teachers to develop the ability to manage learning activities effectively.

Classroom management includes establishing expectations, organising activities, maintaining learner participation and responding appropriately to disruptions.

Good classroom management does not depend entirely on punishment.

Clear instructions, engaging learning activities, appropriate pacing and respectful relationships can reduce many classroom difficulties.

Student teachers should also learn to recognise differences among learners.

Some learners may require additional explanation, while others may benefit from extension activities.

The teacher must therefore balance whole-class instruction with appropriate individual and group support.

The classroom should remain a place where learners can participate without fear or unnecessary intimidation.

Assessment During Teaching Practice

Assessment forms an important part of teaching.

Student teachers should learn to use assessment to determine whether learners are achieving the intended learning outcomes.

Assessment may take place during or after a lesson.

Examples include oral questioning, class exercises, observation, practical activities, quizzes, assignments and other approved assessment methods.

The important issue is alignment.

The assessment should measure the knowledge, skills or understanding that the lesson intended to develop.

Student teachers should also learn to use assessment information to improve subsequent teaching.

If many learners misunderstand a concept, the appropriate response may be to revisit the concept rather than simply move to the next topic.

This makes assessment part of the teaching and learning process.

Accra College of Education (AcCE): Complete Profile, Admission, Courses, Fees, History and Campus Guide (2026)

Teaching Practice Records and Portfolio

Documentation is an important part of professional practice.

Depending on the institution, student teachers may be required to maintain an intern record book, teaching records, lesson plans, reflective entries, assessment evidence and other professional documents.

UEW’s internship and STS administration specifically identifies student record books, internship handbooks and related documentation among the materials used in school-based professional experience.

Records should be completed accurately and regularly.

A student should not wait until the end of the placement to reconstruct activities from memory.

Reflective records are particularly useful because they help student teachers identify what happened, why it happened and what could be improved.

This turns documentation into a professional learning tool.

Supervision During Teaching Practice

Supervision provides an important link between the teacher education institution and the practice school.

A supervisor may observe teaching, review lesson preparation, discuss classroom experiences and provide feedback.

Effective supervision should help the student teacher improve.

The supervisor is not simply an examiner looking for mistakes.

The process should identify strengths, explain weaknesses and provide practical guidance.

Research on teaching practice in Ghana identifies supervision as one of the important components of the school-based professional experience.

Current UEW arrangements also involve monitoring STS activities and training supervisors and mentors.

Students should therefore approach supervision as an opportunity for professional development.

The Role of the Mentor Teacher

Mentors are important because they provide day-to-day professional guidance.

A mentor can demonstrate teaching strategies, discuss lesson preparation, observe lessons and provide feedback.

The relationship should be professional and developmental.

Student teachers should be willing to ask questions and accept constructive criticism.

Mentors should also understand that student teachers are still developing their professional competence.

Research on STS implementation in Ghana has identified mentor-mentee relationships as an important factor in the effectiveness of the programme. Challenges reported in research include weak mentor-mentee relationships and inadequate understanding of aspects of STS.

Effective mentoring therefore requires communication, respect and clear expectations.

Responsibilities of the Student Teacher

Student teachers are expected to behave as developing professionals.

Their responsibilities include:

Reporting to school as required.
Observing school rules.
Preparing adequately for lessons.
Teaching assigned lessons.
Using appropriate teaching and learning materials.
Assessing learners.
Keeping required records.
Participating in school activities.
Working respectfully with teachers and school leaders.
Meeting mentors and supervisors as required.
Reflecting on professional experiences.
Responding positively to feedback.
Protecting learner confidentiality.
Maintaining appropriate professional boundaries.

A student teacher should also avoid presenting themselves as a fully qualified teacher when they are still in training.

Professional honesty is part of teacher identity.

Responsibilities of the Mentor

The mentor has a different set of responsibilities.

A mentor should:

Introduce the student teacher to the school environment.
Explain relevant school procedures.
Support lesson preparation.
Observe teaching.
Provide constructive feedback.
Model appropriate professional behaviour.
Help the trainee understand learners.
Encourage reflection.
Communicate significant concerns to the appropriate authority.
Support the student teacher’s professional development.

Mentoring should not become an arrangement in which the mentor simply signs documents.

The quality of professional interaction between mentor and student teacher can influence what the trainee learns from the school experience.

Professional Conduct During Teaching Practice

Student teachers are expected to observe professional standards.

Professional conduct includes punctuality, appropriate appearance, respectful communication and responsible use of school resources.

Trainees should also respect learners.

Humiliation, discrimination, inappropriate physical contact and abusive language have no place in professional teaching.

Student teachers should maintain confidentiality when dealing with learner information.

They should also be careful about photographs, videos and digital communication involving learners.

Professional conduct extends beyond the classroom.

A trainee’s behaviour in the staffroom, school compound and community can influence how the profession and teacher education institution are perceived.

How Teaching Practice Is Assessed

Assessment procedures vary by programme and institution.

However, assessment commonly considers areas such as:

Lesson preparation
Subject matter knowledge
Teaching methods
Communication
Classroom management
Use of teaching and learning resources
Learner engagement
Assessment practices
Professional conduct
Reflective practice
Responsiveness to feedback

The National Teachers’ Standards provide an important professional reference for teacher preparation in Ghana.

Research involving Colleges of Education has examined the relationship between professional knowledge, professional values and professional practice in relation to the NTS.

Students should therefore study the assessment rubric or handbook provided by their institution before beginning teaching practice.

Common Challenges During Teaching Practice

Teaching practice can present challenges.

One common challenge is the difference between what students learn in college and what they encounter in schools.

A trainee may know a teaching method theoretically but find it difficult to implement in a large or mixed-ability class.

Resource limitations can create additional difficulties.

Research on STS implementation in Ghana has identified challenges including geographical and cultural barriers, inadequate teaching aids, negative attitudes, difficulties with assessment and evaluation, limited understanding of STS and weak mentor-mentee relationships.

Time management is another concern.

Student teachers have to prepare lessons, teach, assess learners, complete records and meet institutional requirements.

The solution is not to ignore documentation or reduce teaching preparation.

Good planning helps students manage the workload.

How to Prepare for Teaching Practice

Students can prepare several weeks before reporting to school.

First, read the current teaching practice or STS handbook.

Second, revise the relevant curriculum.

Third, organise lesson preparation materials.

Fourth, understand the assessment criteria.

Fifth, learn how to use available teaching and learning resources.

Sixth, prepare professionally for the school environment.

Students should also practise teaching before entering the school.

Peer teaching can help trainees identify weaknesses in explanation, questioning, classroom movement and time management.

Preparation should include emotional readiness.

Teaching practice can be demanding, particularly during the first few weeks.

Students should expect to learn through observation, mistakes, feedback and repeated practice.

Teaching Practice Checklist for Student Teachers

Before reporting to school, a student teacher should confirm:

This checklist should complement, rather than replace, the official requirements of the student’s institution.

What Student Teachers Should Avoid

Student teachers should avoid several practices that can undermine their professional development.

They should not arrive late without a legitimate reason.

They should not teach without adequate preparation.

They should not ignore mentor feedback.

They should not copy another teacher’s lesson plan without understanding it.

They should not fabricate teaching records.

They should not allow learners to be humiliated or discriminated against.

They should not leave the school without following the required reporting procedure.

They should also avoid treating teaching practice as a formality that only needs to be completed for graduation.

The purpose is to develop competence.

Teaching Practice and Professional Teacher Identity

Teaching practice contributes to the development of professional identity.

A student teacher begins to see the difference between knowing about teaching and being able to teach.

Professional identity develops through interaction with learners, mentors, colleagues, supervisors and the wider school community.

Reflection is particularly important.

A trainee should ask questions such as:

What worked in this lesson?
What did learners understand?
What did they struggle with?
Why did the difficulty occur?
How did I respond?
What would I change next time?

Research on Ghana’s STS programme has identified reflective teaching and lesson planning among the professional competencies developed through school-based experience.

Teaching practice should therefore be viewed as a period of professional formation.

EducateGhana Analysis

Educational Significance

Teaching practice is one of the strongest links between teacher education and actual classroom work.

Teacher education cannot rely entirely on lectures and examinations.

Teachers work with real learners, real curriculum requirements and real school conditions.

School-based professional learning allows student teachers to develop practical judgement while still receiving structured support.

The shift towards STS reinforces this principle by embedding school experience within the B.Ed. curriculum.

Policy Implications

Teacher education policy should continue to treat school-based practice as a central component of professional preparation.

This requires clear institutional responsibilities, suitable partnership schools, trained mentors, competent supervisors and adequate resources.

The quality of teaching practice can be weakened when mentors are overburdened or when students and school personnel do not clearly understand their respective responsibilities.

Research on STS in Ghana has highlighted mentor workload and limited support as areas requiring attention.

Implementation Considerations

Effective implementation requires coordination.

Teacher education institutions need reliable systems for placement, supervision, documentation and assessment.

Partnership schools need clear guidance on their responsibilities.

Mentors need preparation for their roles.

Students need orientation before entering schools.

The assessment system should also reward genuine professional development rather than documentation alone.

Future Outlook

The future of teaching practice in Ghana is likely to depend increasingly on stronger partnerships between teacher education institutions and schools.

Digital tools may also improve supervision, record keeping, mentoring and reflective practice.

However, technology should support professional relationships rather than replace them.

The central purpose should remain the preparation of competent, reflective and ethical teachers who can respond effectively to learners and school contexts.

Why You Can Trust This Information

This article draws on institutional and academic sources relating to teacher education and school-based professional practice in Ghana.

The University of Education, Winneba provides official information on its Department of Internship and Supported Teaching in Schools, including student placement, STS oversight, mentor training, supervision and monitoring.

Academic research from the University of Education, Winneba has also examined teaching practice and STS implementation in Ghanaian Colleges of Education.

Because teaching practice requirements can differ between institutions and programmes, readers should verify specific dates, forms, placement arrangements, assessment requirements and other administrative instructions with their institution.

Frequently Asked Questions

1. What is teaching practice in Ghana?

Teaching practice is a supervised school-based component of teacher education through which student teachers apply professional knowledge and develop classroom competence.

2. Is teaching practice compulsory for student teachers?

School-based professional practice is a core component of teacher education programmes. The specific requirements depend on the programme and institution.

3. What is STS in teacher education?

STS means Supported Teaching in Schools. It is a practice-based component of the B.Ed. curriculum through which student teachers develop and apply professional knowledge and skills in schools with support from mentors and supervisors.

4. What is the difference between teaching practice and STS?

Teaching practice is the broader term commonly used for practical teacher training. STS is the structured school-based approach incorporated into Ghana’s current B.Ed. teacher education system.

5. Who supervises student teachers?

Depending on the programme, supervision may involve college tutors, university lecturers, mentors and other authorised personnel.

6. What does a mentor teacher do?

A mentor supports the student teacher through professional guidance, observation, feedback, modelling and discussion.

7. What documents are needed for teaching practice?

Documents vary by institution but may include an STS or internship handbook, record book, lesson plans, assessment forms and reflective records.

8. How are student teachers assessed?

Assessment may consider lesson preparation, teaching competence, classroom management, assessment, professional conduct, learner engagement and reflective practice.

9. Can a student teacher change the assigned school?

Students should follow the placement procedures of their institution. A change should not normally be made without approval from the appropriate authority.

10. Why is teaching practice important?

It helps student teachers connect educational theory with classroom practice and develop professional competence through supervised experience.

11. What challenges can student teachers face?

Common challenges include resource limitations, classroom management difficulties, workload, geographical barriers, inadequate teaching aids and difficulties in mentor-mentee relationships.

12. Does teaching practice help students become better teachers?

Yes. Properly supervised school experience can help student teachers develop professional knowledge, teaching skills, confidence, reflection and classroom competence.

13. What should a student teacher do before reporting to school?

The student should read the current handbook, attend orientation, understand the placement arrangements, contact the mentor where required and prepare the necessary teaching and professional documents.

14. Is reflection important during teaching practice?

Yes. Reflection helps student teachers analyse their teaching experiences, identify weaknesses and make improvements.

15. Does teaching practice end after one lesson?

No. Professional practice involves observation, planning, teaching, assessment, feedback, reflection and continued improvement throughout the placement.

Conclusion

Teaching practice remains a fundamental part of teacher preparation in Ghana.

The current B.Ed. system has strengthened the school-based dimension of teacher education through Supported Teaching in Schools. STS provides structured opportunities for student teachers to apply knowledge, develop professional skills and learn from experienced teachers in actual school environments.

Successful teaching practice requires more than completing a required number of lessons.

Student teachers need preparation, appropriate school placement, effective mentoring, professional supervision, useful feedback and opportunities for reflection.

The responsibilities are shared among the student teacher, mentor, school leadership, supervisors and teacher education institution.

For student teachers, the most useful approach is to treat teaching practice as a period of professional learning. The objective is to leave the school experience with stronger teaching competence, greater professional awareness and a clearer understanding of what effective teaching requires.

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

Adenyoh, C. K., Agbevivi, S. L., Adzifome, N. S., Annobil, C. N., Seibu, M., & Amponsah, N. (2026). Ghana National Teachers’ Standards and College Tutors’ Practice: A gender and age analysis. European Journal of Social Sciences Studies, 12(1), 180–201.

Ellis, F. (2023). Exploration of the implementation of the supported teaching in school programme in colleges of education [Master’s thesis, University of Education, Winneba].

Haruna, P., Agyemang, M., & Osei, B. (2024). Assessing the effectiveness of the teaching practice model of Colleges of Education in Ghana: The case of St. Joseph’s College of Education, Bechem. International Journal of Psychology and Education.

University of Education, Winneba. (2026). Department of Internship and Supported Teaching in Schools. University of Education, Winneba.

University of Education, Winneba. (2026). Institute for Teacher Education and Continuing Professional Development. University of Education, Winneba.

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:

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Primary Sources: University of Education, Winneba, Ghana teacher education research and institutional STS documentation

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Special Education in Ghana: Programmes and Career Opportunities

Ferdinand Ellis

August 25, 2026

Teacher supporting learners with special educational needs in a Ghanaian classroom — Special education programmes and career opportunities in Ghana.

Explore special education in Ghana, including B.Ed programmes, postgraduate courses, career opportunities, admission pathways and disability studies.

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

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Teacher Education and Training
Cluster	Special Education
Article Type	Pillar Article
Country	Ghana
Main Focus	Special education programmes, training and careers
Education Levels	Pre-tertiary and tertiary
Key Institutions	Ministry of Education, Ghana Education Service, universities and Colleges of Education
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and authoritative sources
Primary Policy Source	Ministry of Education
Education Authority	Ghana Education Service
University Sources	UEW and UCC
Supporting Source	UNICEF Ghana
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Special education in Ghana is an important area of teacher education and educational support concerned with learners who require additional or specialised assistance to participate effectively in education. The field covers a wide range of needs, including visual impairment, hearing impairment, intellectual disabilities, learning disabilities, communication difficulties, autism and other conditions that may affect learning and participation.

Ghana’s education system has increasingly moved towards an inclusive education approach. The Inclusive Education Policy, developed by the Ministry of Education in 2015, provides a strategic framework for educating children with special educational needs and addressing barriers that prevent learners from participating fully in education.

Special education remains important within this wider inclusive education framework. Inclusion does not eliminate the need for specialised knowledge, assessment, teaching strategies, assistive technology and professional support. Instead, specialised expertise can help mainstream schools respond more effectively to diverse learners.

The Ghana Education Service also has responsibility for Special and Inclusive Education. Its current organisational information identifies Special Education as a dedicated area responsible for coordinating programmes for children with special educational needs.

This guide explains special education in Ghana, the programmes students can study, the subjects and skills involved, admission considerations, career opportunities, institutions offering relevant programmes, professional pathways and the difference between special education and inclusive education.

Key Takeaways

Special education focuses on supporting learners who have specific educational and developmental needs.
Ghana’s special education system operates within a broader national inclusive education framework.
The Ghana Education Service has a Special Education function within its organisational structure.
The University of Education, Winneba currently lists B.Ed. Special Education among its undergraduate programmes.
UEW also offers B.Ed. Special Education with several subject and professional combinations.
The University of Cape Coast offers postgraduate programmes in Special Education.
UCC also currently lists a Certificate in Disability Studies for persons working with or interested in supporting people with special needs.
Special education graduates can work in schools, education administration, teacher education, research, NGOs and disability-related organisations.
Teachers require practical skills in assessment, differentiated instruction, curriculum adaptation and learner support.
Programme names, admission requirements and availability can change, so applicants should verify current information with the institution.

What Is Special Education?

Special education refers to specialised educational provision designed to respond to the learning needs of individuals who require additional support because of disability, developmental conditions, learning difficulties or other educational needs.

The field involves much more than teaching learners with disabilities.

A special education professional may be involved in identifying learning needs, conducting educational assessments, developing individualised learning plans, adapting curriculum materials, supporting communication, advising parents and working with other professionals.

Special education can therefore be understood as both a teaching field and a professional support field.

The specialist may work directly with a learner or may support other teachers who teach learners with special educational needs in regular classrooms.

This distinction has become particularly important as Ghana strengthens inclusive education. The national policy seeks to ensure that children with special educational needs have access to quality education while addressing barriers within the education system.

Special Education and Inclusive Education

Special education and inclusive education are closely connected, but they are not the same thing.

Special education concentrates on specialised educational knowledge, interventions and support for learners with particular needs.

Inclusive education focuses more broadly on ensuring that education systems, schools and classrooms remove barriers that prevent learners from participating.

A learner with visual impairment, for example, may benefit from specialist knowledge about Braille and visual accessibility. That learner may nevertheless attend a mainstream school with other children.

The specialist knowledge and the inclusive setting can therefore work together.

Ghana’s Inclusive Education Policy promotes a system that responds to diverse educational needs. Its implementation framework also recognised the importance of strengthening teacher preparation in inclusive education.

Special education should therefore not be viewed as an alternative to inclusion.

It provides specialised expertise that can strengthen inclusive practice.

Why Special Education Matters in Ghana

Special education matters because educational access does not automatically guarantee meaningful learning.

A learner may be enrolled in school but still face barriers that prevent effective participation.

These barriers may involve communication, mobility, classroom organisation, teaching materials, assessment methods or social attitudes.

UNICEF Ghana reports that children with disabilities remain among the groups facing significant barriers to quality education. Identified challenges include inadequate infrastructure, long distances to school, unfavourable learning environments, discrimination and limited teacher preparation.

Special education professionals can help address some of these barriers.

They may work with classroom teachers to determine appropriate strategies, support assessment and recommend suitable learning materials or assistive devices.

The field is therefore relevant not only to special schools but also to mainstream schools.

Areas of Special Education in Ghana

Special education is a broad discipline.

Visual Impairment

This area focuses on learners who are blind or have significant visual difficulties.

Specialists may require knowledge of Braille, orientation and mobility, accessible learning resources and appropriate classroom adaptations.

Hearing Impairment

This area concerns learners who are deaf or hard of hearing.

Communication is central to teaching learners with hearing impairment. Depending on the learner and educational setting, this may involve sign language, speech and other communication approaches.

Intellectual Disabilities

Special education professionals may support learners who require additional assistance with cognitive development, adaptive skills and academic learning.

Learning Disabilities

Learning disabilities can affect areas such as reading, writing, numeracy, attention or information processing.

Early identification and appropriate instructional support are important.

UNICEF-supported work in Ghana has promoted Universal Design for Learning as an approach for supporting children experiencing learning difficulties.

Autism and Communication Difficulties

Professionals may also work with learners with autism and communication-related educational needs.

Support can include structured teaching, communication strategies, social development and individualised interventions.

Behavioural and Emotional Needs

Some learners require specialised educational approaches because behavioural or emotional difficulties affect participation and learning.

Special education training helps professionals understand these needs within an educational context.

Special Education Programmes in Ghana

Students interested in special education can pursue several types of programmes depending on their academic background and career objectives.

Programme availability differs across institutions and academic years, so applicants should always check the current admission notice of the institution before applying.

Bachelor of Education in Special Education

The University of Education, Winneba currently lists B.Ed. Special Education among its regular undergraduate programmes. UEW also lists B.Ed. Special Education with combinations involving areas such as ICT Education, Integrated Home Economics Education, Clothing and Textiles Education, Social Studies Education, French Education, English Education and Health, Physical Education and Recreational Sports.

This makes UEW one of the most directly relevant institutions for students seeking undergraduate special education training in Ghana.

The programme is particularly relevant to students who want to develop professional competence in teaching and supporting learners with special educational needs.

Post-Diploma B.Ed. Special Education

UEW also lists B.Ed. Special Education (Post-Diploma) among its sandwich programmes.

This pathway can be relevant to teachers or other qualified candidates who already hold a suitable diploma and want to progress to degree-level study.

Applicants should confirm the current entry requirements, duration and delivery arrangements before applying.

Master of Education in Special Education

Postgraduate study provides opportunities for teachers and education professionals who want to develop more advanced knowledge.

The University of Cape Coast currently lists M.Ed. Special Education among its postgraduate programmes.

At postgraduate level, students may engage with advanced issues involving special and inclusive pedagogy, assessment, disability, curriculum adaptation, research and educational policy.

MPhil and PhD Special Education

Research-oriented students can progress into higher postgraduate study.

UCC currently lists MPhil and PhD Special Education under its Education and Psychology programmes.

These programmes are appropriate for candidates interested in advanced research, university teaching, policy development and specialised academic careers.

Certificate in Disability Studies

UCC’s 2026/2027 sandwich programme information also lists a Certificate in Disability Studies.

The programme is intended for people working in environments serving persons with special needs as well as individuals seeking to develop knowledge and skills in disability studies. The current programme is delivered online.

This illustrates that special education and disability-related study is not restricted to conventional teacher-training degrees.

What Students Study in Special Education

Special education programmes combine educational theory with practical professional knowledge.

The exact course structure differs between institutions and programme levels.

Common areas of study may include:

Foundations of special education
Inclusive education
Psychology of learning
Educational assessment
Learning disabilities
Intellectual disabilities
Hearing impairment
Visual impairment
Behavioural disorders
Communication disorders
Autism
Curriculum adaptation
Differentiated instruction
Assistive technology
Educational research
Individualised education planning
Guidance and counselling
Practicum

The University of Cape Coast’s postgraduate Special Education curriculum, for example, includes advanced study of disabilities, assessment in special education, curriculum adaptation, mainstreaming and practical work with children with special educational needs.

The practical dimension is particularly important.

Students need opportunities to connect theoretical knowledge with actual educational settings.

Practical Training and Practicum

Special education is a practice-oriented discipline.

A student may understand theories of disability and learning but still require substantial practical experience to apply that knowledge effectively.

Practicum provides an opportunity to observe learners, work with teachers, assess educational needs and develop appropriate interventions.

At postgraduate level, UCC’s Special Education programme includes advanced practicum involving identification and assessment of children with special educational needs and the development and implementation of individualised education plans.

Practical experience can also help students understand the realities of school environments.

These include limited resources, differences between learners, communication challenges and the need for collaboration among teachers, families and specialists.

Skills Needed for a Career in Special Education

Students who want to work in special education need more than academic qualifications.

Observation

Professionals must be able to observe learners carefully and identify patterns in learning, behaviour and participation.

Assessment

Assessment skills are important for understanding a learner’s strengths and areas requiring support.

Communication

Special education professionals work with learners, teachers, parents, school leaders and other professionals.

Patience

Progress can vary considerably among learners.

Adaptability

Teaching strategies may need to change according to individual circumstances.

Collaboration

Special education often involves multidisciplinary work.

Research Skills

Professionals should be able to interpret evidence, evaluate interventions and contribute to educational improvement.

Technology Skills

Digital and assistive technologies can support learners with disabilities and learning difficulties.

UNICEF and GES have promoted Universal Design for Learning and teacher capacity development as part of efforts to improve support for learners with learning difficulties.

Career Opportunities in Special Education

A qualification in special education can lead to several career pathways.

Special Education Teacher

Graduates can work as teachers supporting learners with special educational needs.

Depending on their qualification and employment conditions, they may work in special schools, inclusive schools or other educational settings.

Inclusive Education Teacher

Teachers with special education knowledge can support learners in mainstream classrooms.

They may also assist other teachers with curriculum adaptation and inclusive teaching strategies.

Special Education Coordinator

Experienced professionals may work in roles involving coordination of special and inclusive education activities.

Education Officer

Graduates may pursue education administration and policy-related positions where their specialised knowledge is relevant.

The Ghana Education Service has a Special Education function within its organisational structure.

Teacher Educator

With appropriate postgraduate qualifications and experience, special education professionals may teach in Colleges of Education or universities.

UCC identifies Colleges of Education and the Ministry of Education and Ghana Education Service among possible career areas for graduates of its advanced Special Education programme.

Researcher

Graduates can work in educational research, disability studies, inclusive education and policy research.

NGO and Development Sector Professional

Non-governmental organisations working in disability, education, child protection and development may require professionals with special education expertise.

Disability Programme Officer

Graduates may work on programmes supporting persons with disabilities and educational access.

Educational Consultant

Experienced professionals can provide training and advisory services to schools, organisations and education projects.

Curriculum and Learning Support Specialist

Specialists may contribute to curriculum adaptation, instructional materials and learner support programmes.

Where Can Special Education Graduates Work?

Career opportunities are not restricted to special schools.

Potential workplaces include:

Workplace	Possible Roles
Special schools	Special education teacher
Inclusive basic schools	Inclusive education teacher
SHS	Learning support and teaching roles
Ghana Education Service	Education and programme roles
Ministry of Education	Policy and programme support
Colleges of Education	Tutor or teacher educator
Universities	Lecturer or researcher
NGOs	Education and disability programme officer
Disability organisations	Programme and support roles
Research institutions	Researcher
Assessment centres	Educational assessment and support
Training institutions	Trainer or educator
Private schools	Special or inclusive education teacher
Educational consultancy	Consultant or trainer

The range of opportunities expands as a graduate gains additional professional qualifications and experience.

Postgraduate qualifications can be particularly important for university teaching, advanced research and specialist professional roles.

Special Education and the Ghana Education Service

The Ghana Education Service plays an important role in the implementation of pre-tertiary education in Ghana.

Its current organisational information identifies Special Education as an area responsible for coordinating programmes for children with special educational needs.

The GES also operates through regional and district structures that support education delivery.

This means special education professionals can contribute at different levels of the education system.

A qualified professional may begin in classroom teaching and later move into coordination, supervision, training, administration or policy-related work.

Employment opportunities, however, depend on the qualifications, professional requirements and recruitment arrangements applicable at the time.

Applicants should therefore distinguish between holding a qualification and meeting the requirements for a particular public-service position.

Special Education and Teacher Professional Development

Teacher preparation is one of the major issues affecting inclusive and special education.

UNICEF-supported research in Ghana found that teacher training is important for identifying children with learning difficulties and supporting their participation in the classroom. The resulting Universal Design for Learning approach has been incorporated into GES in-service training and Continuous Professional Development frameworks.

This means professional development should continue after initial teacher education.

Teachers may require additional training in disability awareness, classroom adaptation, assistive technology, assessment, communication and behaviour support.

Professional learning can also help teachers understand that learners with special educational needs are not a single homogeneous group.

Different learners require different forms of support.

Admission Requirements for Special Education Programmes

Admission requirements vary according to the institution and programme.

For undergraduate programmes, applicants generally need to meet the university’s approved requirements for entry into the relevant programme.

For post-diploma programmes, applicants may need a recognised diploma and an appropriate academic background.

Postgraduate programmes normally require an appropriate first degree or related qualification.

For example, UCC’s postgraduate admissions information currently lists specific qualification requirements for its education programmes.

Applicants should not rely on admission requirements from previous academic years.

Before applying, prospective students should confirm:

The current programme title.
Entry requirements.
Programme duration.
Mode of delivery.
Application deadline.
Tuition and other fees.
Whether the programme is regular, distance or sandwich.
Whether the qualification is appropriate for the intended career.

Is Special Education a Good Career Choice in Ghana?

Special education can be a suitable career for people who are interested in teaching, disability studies, educational psychology, assessment, inclusive education and learner support.

The field is particularly relevant because Ghana continues to work towards improving educational access and participation for learners with disabilities and other special educational needs.

The Inclusive Education Policy provides the national framework, while implementation requires trained teachers and education professionals.

The career can also provide opportunities beyond classroom teaching.

With additional qualifications and experience, professionals can move into teacher education, research, educational administration, policy, programme management and specialist support.

Students should nevertheless choose the field because they have a genuine interest in working with diverse learners.

Special education requires professional commitment, patience, ethical conduct and continuous learning.

Challenges in Special Education in Ghana

Special education faces several challenges.

One is the shortage of adequately trained personnel.

Another is limited access to specialised resources and assistive devices.

Infrastructure can also create barriers.

UNICEF Ghana identifies inadequate infrastructure, distance to school, unfavourable learning environments and discrimination among factors affecting educational participation for children with disabilities.

Teacher preparation remains another important concern.

A teacher may have general classroom training but lack sufficient specialist knowledge to support a learner with a particular disability.

Stigma can also affect learners.

Some children may be excluded socially or academically because of misconceptions about disability.

Addressing these challenges requires coordinated action involving government, schools, teacher education institutions, families, communities and development partners.

How Technology Is Changing Special Education

Technology is increasingly relevant to special education.

Assistive technologies can help learners access information, communicate and participate in classroom activities.

Examples include screen readers, magnification tools, hearing technologies, communication devices and accessible digital resources.

Technology can also assist teachers with preparing differentiated learning materials.

Artificial intelligence may eventually expand opportunities for personalised learning, accessibility and communication support.

However, technology should not be treated as a substitute for trained professionals.

A device is useful only when it is appropriate to the learner, available consistently and supported by teachers who know how to use it.

Ghana’s inclusive education work has already included the provision of assistive devices such as hearing aids, glasses, wheelchairs, crutches and screening materials through support to regional assessment centres.

How to Choose a Special Education Programme in Ghana

Students should consider their long-term career plans before choosing a programme.

Someone who wants to become a classroom teacher may prioritise a B.Ed. Special Education.

A practising teacher seeking career progression may consider a post-diploma or postgraduate programme.

A professional working in disability-related services may find Disability Studies or another specialised programme more appropriate.

Students should also examine the institution.

Consider the curriculum, practicum opportunities, faculty expertise, programme delivery mode and progression opportunities.

The qualification should also match the professional role the student intends to pursue.

Most importantly, verify the current programme directly with the university before submitting an application.

Programme structures and admission arrangements can change between academic years.

EducateGhana Analysis

Educational Significance

Special education occupies an important position within Ghana’s education system because inclusion depends partly on specialised knowledge.

A teacher cannot effectively support every learner simply by applying one instructional method to an entire class.

Learners differ in communication, cognition, physical ability, sensory needs, learning pace and social development.

Special education provides professionals with deeper knowledge for responding to these differences.

Policy Implications

Ghana’s Inclusive Education Policy provides a strong policy foundation for addressing the educational needs of children with special educational needs.

The policy, however, depends on implementation.

This requires qualified personnel, appropriate infrastructure, assistive devices, teacher development and effective coordination.

The policy implementation plan specifically recognised the need for pre-service teacher education programmes to include sufficiently broad and deep preparation in inclusive education.

Implementation Considerations

Teacher preparation should combine theory and practice.

Students need opportunities to work with actual learners and understand the practical challenges involved in assessment, curriculum adaptation and classroom support.

Schools also need access to specialists and appropriate referral systems.

The relationship between special education and inclusive education should therefore remain collaborative.

Future Outlook

The demand for professionals with specialist knowledge is likely to remain important as Ghana continues to strengthen inclusive education.

Future development will depend on the quality of teacher preparation, research, assistive technology, curriculum development and education policy implementation.

Universities can contribute by expanding research and postgraduate training, while schools can strengthen professional learning and collaboration.

Why You Can Trust This Information

This article has been prepared using official and authoritative sources, including the Ministry of Education’s Inclusive Education Policy, Ghana Education Service information, official university programme and admissions information, and UNICEF Ghana documentation.

The Ministry of Education’s Inclusive Education Policy provides the national policy foundation for educating children with special educational needs.

The Ghana Education Service identifies Special Education within its organisational structure and has responsibility for coordinating programmes for children with special educational needs.

Current programme information has been checked against official University of Education, Winneba and University of Cape Coast sources. Because university programmes and admission requirements can change, prospective applicants should confirm current details directly with the institution before applying.

Frequently Asked Questions

1. What is special education?

Special education is a field of education concerned with providing specialised teaching, assessment and support for learners with disabilities, learning difficulties and other special educational needs.

2. Is special education different from inclusive education?

Yes. Special education focuses on specialised educational knowledge and support, while inclusive education focuses more broadly on removing barriers that prevent learners from participating in education.

3. Which university offers B.Ed. Special Education in Ghana?

The University of Education, Winneba currently lists B.Ed. Special Education among its undergraduate programmes. It also lists several B.Ed. Special Education combinations.

4. Does the University of Cape Coast offer Special Education?

Yes. UCC currently lists M.Ed., MPhil and PhD programmes in Special Education, as well as a Certificate in Disability Studies.

5. What subjects are studied in Special Education?

Depending on the programme, students may study disability, learning difficulties, assessment, inclusive education, curriculum adaptation, communication, psychology, assistive technology and specialised teaching methods.

6. Can a Special Education graduate become a teacher?

Yes. Graduates of appropriate teacher education programmes can pursue teaching careers subject to the applicable professional and employment requirements.

7. Where can Special Education graduates work?

They can work in schools, the Ghana Education Service, teacher education institutions, universities, NGOs, disability organisations, research institutions and education programmes.

8. Can I study Special Education after obtaining a diploma?

Yes. Some institutions offer post-diploma pathways. UEW currently lists B.Ed. Special Education as a post-diploma sandwich programme.

9. Can I study Special Education at postgraduate level?

Yes. UCC currently lists M.Ed., MPhil and PhD Special Education programmes.

10. What skills are important in Special Education?

Important skills include observation, assessment, communication, patience, curriculum adaptation, differentiated instruction, collaboration, research and technology use.

11. Is Special Education only for special schools?

No. Special education knowledge is also valuable in inclusive and mainstream schools.

12. What is Disability Studies?

Disability Studies is an interdisciplinary field that examines disability, participation, rights, accessibility and social and educational issues affecting persons with disabilities.

13. What is the role of GES in Special Education?

The Ghana Education Service has a Special Education function responsible for coordinating programmes for children with special educational needs.

14. Why is teacher training important in Special Education?

Teachers require specialist knowledge to identify learning needs, adapt instruction and support learners effectively. Ghana’s inclusive education work has therefore placed considerable emphasis on teacher training and professional development.

15. Should I verify a Special Education programme before applying?

Yes. Applicants should verify the current programme title, admission requirements, accreditation status, duration, fees and application procedures directly with the institution before applying.

Conclusion

Special education is an important field within Ghana’s education system. It provides specialised knowledge and professional skills for supporting learners who experience disability, learning difficulties or other special educational needs.

Ghana’s Inclusive Education Policy has established a national framework for addressing these needs, while the Ghana Education Service continues to maintain a Special Education function within the education system.

Students can pursue different academic pathways, ranging from undergraduate B.Ed. Special Education programmes to postgraduate study and specialised disability-related certificates.

The University of Education, Winneba currently provides one of the clearest undergraduate pathways through its B.Ed. Special Education programmes, while the University of Cape Coast offers postgraduate Special Education programmes and a Certificate in Disability Studies.

Career opportunities extend beyond classroom teaching. Qualified professionals can contribute to schools, teacher education, educational administration, research, policy, disability programmes and non-governmental organisations.

For prospective students, the most important step is to choose a programme that matches the intended career pathway and verify the institution’s current admission and programme information before applying.

Editor’s Recommendation

➡ Special Education in Ghana: Institutions, Courses and Admission Guide

➡ Inclusive Education in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

About the Author

References

Ghana Education Service. (2025). Right to Information manual. Republic of Ghana.

Ministry of Education. (2015). Inclusive education policy. Republic of Ghana.

Ministry of Education. (2015). Inclusive education policy: Implementation plan 2015–2019. Republic of Ghana.

Ministry of Education. (2015). Inclusive education standards and guidelines. Republic of Ghana.

University of Cape Coast. (2026). Admission of regular graduate students 2026/2027. University of Cape Coast.

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

University of Education, Winneba. (2026). Full-time/regular undergraduate admissions. University of Education, Winneba.

UNICEF Ghana. (2015). Inclusive education policy. UNICEF Ghana.

UNICEF Ghana. (2015). Inclusive education: Standards and guidelines. UNICEF Ghana.

UNICEF Ghana. (2021). Research and technical guidance on identification and support to children with learning disabilities. UNICEF Ghana.

UNICEF. (2022). Championing inclusive practices for children with special educational needs: Ghana. UNICEF.

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). Special education in Ghana: Programmes and career opportunities. EducateGhana.com.

Primary Sources: Ministry of Education, Ghana Education Service, University of Education, Winneba, University of Cape Coast and UNICEF Ghana

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Inclusive Education in Ghana: Complete Guide

Ferdinand Ellis

August 25, 2026

Inclusive education classroom in Ghana with learners and teacher participating in a lesson Government Clarifies Ghana's Basic School Language Policy: Ghanaian Languages for KG–P3, Bilingual Instruction from P4 — Government Clarifies Ghana's Basic School Language Policy: Ghanaian Languages for KG–P3, Bilingual Instruction from P4

Complete guide to inclusive education in Ghana covering policy, teachers, curriculum, assessment, disability support, UDL and school accessibility.

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

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	Early Childhood & Basic Education
Cluster	Inclusive Education
Article Type	Pillar Article
Country	Ghana
Policy Area	Inclusive Education
Primary Focus	Access, participation and learning for diverse learners
Main Policy	Ghana Inclusive Education Policy
Curriculum Authority	National Council for Curriculum and Assessment
Education Authority	Ghana Education Service
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and authoritative sources
Primary Policy Source	Ministry of Education
Curriculum Source	NaCCA
Supporting Source	UNICEF Ghana
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Inclusive education is an important part of Ghana’s effort to provide equitable and quality education for all learners. It recognises that children differ in their abilities, learning needs, backgrounds, circumstances and ways of participating in education.

Ghana’s Inclusive Education Policy provides a strategic direction for educating children with special educational needs. The policy was developed through collaboration involving key institutions including the Ministry of Education, Ghana Education Service, Ministry of Health, National Council for Persons with Disability and Ministry of Gender, Children and Social Protection. (UNICEF)

Inclusive education extends beyond placing a learner with a disability in an ordinary classroom. It requires schools to identify and reduce barriers that prevent learners from participating fully in teaching, learning and school life.

The Ghanaian approach also draws on Universal Design for Learning. The country’s inclusive education standards and guidelines emphasise barrier-free learning environments, appropriate learning materials, accessibility and inclusive curriculum and pedagogy. (UNICEF)

This guide explains inclusive education in Ghana, including its meaning, policy framework, principles, learners who may require additional support, teacher responsibilities, curriculum adaptation, assessment, assistive technology, school infrastructure, challenges and practical strategies for implementation.

Key Takeaways

Inclusive education seeks to ensure that learners can access, participate in and benefit from education.
Ghana adopted an Inclusive Education Policy in 2015.
The policy responds particularly to the educational needs of children with special educational needs and disabilities.
Universal Design for Learning is an important principle within Ghana’s inclusive education framework.
Inclusive education requires changes in teaching, learning materials, assessment and the school environment.
Teachers require appropriate knowledge and practical skills to support diverse learners.
Accessibility includes physical, communication, instructional and technological access.
Inclusive education is relevant to public and private educational institutions.
Ghana’s curriculum framework recognises the importance of meeting diverse learning needs.
Recent work on harmonising Ghanaian Sign Language demonstrates continuing development in inclusive education. (NACCA)

What Is Inclusive Education?

Inclusive education is an approach to education that seeks to ensure that learners are able to participate meaningfully in the education system regardless of disability, learning difficulty, background or other barriers to participation.

The central concern is access and participation. A learner should not be excluded simply because the learner requires a different form of support, communication method, learning material or classroom arrangement.

In Ghana, the Inclusive Education Policy defines a strategic path for providing education to children with special educational needs. It recognises the varied learning needs of learners and calls for stakeholders to address these needs within a learner-friendly environment and through Universal Design for Learning. (UNICEF)

Inclusive education therefore requires schools to consider the learner’s needs when planning instruction.

For example, a learner with visual impairment may require accessible learning materials. A learner with hearing impairment may require appropriate communication support. A learner with a physical disability may require accessible infrastructure. A learner with a learning difficulty may require differentiated instruction and additional learning support.

The concept also applies beyond disability. A learner may face barriers because of poverty, language, geographical location, gender, health conditions or other circumstances that affect participation in education.

Inclusive education therefore requires schools to identify barriers and respond appropriately.

Inclusive Education and Special Education

Inclusive education and special education are related but should not be treated as identical concepts.

Special education traditionally focuses on specialised educational provision for learners with particular disabilities or educational needs. Inclusive education places greater emphasis on removing barriers within the wider education system so that learners can participate in ordinary educational settings wherever appropriate.

Ghana’s inclusive education framework does not eliminate the need for specialised support.

Some learners may require specialist assessment, assistive devices, resource teachers, specialised communication systems or other professional services.

The objective is to ensure that such support contributes to meaningful participation and learning.

This distinction is important for teachers. Inclusion does not mean treating every learner exactly the same way.

Fairness may require different forms of support depending on the learner’s needs.

A teacher may therefore use different instructional methods, learning materials or assessment arrangements while maintaining the same commitment to meaningful learning.

Ghana’s Inclusive Education Policy

Ghana’s Inclusive Education Policy was developed by the Ministry of Education and published in 2015.

The policy provides the strategic direction of government for education for children with special educational needs. It draws on national legislation and policies as well as Ghana’s international commitments. (UNICEF)

The policy recognises that education must respond to diverse learning needs.

It also promotes a learner-friendly educational environment in which barriers to participation are identified and addressed.

The policy was accompanied by standards and guidelines intended to assist educational institutions in putting inclusive education into practice.

These standards address areas including school buildings, accessibility, learning equipment, materials, curriculum and pedagogy. (UNICEF)

The policy framework therefore places responsibility on the education system as a whole.

Teachers, school leaders, education officers, parents, communities and relevant government institutions all have roles to play.

➡ Related: Ghana’s Education Policies: Complete Guide

Principles of Inclusive Education in Ghana

Several principles underpin effective inclusive education.

Equal Access

Every learner should have a reasonable opportunity to access education.

This includes physical access to schools, access to learning materials and access to appropriate teaching and assessment.

Participation

Enrolment alone does not constitute inclusion.

Learners should be able to participate in classroom activities, school events and other aspects of school life.

Non-Discrimination

Learners should not be excluded or treated unfairly because of disability or other characteristics.

Learner-Centred Teaching

Teachers should consider differences in learners’ abilities, interests and learning needs.

Universal Design for Learning

Instruction should be designed in ways that provide multiple means of engagement, representation and expression.

Ghana’s inclusive education standards explicitly promote Universal Design for Learning as part of the country’s approach to inclusion. (UNICEF)

Collaboration

Inclusive education requires collaboration among teachers, school leaders, families, specialists and education authorities.

Learners Who May Require Inclusive Education Support

Inclusive education is particularly important for learners with disabilities and special educational needs.

These may include learners with visual impairments, hearing impairments, physical disabilities, intellectual disabilities, communication difficulties and learning difficulties.

Learners may also experience multiple disabilities or conditions requiring coordinated support.

Learning difficulties can affect literacy, numeracy, attention, memory, processing and other areas of learning.

UNICEF-supported research in Ghana has highlighted the importance of identifying and supporting children with learning difficulties, including through Universal Design for Learning approaches. (UNICEF)

Teachers should therefore avoid assuming that all learners who struggle academically lack effort.

Persistent learning difficulties may require closer observation, assessment and appropriate intervention.

The purpose of identification should be to understand the learner’s needs and determine appropriate support.

Inclusive Education and Disability

Children with disabilities can face multiple barriers to education.

These barriers may include inaccessible school buildings, unsuitable teaching materials, inadequate assistive devices, limited teacher preparation, stigma, discrimination and long distances to school.

UNICEF Ghana identifies disability as an important area within inclusive education and notes that children with disabilities can face barriers affecting enrolment, attendance and participation. (UNICEF)

The solution cannot therefore be limited to admitting a learner into school.

Schools must consider what happens after admission.

Can the learner enter the classroom? Can the learner access the lesson? Can the learner communicate? Can the learner participate in assessment? Can the learner move safely around the school?

These questions turn inclusion from a policy statement into a practical school responsibility.

➡ Related: Special Education in Ghana: Complete Guide

Universal Design for Learning in Ghana

Universal Design for Learning, commonly abbreviated as UDL, is an important approach to inclusive teaching.

UDL encourages teachers to design learning experiences that accommodate differences among learners from the beginning.

Instead of creating one lesson and later attempting to modify it for individual learners, teachers can anticipate learner differences during lesson planning.

This may involve presenting information through different formats.

For example, a teacher may combine oral explanation, written information, diagrams, demonstrations and practical activities.

Learners can also be given appropriate ways of demonstrating understanding.

Research and technical guidance supported by UNICEF and the Ghana Education Service identified UDL as an inclusive instructional approach and noted that it had been incorporated into teacher in-service training and Continuous Professional Development frameworks. (UNICEF)

UDL therefore has implications for both pre-service and in-service teacher education.

The Role of Teachers in Inclusive Education

Teachers are central to the implementation of inclusive education.

A teacher is often the first education professional to notice that a learner is experiencing difficulty.

Teachers can identify barriers, adjust instruction and refer learners for additional assessment or support where necessary.

Inclusive teaching also requires appropriate classroom management.

Teachers should establish a classroom culture in which learners respect differences and support one another.

Language is particularly important.

Teachers should avoid words and expressions that stigmatise learners with disabilities or learning difficulties.

Peer support can also be valuable when carefully organised.

UNICEF has documented Ghanaian school experiences in which teacher training and support for inclusive practices helped schools improve their capacity to accommodate learners with special educational needs. (UNICEF)

Inclusive Curriculum and Differentiated Instruction

An inclusive curriculum should allow learners with different needs to engage meaningfully with learning objectives.

Ghana’s curriculum framework places emphasis on competencies and learner development. NaCCA states that its curriculum work is intended to support quality educational provision for all children and includes an inclusive and representative curriculum development process. (NACCA)

Teachers can support inclusion through differentiated instruction.

Differentiation may involve modifying the teaching method, learning resources, pace, level of support or way learners demonstrate understanding.

The learning objective does not always need to change.

For example, learners may study the same concept while using different materials or receiving different levels of scaffolding.

Teachers should avoid using differentiation as a reason to permanently lower expectations for particular learners.

The purpose is to provide appropriate pathways towards meaningful achievement.

Inclusive Assessment

Assessment is an important part of inclusive education.

If assessment methods create unnecessary barriers, learners may be unable to demonstrate what they know.

Teachers should therefore consider whether the assessment method is appropriate for the learning objective.

For some learners, additional time, accessible materials, alternative presentation formats or other approved accommodations may be necessary.

Assessment should still maintain academic standards.

The purpose of reasonable accommodation is to remove irrelevant barriers, not to give an unfair academic advantage.

Classroom assessment can also help teachers identify learners who require additional support.

Formative assessment is particularly useful because teachers can use evidence from learning activities to adjust subsequent instruction.

➡ Related: BECE 2026: Complete Guide for Candidates and Schools

Assistive Technology and Inclusive Education

Assistive technology can improve access to education for learners with disabilities.

Examples include hearing devices, screen-reading technologies, magnification tools, communication devices, adapted keyboards and other appropriate technologies.

UNICEF reports that support for Ghana’s inclusive education policy has included efforts to equip regional assessment centres with assistive devices such as hearing aids, glasses, wheelchairs, crutches and screening materials. (UNICEF)

Technology should, however, be selected according to the learner’s needs.

Providing a device without appropriate training may not produce meaningful inclusion.

Teachers should understand how available assistive technologies affect classroom participation.

Schools should also consider maintenance, accessibility, teacher training and continuity of access.

Inclusive School Infrastructure

Physical infrastructure can either support or obstruct inclusion.

Accessible schools should consider entrances, pathways, classrooms, toilets, water facilities and other areas used by learners.

The Inclusive Education Standards and Guidelines address minimum requirements for school buildings, learning equipment and materials. The standards are intended to support barrier-free learning environments in both public and private educational institutions. (UNICEF)

Accessibility should be considered during school construction and renovation rather than treated as an afterthought.

Schools should also inspect existing infrastructure to identify barriers.

A learner may be formally enrolled but effectively excluded if the learner cannot safely reach essential facilities.

Ghanaian Sign Language and Inclusive Education

Communication is a central part of inclusive education for deaf and hard-of-hearing learners.

In November 2025, NaCCA and the Ghana Education Service validated Ghana’s Harmonised Sign-Language Curriculum.

The curriculum is intended to harmonise and standardise sign-language instruction across pre-tertiary education so that deaf learners can access quality teaching and learning through a unified framework. The initiative involved institutions and organisations including GES Special Education Division, Ghana National Association of the Deaf, T-TEL and the Mastercard Foundation. (NACCA)

This development is significant because communication access affects classroom participation, assessment and social interaction.

Teachers and schools therefore need to recognise communication as part of educational accessibility.

The continued development of Ghanaian Sign Language resources also illustrates how inclusive education can evolve alongside curriculum reform.

Identification, Assessment and Referral

Early identification can improve the support provided to learners.

Teachers should pay attention to persistent difficulties in areas such as reading, writing, communication, attention, movement, hearing or vision.

Identification should not be confused with diagnosis.

Teachers are not expected to diagnose medical or developmental conditions simply from classroom observations.

Their responsibility is to identify concerns, document relevant observations, provide appropriate classroom support and follow established referral procedures.

Professional assessment may involve education, health or other relevant specialists.

UNICEF-supported work in Ghana has emphasised screening, teacher training and appropriate support as important components of inclusive education. (UNICEF)

➡ Related: Special Education in Ghana: Complete Guide

Parents and Families in Inclusive Education

Families are important partners in inclusive education.

Parents and caregivers often have information about a learner’s development, communication, strengths and support needs that can help teachers understand the learner.

Schools should maintain respectful communication with families.

Parents should also be encouraged to participate in decisions affecting their children’s education.

A strong partnership can help ensure that support provided at home and school is consistent.

Families should not be blamed when a learner experiences difficulties.

The focus should remain on identifying barriers and finding practical solutions.

Challenges Facing Inclusive Education in Ghana

Despite the policy framework, implementation remains challenging.

One major challenge is teacher preparation.

Teachers require practical knowledge about differentiated instruction, disability, learning difficulties, classroom adaptation and inclusive assessment.

UNICEF has identified inadequate teacher preparation as one of the factors that can limit effective inclusive practice. (UNICEF)

Infrastructure is another challenge.

Some schools may lack accessible facilities or suitable learning environments.

Learning materials and assistive devices may also be insufficient.

Stigma and discrimination can further undermine inclusion.

There are also geographical and socioeconomic barriers.

Children living far from suitable schools may experience difficulty attending regularly, while poverty can compound barriers to participation.

Strategies for Improving Inclusive Education in Ghana

Improving inclusion requires action at several levels.

Strengthen Teacher Preparation

Teacher education institutions should provide practical training in inclusive pedagogy.

Expand Continuous Professional Development

Teachers already in service need regular opportunities to develop inclusive teaching skills.

Improve School Accessibility

New infrastructure should incorporate accessibility standards, while existing schools should progressively remove barriers.

Increase Access to Assistive Devices

Assessment and support systems should help identify appropriate devices and ensure that learners can use them effectively.

Strengthen Early Identification

Schools should have clear procedures for identifying learning difficulties and referring learners for appropriate professional assessment.

Improve Family Engagement

Parents should be treated as partners in educational decision-making.

Reduce Stigma

Schools should promote respectful attitudes towards disability and learning differences.

Use Inclusive Learning Materials

Textbooks, digital resources and other materials should accommodate different ways of accessing information.

Inclusive Education Across Ghana’s Education Levels

Inclusive education is relevant across the education system.

At the early childhood level, early identification and supportive learning environments can help children develop foundational skills.

At primary school, inclusion involves literacy, numeracy, communication, social development and participation.

At JHS, learners need appropriate support as academic expectations increase.

At SHS and TVET levels, accessibility becomes important for both academic and vocational participation.

Inclusive education also has implications for tertiary education.

The standards and guidelines developed for Ghana indicate that inclusive education principles are relevant across early childhood, basic, senior and higher education. (UNICEF)

Ghana’s Basic Education Reforms Explained: How New Curriculum, Assessment and Digital Skills Are Changing Learning

National Standardized Test (NST) in Ghana: Measuring Foundational Learning and Transforming Basic Education

EducateGhana Analysis

Educational Significance

Inclusive education changes the way educational quality is understood.

A school cannot be considered fully effective if some learners are physically present but unable to participate meaningfully.

Inclusion therefore connects access with learning.

It requires education authorities to consider whether learners have the resources, teaching support, communication systems and physical environment necessary to participate.

Policy Implications

Ghana has established an important policy foundation through the Inclusive Education Policy and accompanying standards and guidelines.

The continuing challenge is implementation.

Policy objectives must be translated into teacher preparation, school infrastructure, learning materials, assessment practices and support services.

Recent curriculum developments, including the work on Ghana’s Harmonised Sign-Language Curriculum, suggest that inclusive education remains an active area of educational reform. (NACCA)

Implementation Considerations

Schools should begin with practical questions.

Which learners are experiencing barriers?

What is preventing participation?

What support is already available?

What additional support is required?

Which teachers or specialists can provide assistance?

This approach allows inclusion to become part of ordinary school improvement rather than a separate activity.

Future Outlook

The future of inclusive education in Ghana will depend heavily on teacher preparation, accessible infrastructure, assistive technology, curriculum development and effective coordination among education institutions.

Digital technologies may also create new opportunities for learners with disabilities and other educational needs.

However, technology should complement strong teaching and appropriate support systems.

The long-term objective should remain clear: learners should have meaningful opportunities to access, participate in and benefit from quality education.

Why You Can Trust This Information

This article draws primarily on Ghana’s Inclusive Education Policy, the Inclusive Education Standards and Guidelines, NaCCA curriculum information and authoritative UNICEF Ghana documentation.

The Ministry of Education’s Inclusive Education Policy establishes the strategic direction for educating children with special educational needs. (UNICEF)

The Inclusive Education Standards and Guidelines provide practical guidance covering areas such as accessibility, learning equipment, materials, curriculum and pedagogy. (UNICEF)

NaCCA is Ghana’s statutory curriculum and assessment body for pre-tertiary education and is mandated to develop national curriculum and assessment standards. (NACCA)

EducateGhana.com recommends that readers verify operational requirements and current implementation arrangements with the relevant education authorities because policies, programmes and administrative procedures may be updated.

Frequently Asked Questions

1. What is inclusive education?

Inclusive education is an approach that seeks to ensure that learners can access, participate in and benefit from education while barriers to learning and participation are identified and addressed.

2. Does Ghana have an Inclusive Education Policy?

Yes. Ghana’s Ministry of Education developed an Inclusive Education Policy in 2015 to provide strategic direction for educating children with special educational needs. (UNICEF)

3. What is the purpose of inclusive education?

Its purpose is to reduce barriers that prevent learners from accessing, participating in and benefiting from quality education.

4. Is inclusive education only for children with disabilities?

No. Disability is an important focus of inclusive education, but inclusion more broadly addresses barriers that affect learners’ participation and learning.

5. What is Universal Design for Learning?

Universal Design for Learning is an approach that encourages teachers to design learning experiences that accommodate differences among learners.

6. What role do teachers play in inclusive education?

Teachers identify learning barriers, adapt instruction, support participation, monitor progress and refer learners for additional assessment or support when necessary.

7. What is differentiated instruction?

Differentiated instruction involves adapting aspects of teaching and learning to respond to differences in learners’ needs, abilities, interests or levels of support.

8. What is assistive technology?

Assistive technology includes devices and technologies that help learners with disabilities or other needs access information, communicate, move or participate in learning.

9. How can schools support learners with disabilities?

Schools can improve accessibility, provide appropriate learning materials and assistive devices, train teachers, reduce stigma and establish effective support and referral systems.

10. Is inclusive education relevant to private schools?

Yes. Ghana’s Inclusive Education Standards and Guidelines apply to both public and private educational institutions. (UNICEF)

11. What is the role of parents in inclusive education?

Parents provide important information about learners and can work with teachers and schools to identify appropriate educational support.

12. Why is teacher training important for inclusive education?

Teachers need practical knowledge and skills to identify barriers, adapt teaching and support learners with different educational needs.

13. What is Ghana’s Harmonised Sign-Language Curriculum?

It is an initiative developed through collaboration between NaCCA, GES and other partners to harmonise and standardise sign-language instruction across pre-tertiary education. (NACCA)

14. What are some barriers to inclusive education in Ghana?

Barriers can include inaccessible infrastructure, inadequate teacher preparation, limited assistive devices, unsuitable learning materials, stigma, discrimination and geographical or socioeconomic difficulties.

15. How can inclusive education improve learning?

By reducing barriers and providing appropriate instructional support, inclusive education can give more learners meaningful opportunities to participate and learn.

Conclusion

Inclusive education is an important component of Ghana’s effort to provide quality education for all learners.

Ghana has established a policy and standards framework that recognises the diverse educational needs of learners. The Inclusive Education Policy, Standards and Guidelines provide a foundation for addressing barriers related to disability, accessibility, teaching, learning materials and participation. (UNICEF)

Effective inclusion, however, depends on implementation at school and classroom level.

Teachers need appropriate preparation. Schools need accessible infrastructure and learning materials. Learners need appropriate communication and assessment support. Families need meaningful opportunities to participate in educational decisions.

The continuing development of curriculum resources, including the Harmonised Ghanaian Sign-Language Curriculum, shows that inclusive education remains an evolving part of Ghana’s education system. (NACCA)

The long-term measure of inclusion should therefore be whether learners are able to attend school, participate meaningfully, learn effectively and progress with dignity.

Editor’s Recommendation

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

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Curriculum and Assessment in Ghana: Complete Guide

About the Author

References

Ministry of Education. (2015). Inclusive education policy. Republic of Ghana.

Ministry of Education. (2015). Standards and guidelines for practice of inclusive education in Ghana. Republic of Ghana.

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

National Council for Curriculum and Assessment. (2025). NaCCA and GES validate Ghana’s Harmonised Sign-Language Curriculum. Republic of Ghana.

UNICEF Ghana. (2015). Inclusive education policy. UNICEF Ghana.

UNICEF Ghana. (2015). Inclusive education: Standards and guidelines. UNICEF Ghana.

UNICEF Ghana. (2021). Research and technical guidance on identification and support to children with learning disabilities. UNICEF Ghana.

UNICEF. (2022). Championing inclusive practices for children with special educational needs: Ghana. UNICEF.

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.

Citation:

Ellis, F. (2026). Inclusive education in Ghana: Complete guide. EducateGhana.com.

Primary Sources: Ministry of Education, Ghana Education Service, NaCCA and UNICEF Ghana

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BECE 2026: Complete Guide for Candidates and Schools

Ferdinand Ellis

August 25, 2026

BECE 2026 candidates preparing for Ghana's Basic Education Certificate Examination WAEC has released provisional BECE 2026 results for 620,243 school candidates, with some results cancelled and withheld over examination malpractice. — BECE 2026 candidates preparing for Ghana's Basic Education Certificate ExaminationWAEC has released provisional BECE 2026 results for 620,243 school candidates, with some results cancelled and withheld over examination malpractice.

Complete BECE 2026 guide for Ghanaian candidates and schools covering registration, subjects, preparation, grading, results, placement and WAEC rules.

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

ARTICLE INFORMATION BOX

Article Information	Details
Category	Exams
Hub	BECE
Cluster	BECE 2026
Article Type	Pillar Guide
Examination	Basic Education Certificate Examination
Examination Body	West African Examinations Council
Curriculum Framework	Common Core Programme
Coverage	Ghana
Candidate Categories	School and Private Candidates
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official sources
Primary Authority	West African Examinations Council
Curriculum Authority	National Council for Curriculum and Assessment
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026
Editorial Classification	Pillar Article

Introduction

The Basic Education Certificate Examination, commonly known as the BECE, is one of Ghana’s most important national examinations at the end of basic education. It provides an important assessment point for learners completing Junior High School and plays a major role in the transition from basic education to Senior High School and other post-basic pathways.

The examination is administered by the West African Examinations Council (WAEC). WAEC conducts the BECE for both school and private candidates, with examination arrangements, registration procedures, timetables, grading and results managed under the Council’s regulations.

The 2026 BECE is particularly important because candidates are being assessed within Ghana’s contemporary curriculum environment, including the Common Core Programme (CCP) at the Junior High School level. NaCCA explains that the Common Core Programme is part of Ghana’s pre-tertiary curriculum reform and that learners completing the programme are expected to sit the BECE.

For candidates, preparation should therefore go beyond memorising past questions. Effective preparation requires understanding the curriculum, mastering subject content, developing problem-solving skills, practising examination techniques and learning how to respond to different forms of assessment.

For schools, the BECE requires careful planning, candidate registration, internal assessment, examination preparation, invigilation arrangements and strict compliance with WAEC regulations.

This guide provides a comprehensive overview of BECE 2026, including the examination structure, subjects, registration, grading, preparation strategies, school responsibilities, examination rules, results, placement and frequently asked questions.

Key Takeaways

The BECE is administered by the West African Examinations Council.
Ghana’s BECE is conducted for school and private candidates.
The examination is connected to the curriculum studied at the Junior High School level.
The Common Core Programme provides the current curriculum context for JHS learners.
Candidates should prepare using the approved curriculum, relevant learning resources and official examination guidance.
School candidates receive support from their schools during registration and examination preparation.
Private candidates follow WAEC’s separate registration arrangements.
BECE results are important for progression and Senior High School placement.
Candidates must follow WAEC’s rules and regulations throughout the examination.
Examination irregularities can result in serious consequences, including withheld or cancelled results.

➡ Related: BECE Past Questions and Answers: Complete Guide

➡ Related: BECE School Selection and Placement in Ghana

Quick Facts

Quick Fact	Information
Full name	Basic Education Certificate Examination
Common abbreviation	BECE
Examination body	West African Examinations Council
Candidate categories	School and Private
Main school level	Junior High School
Curriculum context	Common Core Programme
Results	Used in progression and placement processes
Grading scale	Nine-point numerical scale
Highest grade	Grade 1
Lowest grade	Grade 9
Result checking	WAEC online result service
Placement	Computerised School Selection and Placement System

WAEC states that BECE candidates are graded using a nine-point numerical scale, with Grade 1 representing the highest performance and Grade 9 the lowest. The external examination and Continuous Assessment marks submitted by schools contribute to the assessment.

➡ Related: BECE 2026 Timetable and Examination Schedule

➡ Related: BECE Grading System in Ghana

➡ Related: BECE Results Checker: How to Check Your Results

➡ Related: SHS Placement in Ghana: Complete Guide

What Is the BECE?

The Basic Education Certificate Examination is a national examination administered by WAEC at the end of Ghana’s basic education cycle.

The examination serves several purposes. It provides evidence of learner achievement at the end of basic education and supports decisions concerning progression to Senior High Schools, Technical Institutes and other approved post-basic opportunities.

WAEC describes the BECE as a school-based examination and explains that candidates’ performance is based on the external examination and Continuous Assessment marks provided by schools.

The examination should therefore not be treated as an isolated event. A candidate’s preparation begins long before the examination period through classroom learning, assignments, class tests, projects, revision and school-based assessment.

For teachers, this means that preparation for BECE should be connected to effective teaching throughout the JHS programme.

For parents and guardians, it means that supporting a candidate should involve creating conditions for regular study rather than relying entirely on intensive revision immediately before the examination.

BECE 2026 and the Common Core Programme

The Common Core Programme is central to understanding the curriculum context of the BECE.

NaCCA developed the Common Core Programme as part of Ghana’s pre-tertiary curriculum reforms. The programme covers the JHS years and is designed to provide learners with knowledge, skills, attitudes and values needed for further education, work and responsible citizenship.

The curriculum also places emphasis on core competencies. These include the ability to think critically, solve problems, communicate, collaborate, create and apply knowledge.

Consequently, candidates should not prepare for BECE by memorising answers alone.

A strong candidate should be able to understand a question, identify the relevant concept, apply appropriate knowledge and present a logically organised response.

Teachers should also ensure that classroom activities expose learners to different forms of questions and situations.

NaCCA has developed assessment materials for the Common Core Programme to support assessment and preparation in subjects including English Language, Mathematics and Science.

BECE 2026 Subjects

BECE candidates should follow the subjects and examination arrangements specified in the official WAEC regulations and timetable for their examination year.

The precise examination structure can change, so schools and candidates should not rely on old timetables or unofficial social media schedules.

The official WAEC timetable page currently lists a dedicated BECE 2026 timetable alongside previous examination timetables.

Candidates should therefore confirm their examination subjects, dates, papers and reporting times from the official timetable supplied through their schools or published by WAEC.

The curriculum and assessment expectations should also guide preparation. Candidates should revise the complete examinable content rather than concentrating only on questions that appeared in previous examinations.

Schools should similarly ensure that candidates are familiar with the requirements for each subject.

➡ Related: BECE 2026 Timetable: Complete Examination Schedule

➡ Related: BECE Subjects and Syllabus in Ghana

➡ Related: BECE Past Questions and Answers

BECE 2026 Registration

Registration for school candidates is handled through schools under WAEC’s examination procedures.

School authorities are responsible for ensuring that candidate information is accurately captured and submitted according to WAEC requirements.

Candidates and parents should therefore provide correct personal information to schools and carefully check details such as names, dates of birth and other identifying information.

Private candidates follow WAEC’s separate registration process. WAEC states that registration for private candidates is conducted online and that candidates should carefully read the registration guidance and follow the instructions provided by the Council.

Candidates should avoid relying on informal intermediaries who claim to provide special access to registration.

WAEC specifically advises private candidates to make payments directly through participating banks rather than paying internet café operators on their behalf.

The official WAEC examination registration platform should remain the primary reference point for current registration requirements.

➡ Related: BECE 2026 Registration: Step-by-Step Guide

➡ Related: WAEC BECE Registration for Private Candidates

➡ Related: BECE 2026 Timetable and Examination Schedule

➡ Related: WAEC Examination Registration Guide

BECE School Candidates

School candidates are learners who are entered for the BECE through recognised schools.

The school plays a major administrative role in the examination process.

Schools are expected to register eligible candidates, submit required information and ensure that Continuous Assessment information is provided according to WAEC requirements.

WAEC describes the BECE as a school-based examination and states that the Continuous Assessment marks are provided by schools.

The school also has responsibility for preparing candidates for examination regulations and ensuring that learners understand acceptable examination conduct.

Teachers should therefore include examination ethics in candidate preparation.

Candidates should understand that examination success is not only about academic preparation. Compliance with examination regulations is equally important.

➡ Related: BECE Registration Guide for Schools

➡ Related: BECE Examination Rules and Regulations

BECE Private Candidates

Private candidates are candidates who register independently under WAEC’s private candidate arrangements.

WAEC states that the BECE for private candidates is conducted alongside the BECE for school candidates, with private candidates following a separate entry procedure.

The Council provides registration guidance, examination timetables, fee information and other instructions during the registration process.

Private candidates should carefully read the official guidance before submitting their entries.

They should also ensure that all personal information is correct before final submission.

Candidates should retain evidence of registration and payment and should use only official WAEC information when making decisions concerning their examination.

➡ Related: BECE Private Registration in Ghana

➡ Related: BECE Private Candidates: Subjects and Requirements

➡ Related: WAEC BECE Timetable

➡ Related: BECE Results Checker

BECE Grading System

WAEC uses a nine-point numerical grading scale for BECE.

Grade 1 represents the highest level of performance, while Grade 9 represents the lowest. WAEC also states that candidates’ grades are based on their performance in the external examination and the Continuous Assessment marks submitted by schools.

The grading system means that candidates should aim for consistent performance across their subjects.

A candidate who performs strongly in one subject but poorly in another may have difficulty meeting particular admission or placement requirements.

Students should therefore avoid concentrating exclusively on subjects they enjoy.

Teachers should identify weaknesses early and provide targeted support.

Parents should also understand that examination preparation should focus on overall learning rather than simply encouraging children to memorise grade boundaries.

➡ Related: BECE Grading System: Grades 1–9 Explained

➡ Related: BECE Aggregate Calculation in Ghana

➡ Related: BECE Results: How WAEC Grades Candidates

➡ Related: SHS Selection and Placement Guide

How Candidates Should Prepare for BECE 2026

Effective BECE preparation begins with the curriculum.

Candidates should first identify the topics and learning outcomes that they are expected to master.

The next step is to develop a realistic study timetable.

A good study timetable should distribute attention across subjects rather than allocating excessive time to only one area.

Candidates should also practise questions under timed conditions.

Past questions are useful because they help candidates become familiar with question formats and examination expectations. They should, however, be used as learning tools rather than as a guarantee that identical questions will appear.

Candidates should review their mistakes after every practice exercise.

A wrong answer should lead to a question: Why was the answer wrong? Was the problem caused by lack of knowledge, misunderstanding of the question, careless calculation or poor time management?

This approach turns practice into learning.

➡ Related: BECE Study Timetable for Candidates

➡ Related: BECE Past Questions and Answers

➡ Related: How to Prepare for BECE in Ghana

➡ Related: BECE Mathematics Preparation Guide

BECE Preparation for Mathematics

Mathematics requires regular practice.

Candidates should understand mathematical concepts rather than memorising isolated procedures.

Important preparation areas may include number concepts, algebra, geometry, measurement, statistics, probability and problem-solving, according to the applicable curriculum and examination requirements.

Candidates should practise showing their working where required.

They should also develop the habit of reading mathematical questions carefully.

Many examination errors occur because candidates begin calculations before determining exactly what the question requires.

Teachers can support candidates by using real-life problems and unfamiliar situations that require learners to select appropriate mathematical methods.

➡ Related: BECE Mathematics Past Questions

➡ Related: BECE Mathematics Syllabus

➡ Related: Common Core Mathematics in Ghana

➡ Related: BECE Study Guide for Candidates

BECE Preparation for English Language

English Language preparation should cover the major language skills required by the curriculum and examination.

Candidates should practise reading comprehension, vocabulary, grammar, writing and other applicable areas of assessment.

Regular reading is especially useful because it develops vocabulary and comprehension.

Candidates should also practise writing complete responses within the required time.

Teachers can use marked writing exercises to identify recurring problems involving grammar, organisation, spelling, punctuation and expression.

Candidates should learn to plan longer written responses before beginning the final answer.

➡ Related: BECE English Language Past Questions

➡ Related: BECE English Language Syllabus

➡ Related: Common Core English Language in Ghana

➡ Related: How to Improve English for BECE

BECE Preparation for Science

Science preparation should combine conceptual understanding with practical reasoning.

Candidates should understand scientific concepts, terminology, processes and applications.

Teachers should expose learners to experiments, demonstrations, diagrams, data interpretation and real-world scientific problems where appropriate.

Candidates should practise interpreting information rather than simply memorising definitions.

Questions involving diagrams, tables and practical situations require careful reading.

A learner who understands why a scientific process occurs is usually better prepared to apply the concept to an unfamiliar question.

➡ Related: BECE Science Past Questions

➡ Related: BECE Science Syllabus

➡ Related: Common Core Science in Ghana

➡ Related: BECE Study Guide for Candidates

BECE Examination Rules and Regulations

Candidates must comply with WAEC’s examination rules.

Examination malpractice is a serious matter. WAEC publishes procedures concerning irregularities and investigates cases that arise during examinations.

Recent WAEC records demonstrate that candidates suspected of examination irregularities may be invited to assist with investigations and that results can be withheld while cases are being considered.

Candidates should therefore avoid bringing unauthorised materials into examination halls or communicating improperly with other candidates.

They should also avoid receiving assistance from unauthorised persons.

Schools have a responsibility to explain examination regulations clearly before candidates enter the examination hall.

The safest approach is simple: candidates should rely entirely on their own preparation and comply with the instructions of invigilators and WAEC officials.

➡ Related: BECE Examination Rules Every Candidate Must Know

➡ Related: WAEC Examination Malpractice: Causes and Consequences

➡ Related: BECE Candidates: What to Take to the Examination Hall

➡ Related: WAEC Rules and Regulations for Candidates

What Schools Should Do Before BECE 2026

Schools should begin examination preparation well before the final weeks.

The first priority should be curriculum coverage.

School leaders should monitor whether teachers have covered the required curriculum and whether learners have sufficient opportunities to practise and demonstrate understanding.

Schools should also analyse internal assessment results.

If a significant number of learners perform poorly in a particular topic, teachers should investigate the cause and provide remediation.

Mock examinations can help candidates practise time management and examination procedures.

However, mock examinations should supplement teaching rather than replace it.

Schools should also educate candidates about examination regulations and ensure that administrative requirements are completed accurately.

➡ Related: BECE Preparation Guide for Schools

What Parents and Guardians Should Do

Parents and guardians have an important supporting role.

They should provide a suitable environment for study and encourage regular preparation.

They should also monitor attendance and communicate with teachers when academic difficulties arise.

Excessive pressure can be counterproductive. Candidates need encouragement, structure and practical support.

Parents should avoid paying individuals who claim to possess examination questions or guarantee examination success.

Such claims can expose candidates to examination malpractice and financial exploitation.

Parents should rely on official WAEC and school communications for examination information.

➡ Related: How Parents Can Help BECE Candidates

➡ Related: BECE Study Timetable for Students

➡ Related: BECE Examination Rules and Regulations

➡ Related: SHS School Selection Guide for Parents

BECE Results 2026

BECE results are released by WAEC after the examination has been processed and the Council has completed the necessary assessment and verification procedures.

WAEC states that BECE results are normally released to enable successful and qualified candidates enter Senior High Schools and Technical Institutes at the beginning of the academic year. Candidates receive statements of results through their schools and can also check their results online.

Candidates should therefore distinguish between provisional result information and final documentation.

The official WAEC result-checking service provides a BECE result checker for school and private candidates.

Candidates should use official WAEC channels rather than unofficial websites claiming to provide examination results.

➡ Related: BECE 2026 Results Checker

➡ Related: How to Check BECE Results Online

➡ Related: BECE Results Release Date

➡ Related: BECE Results: What Candidates Should Know

How to Check BECE Results Online

Candidates can use WAEC’s official online result service to check their BECE results.

The WAEC eResults platform requires examination details including the index number, examination year and the appropriate result-checking credentials.

Candidates should enter their details carefully.

A candidate who receives an error message should first verify the information entered before assuming that the result has not been released.

Candidates should also be careful with websites that request unnecessary personal information.

The official WAEC result checker remains the appropriate source for online result verification.

➡ Related: WAEC BECE Result Checker

➡ Related: BECE 2026 Results: Complete Guide

➡ Related: How to Print BECE Results

➡ Related: BECE Results and SHS Placement

BECE Results and SHS Placement

BECE results play an important role in the transition from basic education to Senior High School.

WAEC states that candidates are selected to Senior High Schools through the Computerised School Selection and Placement System (CSSPS).

The placement process should therefore be understood separately from the examination itself.

WAEC is responsible for administering and processing the examination, while school selection and placement involve the national education authorities and the CSSPS.

Candidates and parents should carefully follow official placement instructions when the placement process begins.

They should also avoid unofficial claims that a person can guarantee placement into a particular school through personal influence or payment.

➡ Related: SHS Placement in Ghana: Complete Guide

➡ Related: CSSPS School Selection Guide

➡ Related: How to Choose SHS Choices After BECE

➡ Related: BECE Results and School Placement

BECE Script Review and Results Issues

WAEC provides procedures for the handling of examination scripts and results.

According to WAEC’s BECE guidance, scripts are kept for three months after results are released before they are destroyed. During that period, script review may be requested under the Council’s prescribed procedure. WAEC states that, because BECE is a school-based examination, script review is initiated through the head of school or an accredited representative rather than directly by individual candidates or parents.

Candidates should therefore discuss concerns about results with their schools and follow the official WAEC process.

They should not rely on individuals who claim they can alter examination results.

Any legitimate review must follow the Council’s established procedures.

➡ Related: BECE Results Review: What Candidates Should Know

➡ Related: WAEC Withheld Results: Causes and Procedures

➡ Related: BECE Result Problems and Solutions

➡ Related: WAEC Examination Regulations

EducateGhana Analysis

Educational Significance

The BECE remains an important assessment point in Ghana’s education system because it connects basic education with the next stage of a learner’s educational journey.

Its significance extends beyond the final grade. The examination provides evidence about learner achievement after the JHS curriculum and contributes to decisions concerning progression and placement.

The current curriculum context also means that preparation should increasingly focus on understanding and application.

Candidates need strong subject knowledge, but they also need to reason, communicate, interpret information and solve problems.

Policy Implications

The relationship between curriculum and assessment requires continued policy attention.

If curriculum standards emphasise competencies but assessment focuses too narrowly on factual recall, a gap can develop between intended learning and measured achievement.

Ghana’s assessment system therefore needs continued alignment between curriculum standards, classroom assessment and national examinations.

NaCCA’s development of assessment materials for the Common Core Programme reflects this broader effort to support assessment within the curriculum reform.

Implementation Considerations

Effective BECE preparation begins with effective teaching.

Schools should avoid reducing the final year of JHS to continuous examination drills.

Learners need opportunities to understand concepts, apply knowledge and receive feedback before they encounter the final examination.

Teacher professional development is also important. Teachers need to understand curriculum expectations, assessment principles and examination requirements.

Parents and school leaders should support this process by creating conditions that allow teachers to teach effectively.

Future Outlook

The future of BECE preparation will increasingly involve digital learning resources, data-informed instruction and new approaches to assessment.

Artificial intelligence may also become part of revision and tutoring. Its use, however, should support genuine learning rather than encourage candidates to outsource their thinking.

The central goal should remain the development of learners who can understand, reason and apply knowledge independently.

Why You Can Trust This Information

This guide is based primarily on official information from the West African Examinations Council and the National Council for Curriculum and Assessment.

WAEC is the examination authority responsible for administering the BECE, publishing examination guidance, managing candidate registration and releasing results. Its official website currently provides dedicated BECE examination, timetable, registration and results resources.

NaCCA provides the curriculum context for Ghana’s pre-tertiary education system, including the Common Core Programme and assessment resources.

Because examination arrangements can change, candidates, schools and parents should confirm dates, registration instructions, fees, timetables and other operational requirements from current WAEC notices.

Frequently Asked Questions

1. What does BECE stand for?

BECE stands for Basic Education Certificate Examination.

2. Who conducts the BECE in Ghana?

The West African Examinations Council conducts the BECE in Ghana.

3. Who can take the BECE?

The examination is conducted for school and private candidates under WAEC’s examination arrangements.

4. What curriculum is linked to the current BECE?

The BECE is linked to the curriculum taught at the Junior High School level, including the Common Core Programme developed by NaCCA.

5. How are BECE candidates graded?

WAEC uses a nine-point numerical grading scale, with Grade 1 being the highest and Grade 9 the lowest. External examination performance and Continuous Assessment marks contribute to candidates’ grades.

6. How can I check my BECE results?

Candidates can check their results through WAEC’s official online result-checking service.

7. Does BECE determine SHS placement?

BECE results contribute to the transition process, while candidates are selected to Senior High Schools through the Computerised School Selection and Placement System.

8. Can private candidates register for BECE?

Yes. WAEC provides a separate registration process for private candidates.

9. Can a candidate request a review of BECE scripts?

WAEC provides a script-review procedure. For BECE, the request is made through the head of school or an accredited representative under the Council’s procedures.

10. How long are BECE scripts kept?

WAEC states that BECE scripts are kept for three months after the release of results before they are destroyed.

11. What is the best way to prepare for BECE?

Candidates should study the curriculum systematically, practise questions, review mistakes, strengthen weak areas and develop time-management skills.

12. Should candidates study only past BECE questions?

No. Past questions are useful for practice, but candidates should study the relevant curriculum and develop the ability to answer unfamiliar questions.

13. Can examination malpractice affect BECE results?

Yes. WAEC investigates examination irregularities and may withhold or otherwise act on results where cases arise.

14. Where can candidates find the official BECE 2026 timetable?

The official WAEC timetable page provides the BECE 2026 timetable and related examination schedules.

15. Where should candidates obtain official BECE information?

Candidates should use WAEC’s official website and communications from their schools for examination information. Curriculum-related information should be verified through NaCCA.

➡ Related: BECE 2026 Timetable: Complete Guide

➡ Related: BECE 2026 Results: Complete Guide

➡ Related: BECE School Selection and Placement Guide

➡ Related: BECE Past Questions and Answers

Conclusion

The BECE 2026 is an important stage in Ghana’s basic education system. Its significance lies in its role as an assessment of learner achievement and its connection to the transition from Junior High School to Senior High School and other post-basic pathways.

Candidates should approach the examination through sustained preparation rather than last-minute memorisation. Schools should connect examination preparation to the curriculum, classroom assessment and effective teaching. Parents should provide practical support and rely on official information.

The strongest preparation combines curriculum knowledge, regular practice, feedback, problem-solving, examination discipline and confidence.

Candidates should also remember that examination integrity is essential. A strong result obtained through genuine learning provides a better foundation for the next stage of education.

The most reliable source for current examination dates, registration requirements, timetables and results remains WAEC.

Editor’s Recommendation

➡ Common Core Programme in Ghana: Complete Guide

➡ Curriculum and Assessment in Ghana: Complete Guide

➡ BECE Past Questions and Answers: Complete Guide

➡ SHS School Selection and Placement in Ghana: Complete Guide

About the Author

References

National Council for Curriculum and Assessment. (n.d.). Common Core Programme. Republic of Ghana.

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

National Council for Curriculum and Assessment. (n.d.). Assessment items for the Common Core Programme. Republic of Ghana.

West African Examinations Council. (n.d.). BECE for school candidates. WAEC Ghana.

West African Examinations Council. (n.d.). BECE for private candidates. WAEC Ghana.

West African Examinations Council. (n.d.). BECE 2026 timetable. WAEC Ghana.

West African Examinations Council. (n.d.). Result checker. WAEC Ghana.

West African Examinations Council. (n.d.). Examination registration. WAEC 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). BECE 2026: Complete guide for candidates and schools. EducateGhana.com.

Source(s)

West African Examinations Council (WAEC), Ghana
National Council for Curriculum and Assessment (NaCCA)
Common Core Programme curriculum documents
WAEC BECE examination guidance
WAEC BECE 2026 timetable and examination resources

👉 ACADEMIC BRIDGE AFRICA

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Curriculum and Assessment in Ghana: Complete Guide

Ferdinand Ellis

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

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.

Accra College of Education (AcCE): Complete Profile, Admission, Courses, Fees, History and Campus Guide (2026)

Ghana’s Basic Education Reforms Explained: How New Curriculum, Assessment and Digital Skills Are Changing Learning

NaCCA Presents Revised KG–Primary Six Curriculum to Education Minister, Prioritising Foundational Literacy, Citizenship and Digital Competencies

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

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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GES Promotion 2025: Teacher Questions Delays in Salary Adjustment and Union Response

Ferdinand Ellis

August 25, 2026

Teachers raise concerns over the GES Promotion 2025 salary adjustment process, substantive dates, implementation timeline, arrears and the response of teacher unions.

By Sir Pius | Opinion
Edited and contextualised by Ferdinand Ellis, EducateGhana.com
Published: August 2026

Article Information

Article Information	Details
Category	News & Analysis
Subcategory	Teacher Promotion
Article Type	Opinion / Teacher Commentary
Focus Keyword	GES Promotion 2025 salary adjustment
Target Audience	GES teachers, teacher unions, education stakeholders
Author	Sir Pius
Editorial Context	Teacher concerns over promotion implementation
Status	Opinion and commentary

Editor’s Note: This article presents the views and concerns of a teacher identified as Sir Pius. Assertions concerning the conduct of the Ghana Education Service, government and teacher unions represent the writer’s opinions and should not be treated as independently established facts. EducateGhana.com has retained the central arguments while providing contextual clarification.

GES Promotion 2025: Why Teachers Are Questioning the Salary Adjustment Process

The implementation of the 2025 teacher promotion exercise has entered another stage, with successful applicants now being asked to submit documents for the processing of their salary adjustment.

For some teachers, however, the latest development has generated frustration and renewed questions about the timeline for the implementation of their promotions.

In a commentary dated Saturday, August 22, 2026, a teacher identified as Sir Pius criticised what he described as delays in the promotion process and questioned the response of teacher-union leadership to the concerns of affected teachers.

His central concern is straightforward: after successfully going through the promotion process and receiving promotion letters, why must teachers undertake another administrative process before their new ranks and corresponding salaries are reflected?

Key Takeaways

Teachers who successfully obtained promotion letters are now being asked to apply for salary adjustment.
The process requires additional documentation and administrative processing.
The writer argues that the additional step could delay the financial benefits associated with the promotions.
He questions whether the August 31, 2026 implementation timeline can be achieved.
The commentary also raises concerns about the role of teacher unions in protecting members’ interests.
The concerns expressed are the writer’s views and require responses from GES and the teacher unions for a complete account.

What GES Previously Said About the 2025 Teacher Promotion

According to the teacher’s commentary, the Ghana Education Service issued an update on July 28, 2026, concerning the teacher promotion exercise.

The writer quotes the release as stating that promotion letters would be dispatched to Regional Education Directorates from August 15, 2026, for onward distribution to qualified teachers.

He also points to the stated target that qualified teachers would be placed on the appropriate salary scales by August 31, 2026.

These dates have become particularly important because teachers are now being asked to submit applications and supporting documents for salary processing.

The writer argues that the July 28 communication did not make clear to teachers that a separate application for salary adjustment would subsequently be required.

That omission, in his view, has created uncertainty about whether the stated August 31 deadline remains achievable.

Why Teachers Are Asking Questions About Salary Adjustment

The latest process reportedly requires successful applicants to submit documents including:

An application letter
Promotion letter
Current payslip
Cover letter from the Metropolitan, Municipal or District Education Directorate

Teachers have also reportedly been instructed to address the application to the Director-General of the Ghana Education Service, through the relevant Regional and District structures.

For teachers who have already received official promotion letters, the requirement has prompted questions about why salary placement is not automatically triggered by the promotion itself.

The writer describes the situation as an additional bureaucratic layer that could potentially prolong the process.

However, whether the procedure represents an unnecessary delay or is simply an established administrative requirement should be clarified by GES and the relevant public-sector payroll authorities.

The August 31 Deadline

One of the most important issues raised concerns the deadline previously communicated by GES.

If the promotion letters were expected to reach Regional Directorates from August 15, and teachers subsequently have to submit applications for salary adjustment through district and regional structures, questions naturally arise about the amount of time available for processing.

The writer therefore asks whether teachers will actually see their new ranks and salaries reflected by August 31, 2026.

This is an issue that deserves a clear administrative explanation.

GES could help reduce uncertainty by publishing a detailed processing timetable showing:

when applications should be submitted
when district verification will take place
when regional processing will be completed
when documents will be forwarded for payroll action
when successful applicants should expect their new salaries to appear on payslips
how any resulting salary arrears will be handled

Concerns About Promotion Effective Dates

The commentary also questions the substantive effective dates assigned to some teachers.

The writer specifically raises concerns about the treatment of 2020 and 2021 applicants, asking why applicants from different promotion years could receive the same substantive effective date.

This is an area where official clarification is particularly important.

Promotion dates can have implications for seniority, salary placement and arrears. Teachers therefore need to understand the principles used by the employer in determining substantive dates.

Rather than relying on speculation, GES should provide an explanation of the applicable rules and how they have been applied to the affected groups.

The Teacher Unions Under Pressure

A significant part of the commentary is directed at teacher-union leadership.

The writer argues that the unions should have exerted greater pressure on the employer throughout the promotion process.

He expresses particular frustration over what he considers a lack of urgency in responding to delays in the opening of the promotion portal, release of results and subsequent implementation.

The criticism reflects a broader concern about the relationship between teachers and their representative organisations.

Teacher unions have a formal role in representing members’ interests, including negotiations concerning conditions of service and employment matters. Their effectiveness, however, must ultimately be assessed against their constitutional and bargaining responsibilities and the specific actions they take in individual disputes.

The unions should therefore be given an opportunity to respond to the concerns raised in this commentary.

Is Salary Adjustment Different From Promotion?

This is perhaps the most important administrative question arising from the current situation.

A promotion establishes that an employee has been moved to a higher rank. Salary adjustment involves the corresponding payroll implementation of that change.

The two processes can therefore involve separate administrative steps.

However, teachers understandably want to know whether the additional application is a routine payroll requirement or whether it represents a new procedure introduced for the 2025 promotion exercise.

GES and the relevant payroll authorities should clarify this distinction to prevent misinformation and unnecessary anxiety among teachers.

What Happens to Promotion Arrears?

Another major concern is the possibility of delays in receiving financial benefits associated with the promotion.

If a teacher’s promotion is effective from an earlier date but the new salary is implemented months later, the question of salary arrears becomes important.

Teachers need clear information about whether arrears will be calculated from the approved effective date and when such arrears will be paid.

This should form part of any official communication on the salary adjustment process.

Sir Pius: “We Need to Know What the Future Looks Like”

In his commentary, Sir Pius argues that teachers currently do not know how long the salary adjustment process will take.

He fears that prolonged administrative processing could leave teachers waiting several months before their new ranks and salaries are reflected.

He also expresses concern that teachers could eventually encounter difficulties with arrears if implementation is significantly delayed.

These concerns should be distinguished from established facts. At the time of publication, the writer’s fears about future delays do not establish that such delays will occur.

The appropriate response is for GES and the relevant institutions to publish a definite implementation schedule.

The Bigger Issue: Trust in the Promotion System

Beyond salary adjustment, the dispute raises a broader issue about confidence in the teacher promotion system.

Teachers invest time and resources in professional development, meet promotion requirements and sit promotion examinations where applicable. Once they receive official promotion letters, they reasonably expect the administrative and financial consequences of the promotion to follow within a predictable period.

Uncertainty over dates, documentation and payroll processing can undermine confidence in the system.

A transparent process would therefore benefit both teachers and the employer.

What GES and Teacher Unions Should Clarify

To address the concerns raised, stakeholders should provide clear answers to the following questions:

Is the salary-adjustment application mandatory for every successful 2025 promotion applicant?
Why is the additional application necessary after the issuance of promotion letters?
Does the August 31, 2026 deadline remain unchanged?
When will teachers’ new salaries appear on their payslips?
How will promotion arrears be calculated?
From which effective date will arrears accrue?
Why have certain applicants reportedly received particular substantive dates?
What role are the teacher unions playing in resolving the concerns?
What mechanism exists for teachers who believe their promotion or substantive date has been incorrectly processed?

Providing answers to these questions would go a long way towards reducing uncertainty.

Ferdinand Ellis’ Editorial Perspective

The concerns raised by Sir Pius deserve attention because teacher promotion is directly connected to professional progression, remuneration and staff morale.

At the same time, accusations of deliberate bad faith should remain clearly identified as the writer’s opinion unless supported by documentary evidence establishing intent.

The more useful question for the education sector is whether the current administrative process is clear, predictable, timely and accountable.

GES has already communicated a target date for salary-scale placement. The immediate responsibility is therefore to explain how the additional salary-adjustment process fits into that timetable.

Teacher unions, for their part, should communicate clearly with members about what they are doing to address outstanding concerns.

Teachers deserve certainty about their promotion status, effective dates, salary placement and arrears.

Conclusion

The 2025 teacher promotion process has reached a critical administrative stage.

Successful teachers have received, or are receiving, promotion documentation, while the next step involves processing their salary adjustment.

For affected teachers, the central question is no longer simply whether they have been promoted. It is when that promotion will translate into the corresponding salary and financial benefits.

The concerns raised by Sir Pius should therefore trigger constructive engagement among GES, the Ministry of Education, payroll authorities and teacher unions.

Clear timelines, transparent procedures and regular communication will be essential if the current frustrations are to be resolved.

EducateGhana.com will continue to monitor developments concerning the 2025 teacher promotion exercise, salary adjustment, substantive dates and promotion arrears.

Sources and References

Ghana Education Service. (2026, July 28). Update on teacher promotion.
Sir Pius. (2026, August 22). GES has acted in bad faith [Teacher commentary].
Ghana Education Service. (2026). Teacher promotion and salary adjustment communications.

Suggested internal links

➡ Related: GES Promotion 2025: Latest Results, Promotion Letters and Implementation Updates
➡ Related: GES Promotion 2026: Application Requirements, Ranks and Important Dates

Study Abroad After WASSCE 2026: Complete UK, Canada and USA Guide for Ghanaian Students

Ferdinand Ellis

August 24, 2026

Planning to study abroad after WASSCE 2026? Get the complete Ghanaian student guide to UK, Canada and USA admission, costs, scholarships, visas and requirements.

By Ferdinand Ellis | EducateGhana.com
Last Updated: August 24, 2026

Article Information	Details
Category	Study Abroad
Hub	International Education
Cluster	UK / Canada / USA Pathway
Article Type	Evergreen Pillar Guide
Target Audience	WASSCE 2026 graduates, parents and prospective international students
Countries Covered	United Kingdom, Canada and United States
Primary Keyword	Study abroad after WASSCE 2026
Secondary Keywords	WASSCE to UK university, Ghanaian students studying abroad, WASSCE Canada admission, WASSCE USA admission, study abroad requirements for Ghanaian students

Important: Admission and visa requirements vary by university, programme and country. Students should confirm current requirements directly with the university and the relevant government immigration authority before paying fees or submitting an application.

Key Takeaways

WASSCE can be used to apply for higher education abroad, but acceptance and entry level depend on the institution and programme.
A Ghanaian WASSCE graduate may need a foundation programme, diploma or other preparatory route before entering a bachelor’s degree in some institutions.
UK, Canada and US universities do not have one universal WASSCE grade requirement. Each institution sets its own academic requirements.
English-language testing requirements vary. Some institutions may waive IELTS or accept alternative evidence of English proficiency.
Canada generally requires an admission letter and, in many cases, a Provincial Attestation Letter (PAL/TAL) for study permit applications.
UK Student visa applicants must meet the applicable financial requirements. For most students, the current maintenance requirement is £1,529 per month in London or £1,171 outside London for up to nine months, in addition to outstanding tuition fees.
The current UK Student visa application fee is £558 for applications from outside the UK.
Students should be extremely careful with agents who promise guaranteed admission, guaranteed visas or unrealistic scholarship offers.
You can apply directly to many universities without paying an agent.

Introduction

For many Ghanaian students, receiving a WASSCE certificate is the beginning of another major decision: whether to continue their education in Ghana or pursue university, college or professional training overseas.

The United Kingdom, Canada and the United States remain among the destinations considered by Ghanaian students because of their wide range of programmes, international qualifications and established higher education systems.

However, studying abroad requires considerably more than obtaining a WASSCE result. A student must understand academic admission requirements, English-language requirements, tuition costs, financial evidence, immigration procedures, accommodation, deadlines and scholarship opportunities.

There is also an important distinction between university admission and visa approval. An institution may admit a student, but the government of the destination country still has to determine whether the student meets its immigration requirements.

This guide explains the major pathways available to Ghanaian WASSCE graduates considering the UK, Canada or the USA in 2026 and beyond.

1. Can a Ghanaian WASSCE Graduate Study Abroad?

Yes.

The West African Senior School Certificate Examination is an established secondary-school qualification, but there is no single international rule stating that every university must accept WASSCE in exactly the same way.

Universities determine their own admission requirements.

A student with excellent WASSCE grades may qualify for direct undergraduate admission at some institutions. Another university may require a foundation year, preparatory programme or additional qualification.

The decision may depend on:

WASSCE grades
Required subjects
Programme selected
Mathematics and English grades
Science subjects where applicable
Previous academic preparation
English-language proficiency
University-specific requirements
Country and immigration rules

Therefore, students should avoid claims such as “WASSCE automatically qualifies you for every university in the UK, Canada or USA.”

It does not.

2. Studying in the UK After WASSCE

The UK remains an attractive destination for Ghanaian students because of its wide range of universities and undergraduate programmes.

However, entry requirements vary considerably.

Some universities may consider WASSCE for direct undergraduate entry, while others may require a foundation programme or another qualification.

Students should therefore search for their specific programme and check the university’s Ghana or international-entry requirements.

UK Foundation Route

A foundation year can provide an alternative route for students whose secondary-school qualification does not meet the direct-entry requirements of their chosen bachelor’s programme.

A typical pathway may therefore look like:

WASSCE → Foundation Year → Bachelor’s Degree

The length and cost depend on the university and programme.

Students should never assume that every university requires a foundation year.

UK English Requirements

English-language requirements vary by institution and programme.

Some universities may accept previous education conducted in English or alternative evidence, while others may require IELTS, TOEFL, PTE or another approved test.

Therefore, do not pay for an English test simply because an agent says it is compulsory. First check the university’s official requirements.

3. UK Student Visa Requirements for Ghanaian Students

Admission and visa applications are separate processes.

For a UK Student visa, you normally need an offer from a licensed student sponsor and must meet the applicable immigration requirements.

You may need:

Valid passport
Confirmation of Acceptance for Studies (CAS)
Evidence of financial support where required
Evidence of English-language ability where required
Academic documents
Tuberculosis test certificate where applicable
Visa application information and supporting documents

The UK financial requirement is particularly important.

For most students applying from outside the UK, the current requirement is outstanding course fees shown on the CAS plus living funds of:

£1,529 per month for study in London
£1,171 per month for study outside London

The maintenance amount is calculated for a maximum of nine months.

The required funds generally need to have been held for 28 consecutive days, subject to the immigration rules and applicable exemptions.

The current Student visa application fee from outside the UK is £558.

Students should also budget for the Immigration Health Surcharge where applicable.

Important correction for prospective applicants

Students should not use old figures circulating online, such as a £490 Student visa fee or outdated maintenance amounts, without checking the latest UK Government guidance.

Immigration fees and financial requirements can change.

4. Studying in Canada After WASSCE

Canada is another major destination for Ghanaian students.

Canadian institutions include universities, colleges and other designated learning institutions offering bachelor’s degrees, diplomas, certificates and postgraduate programmes.

Admission requirements are institution-specific.

A student may be asked to provide:

WASSCE certificate or statement of results
Academic transcripts
Passport
English-language evidence where required
Personal statement or other application documents
References where applicable
Proof of academic prerequisites

Some programmes have specific subject requirements.

For example, a student applying for engineering may need strong mathematics and science preparation. A student applying for business may face different requirements.

5. Canada Study Permit Requirements

Receiving admission from a Canadian institution does not automatically give a student permission to study in Canada.

A student normally needs a Canadian study permit.

Canada requires students to demonstrate that they have sufficient financial resources for tuition, living expenses and transportation.

The government says applicants must show enough resources for the first year of study and explain how they intend to finance the full programme when it lasts more than one year.

Common evidence can include:

Bank statements
Proof of paid tuition
Scholarship documentation
Education loans
Canadian bank accounts
Guaranteed Investment Certificates where applicable
Financial support letters accompanied by evidence of funds

Canada’s financial requirements have changed over time, so applicants should use the current IRCC figures rather than relying on old social media posts.

6. What Is the PAL/TAL in Canada?

Many international students applying for a Canadian study permit need a Provincial Attestation Letter or Territorial Attestation Letter, commonly called a PAL/TAL.

The letter confirms that the province or territory has allocated space for the student.

The PAL/TAL is generally obtained through the designated learning institution after admission, although specific exemptions exist.

This means that a student should not simply receive a university or college admission letter and assume the immigration process is complete.

The student must check whether a PAL/TAL is required for the particular programme and application.

7. Studying in the USA After WASSCE

The United States offers another broad range of opportunities for Ghanaian students.

Unlike the UK, where many bachelor’s degrees traditionally take three years, a US bachelor’s degree generally takes about four years.

Students can apply directly to universities or consider the community-college pathway.

Community College Pathway

One possible route is:

WASSCE → Community College → Associate Degree → Transfer → Bachelor’s Degree

This can provide students with another route into the US higher education system.

However, students should carefully investigate transfer agreements before enrolling. Not every course or community college guarantees admission into a particular four-year university.

8. US University Admission Requirements

Requirements vary from one institution to another.

Depending on the university, students may be asked for:

WASSCE results
SHS transcript
Passport
English-language test
SAT or ACT where required or recommended
Personal essay
Recommendation letters
Financial documentation
Programme-specific requirements

Some US universities have become test-optional, while others may still require or strongly encourage standardized testing.

Therefore, applicants should check the current requirements of each institution.

9. The US F-1 Student Visa Pathway

For a student intending to study in the United States, the broad process is:

Apply to institution → Receive admission → Receive Form I-20 → Pay required SEVIS fee → Apply for F-1 visa → Attend visa interview where required → Travel after approval

The school normally issues the I-20 after the student has been admitted and demonstrated the required financial ability.

A student should therefore not confuse a university admission letter with an F-1 visa.

Visa officers assess whether applicants satisfy the requirements for the student visa.

10. Documents Ghanaian Students Should Prepare Early

Regardless of destination, students should begin organising their documents before submitting applications.

Academic documents

WASSCE certificate
WASSCE results
SHS transcript
School recommendation where required
Certificates from other qualifications

Identification documents

Valid Ghanaian passport
Birth certificate where required
Passport photographs

Financial documents

Bank statements
Sponsorship letter where applicable
Sponsor’s financial evidence
Scholarship letter
Education loan documents where applicable

11. How to Apply Without an Agent

Using an education agent is not compulsory.

A student can often complete the process independently.

Step 1: Decide what you want to study

Do not begin with the country.

Begin with the programme.

For example:

Computer Science → universities offering Computer Science → compare countries → compare costs → select institutions.

Step 2: Build a university shortlist

Choose several institutions rather than applying to only one.

Consider:

Admission requirements
Tuition
Accommodation
Location
Graduate outcomes
Scholarship opportunities
Programme accreditation
Visa requirements
Total cost

Step 3: Check the official university website

Look for the international admissions section.

Confirm:

WASSCE requirements
English requirements
Application deadline
Tuition
Required documents
Scholarship information

Step 4: Apply

Use the institution’s official application system or an officially recognised application platform.

For UK undergraduate applications, students may use where applicable.

Step 5: Receive and examine the offer

An offer may be conditional or unconditional.

Read the conditions carefully.

Step 6: Begin immigration preparation

Once the academic requirements are satisfied, follow the appropriate government visa process.

12. How Much Does It Cost to Study Abroad?

There is no single answer.

The total cost depends on:

Tuition + accommodation + food + transport + health insurance or immigration charges + visa + flights + books + personal expenses

A university advertising low tuition may still be expensive if accommodation and living costs are high.

Students should calculate the total annual cost, not simply tuition.

Example

Suppose a programme costs:

Tuition: £14,000
Accommodation: £8,000
Food and personal expenses: £4,000
Visa and related costs: £2,000
Flights and other expenses: £1,500

The real annual budget is considerably higher than the tuition figure.

This is why parents and students should prepare a complete financial plan before accepting admission.

13. Scholarships for Ghanaian Students

Scholarships can substantially reduce the cost of studying abroad, but students should distinguish between full scholarships, partial scholarships, tuition discounts and merit awards.

Potential sources include:

University scholarships
Government scholarship schemes
International development scholarships
Commonwealth programmes
Mastercard Foundation programmes
Departmental scholarships
Research scholarships for postgraduate students

Scholarship eligibility varies.

A scholarship that is available to a Ghanaian master’s student may not be available to a WASSCE graduate entering undergraduate study.

Students should therefore check the eligibility criteria carefully.

14. How to Identify a Study-Abroad Scam

This is one of the most important sections for Ghanaian applicants.

Be cautious if an agent says:

“Pay today and your visa is guaranteed.”

No legitimate agent can guarantee a government visa decision.

Be suspicious of anyone who:

Guarantees a visa
Guarantees a job before arrival
Requests payment into an unexplained personal account
Uses only WhatsApp and refuses to provide an official business address
Sends an admission letter that cannot be verified
Claims every university accepts the same WASSCE grades
Promises a scholarship without an official scholarship letter
Tells you not to contact the university
Pressures you to pay immediately

Always verify the institution independently.

15. Should You Use an Education Agent?

An agent can be useful, particularly when a student is unfamiliar with international applications.

However, using an agent does not remove the student’s responsibility.

Before engaging one, ask:

Is the agent officially connected to the institution?
Can the university confirm the relationship?
What exactly does the fee cover?
Will the agent provide receipts?
Can you communicate directly with the university?
Who controls your application account?
Can you obtain your own offer letter directly from the institution?

Never surrender control of your passport, email account or important academic documents unnecessarily.

16. UK vs Canada vs USA: Which Is Better for a Ghanaian Student?

There is no universally best destination.

Factor	UK	Canada	USA
Typical bachelor’s structure	Often 3 years	Usually 4 years	Usually 4 years
Foundation routes	Common at some institutions	Available through selected pathways	Preparatory/community-college routes available
Community colleges	Less central to undergraduate pathway	Colleges are significant	Major pathway
English testing	Institution-specific	Institution-specific	Institution-specific
Visa	Student visa	Study permit	F-1
Financial evidence	Strict immigration requirements	Strict financial requirements	Financial evidence required
PAL/TAL	No	Often required, subject to exemptions	No
Application system	UCAS and university systems	Institution-specific systems	Institution-specific systems/Common App at many institutions
Main advantage	Shorter bachelor’s routes and wide choice	Strong college and university options	Very broad institutional choice

The right choice depends on the student’s academic profile, finances, career plans and preferred educational system.

17. What Should a WASSCE 2026 Graduate Do Now?

If you completed WASSCE in 2026, start with these steps.

Academic preparation

Get your:

WASSCE results
SHS transcript
Passport
Recommendation documents
Certificates

Programme preparation

Choose:

Preferred programme
Alternative programme
Preferred country
Alternative country

Financial preparation

Determine who will finance:

Tuition
Accommodation
Living expenses
Visa
Travel
Insurance and other costs

Application preparation

Create a spreadsheet containing:

University	Country	Programme	Tuition	Deadline	English Test	Scholarship	Status
University 1	UK	Computer Science	Check official site	Check	Check	Yes/No	Not started
University 2	Canada	Computer Science	Check official site	Check	Check	Yes/No	Not started
University 3	USA	Computer Science	Check official site	Check	Check	Yes/No	Not started

This simple system can prevent missed deadlines and unnecessary payments.

18. January 2027 or September 2027 Intake?

Students completing WASSCE in 2026 should not feel pressured to leave Ghana immediately.

The best intake depends on the university and programme.

If your preferred programme has a January intake, you may apply for it. However, many universities offer substantially more undergraduate programmes for September or autumn entry.

A short preparation period may also allow you to:

Improve your English test score
Obtain your passport
Secure funding
Apply for scholarships
Improve your personal statement
Compare universities
Prepare for visa requirements

A gap period used for proper preparation can be more useful than rushing into an unsuitable programme.

19. Final Advice for Ghanaian Students

Studying abroad should be treated as an education project, not simply a travel opportunity.

The strongest applicants usually understand what they want to study, why they want to study it, how much it will cost and how they intend to finance it.

Do not select a university merely because an agent says it is cheap.

Do not select a country because someone on social media says it is easy to obtain a visa.

Do not pay tuition until you have independently verified the institution, programme, payment instructions and offer.

Most importantly, remember that admission is not a visa guarantee.

For official immigration information, use the government websites rather than blogs, agents or WhatsApp messages. UK Student visa requirements are published by the UK Government, while Canadian study permit requirements are published by Immigration, Refugees and Citizenship Canada.

Frequently Asked Questions

Can I study in the UK with WASSCE?

Yes. Some UK institutions accept WASSCE for undergraduate entry, while others may require a foundation or other preparatory route. Check the specific university and programme.

Can I study in Canada with WASSCE?

Yes. Canadian institutions assess international qualifications individually. You should check the admission requirements of the specific institution and programme.

Can I study in the USA with WASSCE?

Yes. US universities and colleges can admit students with Ghanaian secondary-school qualifications, subject to their individual requirements.

Do all universities require IELTS?

No. English-language requirements differ among institutions. Some accept alternative evidence of English proficiency or may grant exemptions.

Do I need an agent?

No. You can apply directly to many universities.

Can an agent guarantee my visa?

No legitimate agent can guarantee a government immigration decision.

How much money do I need?

There is no universal figure. Calculate tuition, accommodation, living costs, visa and immigration charges, transportation, insurance and other expenses for your specific destination and institution.

Should I choose the UK, Canada or USA?

Choose based on your programme, academic qualifications, financial capacity, career plans and immigration requirements.

➡ Related: Ghana WASSCE Results 2026: How to Check Results Online
➡ Related: WASSCE 2026 University Admission Guide for Ghanaian Students

➡ Related: Scholarships for Ghanaian Students: Complete 2026 Guide
➡ Related: Study in Ghana After WASSCE: University Admission Guide

Sources and References

For current immigration information, applicants should consult the official government sources:

Suggested APA 7 Reference Format

UK Visas and Immigration. (2026). Student visa: Overview. GOV.UK.

UK Visas and Immigration. (2026). Financial evidence for Student and Child Student visa applicants. GOV.UK.

Immigration, Refugees and Citizenship Canada. (2026). Study permit: Get the right documents. Government of Canada.

Immigration, Refugees and Citizenship Canada. (2026). Study permit: Proof of financial support. Government of Canada.

Editorial author: Ellis, F. (2026). Study abroad after WASSCE 2026: Complete UK, Canada & USA guide for Ghanaian students. EducateGhana.com.

BREAKING: GES Activates WAEC Portal for 2026 BECE School Placement, School Choices Upload Begins Today

Ferdinand Ellis

August 24, 2026

GES has activated the WAEC portal for 2026 BECE school placement. Schools must upload candidates’ school choices from August 24 to 27, 2026.

By Ferdinand Ellis | EducateGhana.com
Published: August 24, 2026
Updated: August 24, 2026

Article Information

Article Detail	Information
Headline	GES Activates WAEC Portal for 2026 BECE School Placement
Focus Keyword	2026 BECE School Placement
Date	August 24, 2026
Authority	Ghana Education Service
Reference	GES/S&ID/MSCL/2026/273
Portal
Portal opening	Monday, August 24, 2026
Portal closing	Thursday, August 27, 2026
Exercise	Capturing and uploading 2026 BECE school selection data
Main institutions involved	GES, WAEC, JHSs and CSSPS
Audience	JHS Heads, Proprietors, Education Directors, Examination Coordinators, BECE candidates and parents

Editor’s Note: This report is based on the GES directive dated August 24, 2026, referenced GES/S&ID/MSCL/2026/273, as supplied to EducateGhana.com. The portal address and dates below should be treated in accordance with that directive.

Introduction

The Ghana Education Service (GES) has directed Junior High Schools across the country to begin the capture and uploading of school selection data for the 2026 BECE School Placement exercise.

According to a directive dated August 24, 2026, the WAEC portal has been opened for the exercise from Monday, August 24 to Thursday, August 27, 2026.

The directive, referenced GES/S&ID/MSCL/2026/273, requires Heads of JHSs, proprietors, Metro, Municipal and District Directors of Education, and examination coordinators to ensure that the school choices of eligible 2026 BECE candidates are accurately captured, verified and submitted.

This development moves the 2026 BECE School Placement process into another important stage following the earlier collection and uploading of candidates’ preferred schools.

2026 BECE School Placement: WAEC Portal Opens Today

The WAEC portal for capturing the school selection information is scheduled to remain open for four days, beginning Monday, August 24 and ending Thursday, August 27, 2026.

Schools are expected to use the period to capture and upload the required information for candidates who participated in the 2026 BECE.

The portal identified in the directive is:

The short window means that schools have been asked to treat the exercise as urgent and ensure that eligible candidates are not left out because of delays in data capture or submission.

➡ Related: 2026 BECE School Selection Guidelines for Candidates and Parents
➡ Related: 2026 BECE School Placement: How CSSPS Selection Works

GES Gives JHS Heads Immediate Instructions

The directive places a significant responsibility on Heads of Junior High Schools.

Headteachers who have not completed the uploading of candidates’ school choices on the CSSPS portal for pre-testing are required to complete that process by close of work on Monday, August 24, 2026.

After completing the CSSPS stage, the schools are expected to proceed with the capture and uploading of the relevant information on the WAEC portal.

This means that schools that have delayed the earlier CSSPS data-entry exercise now face an immediate deadline.

The exercise is particularly important because errors in candidate information or school choices can affect subsequent stages of the placement process.

➡ Related: CSSPS School Placement in Ghana: Complete Guide
➡ Related: BECE School Selection: How Candidates Should Choose SHS Programmes

Who Is Responsible for the 2026 BECE School Choices Upload?

The GES directive identifies several groups responsible for ensuring the exercise is successfully completed.

They include:

JHS Headteachers
Proprietors of private JHSs
Metro Directors of Education
Municipal Directors of Education
District Directors of Education
Examination Coordinators

At the school level, the Headteacher or proprietor is expected to ensure that the information of eligible candidates is properly captured and submitted.

At the district and municipal levels, education authorities are expected to supervise the process and address challenges that may arise.

This arrangement places responsibility at both the school and administrative levels rather than leaving the process entirely to individual candidates or parents.

➡ Related: GES Responsibilities in BECE and CSSPS School Placement
➡ Related: Ghana Education Service: Latest BECE and SHS Placement Updates

New WAEC Portal Feature Allows Multiple Computers

One of the notable instructions in the latest directive concerns the use of the WAEC portal by schools with large numbers of candidates.

According to GES, the portal permits the same school identification and password to be used simultaneously on multiple computers.

The arrangement is intended to help schools with large candidate populations work on the data concurrently.

For example, a school with several hundred candidates may be able to assign multiple computers to different personnel to facilitate faster data capture, subject to the school’s internal controls.

This feature could reduce delays during the four-day exercise, particularly for schools that have large numbers of BECE candidates.

Schools should, however, ensure that only authorised personnel handle candidate information and that all entries are carefully checked before final submission.

➡ Related: How Schools Should Verify BECE Candidate Data Before Submission
➡ Related: Common CSSPS and BECE School Selection Errors to Avoid

GES Directs Districts to Monitor the Exercise

The directive also places responsibility on Metro, Municipal and District Directors of Education and examination coordinators.

They have been directed to closely supervise and monitor the exercise to ensure that the information of all eligible candidates is captured.

The supervision is expected to cover the capture, verification and submission stages.

This is important because the school selection data submitted at this stage forms part of the information required for the subsequent placement process.

GES therefore wants education authorities to ensure that schools complete the exercise within the prescribed period.

What Parents and 2026 BECE Candidates Should Do

Parents and candidates should understand that the current exercise is primarily a school-level data capture and submission exercise.

Parents should therefore contact the JHS where their child wrote the BECE and confirm that the child’s school choices have been properly captured.

Where a parent had previously participated in the school selection process with the candidate, the choices should be checked against the information being submitted by the school.

Parents should pay particular attention to:

Candidate’s full name
BECE index or identification details
School choices
Order of school preferences
Programme or course selections where applicable
Candidate’s personal information
Any other information required by the portal

Parents should raise discrepancies with the school immediately rather than waiting until the final placement results are released.

➡ Related: 2026 BECE School Placement: What Parents Need to Know
➡ Related: How to Check CSSPS Placement Results When Released

Why the School Selection Upload Matters

The school selection stage is one of the most important stages in Ghana’s transition from basic education to second-cycle education.

The information submitted by schools becomes part of the data used in the placement process.

An incorrect school choice, wrong candidate information or failure to submit required data within the prescribed period can create difficulties later in the placement process.

For this reason, schools should not treat the current exercise as a routine administrative task.

Every candidate’s information should be checked before submission.

The responsibility is particularly important for candidates who have carefully selected schools based on programme availability, accommodation arrangements, location, academic interests and other considerations.

➡ Related: Complete 2026 BECE to SHS Transition Guide
➡ Related: Category A, B and C SHSs in Ghana: What Parents Should Know

2026 BECE Placement Timeline: What Happens Next?

The opening of the WAEC portal does not mean that the final CSSPS placement results are immediately available.

The current stage concerns the capture, verification and submission of school selection information.

The broader placement process involves several stages, including data processing, application of placement rules, matching candidates to available spaces and the eventual release of placement results.

Parents should therefore distinguish between school choice submission and final school placement.

GES has not indicated in the directive supplied for this report that the final 2026 CSSPS placement results are being released at this stage.

EducateGhana.com will continue to monitor official announcements concerning the subsequent stages of the placement exercise.

Important Deadline for Schools

The most immediate deadlines contained in the directive are:

Monday, August 24, 2026

JHS Heads who have not completed the required CSSPS school-choice uploading for pre-testing are expected to complete that process by close of work.

August 24 to August 27, 2026

The WAEC portal is scheduled to remain open for the capture and uploading of the 2026 BECE school selection data.

Thursday, August 27, 2026

The four-day WAEC portal window is scheduled to close.

Schools should therefore avoid waiting until the final hours to complete the exercise.

GES Directive Signed by Schools and Instructions Division

The directive was issued by the Schools and Instructions Division (Secondary) of the Ghana Education Service.

It was signed by Mr Prince C. Agyemang-Duah, Director, Schools and Instructions Division (Secondary), for the Director-General.

The communication was addressed to the relevant education authorities and examination officials responsible for supporting the 2026 BECE school placement process.

Its central instruction is that schools should ensure the accurate and timely capture of the school choices of eligible candidates.

EducateGhana.com Advice to Parents and Schools

The immediate priority for schools is accuracy and completion.

JHS Heads should ensure that:

All eligible 2026 BECE candidates are captured.
Candidates’ school choices correspond with the selections made.
Candidate information is carefully checked.
Required CSSPS pre-testing uploads are completed.
WAEC portal submissions are completed within the four-day window.
District and municipal education authorities are informed of any technical or administrative difficulty.
Parents are informed promptly where clarification of a candidate’s choices is required.

Parents should also avoid relying on WhatsApp messages or unofficial social media claims about placement dates.

The final placement release date should be confirmed by GES or CSSPS through an official communication.

Frequently Asked Questions

Is the 2026 BECE school placement process open?

The school-choice data capture and uploading exercise is scheduled to begin on August 24, 2026, according to the GES directive supplied to EducateGhana.com.

When does the WAEC portal close?

The directive states that the portal will be available from August 24 to August 27, 2026.

Which portal will schools use?

The directive identifies the WAEC CASS Internet Solution portal:

Who should upload the school choices?

The exercise concerns JHS Heads and proprietors, with supervision from Metro, Municipal and District Directors of Education and examination coordinators.

Can the same school account be used on multiple computers?

According to the GES directive, the WAEC portal allows the same school ID and password to be used simultaneously on multiple computers.

Are the 2026 BECE placement results out?

No final placement results are indicated in the directive. The current exercise concerns the capture and submission of candidates’ school selection data.

What should parents do now?

Parents should contact their child’s JHS to confirm that the candidate’s selected schools have been correctly captured and submitted.

Conclusion

The Ghana Education Service has activated another important stage in the 2026 BECE School Placement process, with schools directed to capture and upload candidates’ school selection data through the WAEC portal.

The exercise is scheduled for August 24 to August 27, 2026, giving schools a limited four-day window to complete the process.

For parents, the most important step is to confirm with their child’s JHS that the school choices previously made have been accurately captured.

For schools, the priority should be timely submission, careful verification and compliance with the GES directive.

EducateGhana.com will continue to provide updates on the 2026 BECE School Placement process, including the CSSPS placement release date, checking procedures, self-placement, placement statistics and guidelines for candidates who are not initially matched.

Source and APA Reference

Ghana Education Service. (2026, August 24). Directive on the capture and uploading of 2026 BECE school selection data (Ref. GES/S&ID/MSCL/2026/273). Schools and Instructions Division (Secondary), Ghana Education Service.

Suggested APA citation for this EducateGhana.com article:

Ellis, F. (2026, August 24). GES activates WAEC portal for 2026 BECE school placement: School choices upload begins today. EducateGhana.com.

Category: Exams → BECE

Author: Ferdinand Ellis
Publisher: EducateGhana.com, Ghana’s Education Intelligence Platform

BREAKING: UCC Wins Africa Outstanding University of the Year at 4th Africa Education Summit

Ferdinand Ellis

August 24, 2026

University of Cape Coast wins Africa Outstanding University of the Year at the 4th Africa Education Summit, while Prof. Denis Aheto receives a continental leadership award.

By Ferdinand Ellis | EducateGhana.com
Published: August 24, 2026

Article Information

Article Detail	Information
Headline	UCC Wins Africa Outstanding University of the Year at 4th Africa Education Summit
Institution	University of Cape Coast (UCC)
Award	Africa Outstanding University of the Year
Summit	4th Africa Education Summit
Venue	University of Professional Studies, Accra (UPSA)
Summit dates	March 19–21, 2026
UCC leadership award	Africa Outstanding Leadership Award
Recipient	Prof. Denis Worlanyo Aheto, Acting Vice-Chancellor
Theme	Advancing EdTech Integration in African Education: A Unified Roadmap for Action
Source verification	UCC, GNA, Times Higher Education and Global Skills Hub

Introduction

The University of Cape Coast (UCC) has been recognised as Africa’s Outstanding University of the Year at the 4th Africa Education Summit held at the University of Professional Studies, Accra (UPSA).

The recognition places UCC among institutions receiving continental recognition for their contribution to higher education. The university’s Acting Vice-Chancellor, Prof. Denis Worlanyo Aheto, also received an Africa Outstanding Leadership Award at the same summit. UCC itself has publicly confirmed the two recognitions.

The award ceremony formed part of the three-day 4th Africa Education Summit, which was held from March 19 to 21, 2026, rather than May as stated in some circulating reports. The summit was hosted at UPSA and focused on the role of educational technology in Africa’s education systems.

UCC Receives Africa’s Outstanding University Recognition

The University of Cape Coast was recognised as Africa’s Outstanding University of the Year during the awards associated with the 4th Africa Education Summit.

The recognition was presented in a gathering that brought together education policymakers, university leaders, researchers, educators and technology innovators from different parts of Africa.

According to the University’s own communication, the award recognised UCC’s standing as an outstanding African institution in higher education. UCC subsequently publicised the achievement through its official channels.

The recognition adds another continental distinction to UCC’s growing record of academic and institutional achievements.

Prof. Denis Aheto Also Receives Leadership Award

The recognition was accompanied by an individual honour for UCC’s Acting Vice-Chancellor, Prof. Denis Worlanyo Aheto.

Prof. Aheto received the Africa Outstanding Leadership Award, with UCC reporting that the recognition was linked to his contributions to leadership, innovation and transformation in higher education across Africa.

Speaking after receiving the honour, Prof. Aheto attributed the recognition to teamwork, dedication and results-oriented leadership.

He described the award as a recognition that extended beyond him personally to the staff and partners of the University of Cape Coast.

The simultaneous recognition of the institution and its Acting Vice-Chancellor therefore gives the achievement an added institutional dimension.

What Was the 4th Africa Education Summit About?

The 4th Africa Education Summit was held from March 19 to 21, 2026, at UPSA in Accra.

The summit was organised around the theme:

“Advancing EdTech Integration in African Education: A Unified Roadmap for Action.”

The event brought together policymakers, educators, researchers, development partners and educational technology innovators to examine how African education systems could respond to technological change.

Ghana’s Minister for Education, Haruna Iddrisu, called for African education systems to become more inclusive, responsive and suited to the demands of the 21st century. His address was delivered on his behalf by Prof. George K. T. Oduro.

The summit therefore provided a wider continental setting for discussions about digital education, innovation, access and the future of learning.

UCC’s Award Comes Amid Strong Ranking Performance

The new recognition comes against the background of UCC’s strong performance in international university rankings.

The Times Higher Education World University Rankings 2026 places UCC in the 801–1000 global band. THE also lists the University of Cape Coast among the leading universities in Africa, with UCC jointly ranked 12th in its 2026 Africa ranking.

This distinction requires an important clarification.

The claim that UCC is the 11th university in Africa refers to earlier ranking information associated with the 2025 edition. The current THE Africa Rankings 2026 place UCC at joint 12th in Africa. Therefore, the two figures should not be presented as if they belong to the same ranking edition.

UCC remains the highest-ranked Ghanaian university in the 2026 THE World University Rankings.

UCC’s Performance in the Times Higher Education Rankings

The 2026 THE World University Rankings place UCC within the 801–1000 global range.

The university also recorded notable subject-level positions. THE lists UCC at:

401–500 in Education Studies
401–500 in Business and Economics
501–600 in Social Sciences
601–800 in Medical and Health
601+ in Psychology
801–1000 in Life Sciences
1001–1250 in Physical Sciences.

These rankings are based on indicators covering areas including teaching, research environment, research quality, industry and international outlook.

For a university whose historic identity is strongly connected to teacher education, UCC’s position in Education Studies is particularly significant.

UCC Also Performs Strongly in Sustainability Rankings

The university’s performance extends beyond conventional university rankings.

THE’s 2026 sustainability impact data places UCC in the 301–400 range globally for SDG 4, Quality Education. The university also recorded positions across other Sustainable Development Goals, including Good Health and Wellbeing, Life Below Water, Life on Land and Partnerships for the Goals.

This dimension is relevant because universities are increasingly assessed not only by research and teaching, but also by their contribution to broader social and sustainable development objectives.

For UCC, the recognition at the Africa Education Summit therefore sits within a wider pattern of institutional visibility.

What the Award Means for Ghanaian Higher Education

The recognition has implications beyond UCC.

Ghanaian universities operate in an increasingly competitive African higher education environment. International rankings, institutional awards, research output, innovation and international partnerships have become important measures through which universities build continental and global visibility.

UCC’s recognition at the Africa Education Summit provides another platform for Ghana’s tertiary education sector to demonstrate institutional capacity.

The achievement also places attention on the importance of university leadership, research, innovation and relevance to society.

The summit itself emphasised the need for African institutions to move beyond discussions about educational technology towards practical implementation.

UCC’s Double Recognition

The significance of the achievement is captured in the combination of the two awards.

Institutional recognition:
University of Cape Coast → Africa Outstanding University of the Year

Leadership recognition:
Prof. Denis Worlanyo Aheto → Africa Outstanding Leadership Award

UCC’s official communication confirms both recognitions, making the achievement one of the university’s notable public recognitions associated with the 2026 Africa Education Summit.

The awards also reflect the wider role of university leadership in shaping institutional direction, research performance, partnerships and innovation.

A Note on the Date and Award Naming

EducateGhana.com’s review of available sources establishes that the 4th Africa Education Summit was held from March 19 to 21, 2026, at UPSA.

Some later reports describe UCC’s award as “Africa’s Outstanding University of the Year 2025.” The award was presented during the 2026 summit.

For accuracy, this article therefore identifies the event as the 4th Africa Education Summit 2026 and describes the recognition as Africa’s Outstanding University of the Year, while noting that some reports attach the year 2025 to the award title.

This distinction matters because an award year and the year in which an award is presented do not necessarily refer to the same thing.

What Comes Next for UCC?

Awards provide recognition, but their longer-term value depends on what institutions do with the visibility they receive.

For UCC, the latest recognition comes at a time when the university continues to strengthen its research profile, international engagement and academic programmes.

Its performance in THE rankings also provides an external measure of the university’s position within African higher education.

The challenge for the university will be to convert institutional recognition into sustained improvements in teaching, research, innovation, graduate outcomes and societal impact.

Frequently Asked Questions

Which university won Africa Outstanding University of the Year?

The University of Cape Coast (UCC) received the Africa Outstanding University of the Year recognition associated with the 4th Africa Education Summit.

Who is Prof. Denis Worlanyo Aheto?

Prof. Denis Worlanyo Aheto is the Acting Vice-Chancellor of the University of Cape Coast. He received the Africa Outstanding Leadership Award at the summit.

Where was the 4th Africa Education Summit held?

The summit was held at the University of Professional Studies, Accra (UPSA) from March 19 to 21, 2026.

What was the theme of the summit?

The theme was “Advancing EdTech Integration in African Education: A Unified Roadmap for Action.”

What is UCC’s position in the Times Higher Education World University Rankings 2026?

UCC is ranked in the 801–1000 global band in the 2026 THE World University Rankings.

What is UCC’s African ranking in THE 2026?

UCC is jointly ranked 12th in Africa in the Times Higher Education Africa Rankings 2026.

EducateGhana.com Verdict

The latest recognition adds to UCC’s growing record of institutional and academic distinctions.

The more important story, however, lies in the combination of institutional performance, leadership, research and international visibility. UCC’s Africa Education Summit recognition comes alongside its strong position in the Times Higher Education rankings, giving the university another significant point of recognition within the African higher education landscape.

For Ghana, the achievement is a reminder that universities can build continental influence when academic quality is supported by research, leadership, innovation and sustained institutional development.

Congratulations to the University of Cape Coast and the entire UCC community.

Veritas Nobis Lumen.

Sources and APA References

Global Skills Hub United Kingdom. (2026). Africa Education Summit.

Ghana News Agency. (2026, March 21). Africa must prioritise inclusive, responsive 21st century education.

Ghana News Agency. (2026, March 22). Dr. Paul Fynn honoured at maiden Africa Education Awards Ceremony.

University of Cape Coast. (2026, March 25). Acting Vice-Chancellor of University of Cape Coast receives exceptional leadership award.

Times Higher Education. (2025, October 20). Best universities in Africa 2026.

Times Higher Education. (2026). University of Cape Coast: World University Rankings 2026.

Suggested APA citation for this EducateGhana.com article:

Ellis, F. (2026, August 24). UCC wins Africa Outstanding University of the Year at 4th Africa Education Summit. EducateGhana.com.

Category: Study in Ghana → Universities

Schema: NewsArticle + Organization + Person + Event

Author: Ferdinand Ellis
Publisher: EducateGhana.com, Ghana’s Education Intelligence Platform

AI and Digital Education in Ghana: Teacher Training Guide

Ferdinand Ellis

August 24, 2026

Ghanaian teacher using artificial intelligence and digital technology for classroom teaching — AI and digital technologies are creating new opportunities for teaching, assessment and professional development in Ghana.

Learn how Ghanaian teachers can use AI and digital tools for lesson planning, teaching, assessment and professional development.

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

ARTICLE INFORMATION BOX

Article Information	Details
Category	Learn
Hub	AI & Digital Education
Cluster	Teacher Education and Training
Article Type	Pillar Guide
Primary Audience	Teachers and Educators
Country	Ghana
Focus	AI tools, digital education and classroom teaching
Last Updated	August 2026

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against authoritative sources
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026
Primary Reference	UNESCO AI Competency Framework for Teachers
Ghana Context	National Teaching Council, Ghana teacher digital-learning initiatives

Introduction

Artificial intelligence and digital technologies are becoming increasingly relevant to teaching and learning in Ghana. Teachers now encounter digital platforms, online learning resources, generative AI tools, automated assessment applications and other technologies that can influence how lessons are planned, delivered and assessed.

For Ghanaian teachers, the central question is therefore no longer whether digital technology will enter the classroom. The more practical question is how teachers can use these technologies responsibly to improve teaching while preserving professional judgement, learner participation and the human relationship at the heart of education.

Ghana has already developed a foundation for digital teacher development. UNESCO reported that Ghana’s national ICT Competency Framework for Teachers was designed to strengthen teachers’ ability to use technology for teaching, learning and assessment. The framework also recognises emerging technologies, including artificial intelligence, as part of the changing digital education environment.

The National Teaching Council also provides continuous professional development opportunities for teachers, including digital literacy and digital resources for teaching and learning. Its current e-learning platform lists Digital Literacy Level I and Digital Literacy II among available professional learning courses.

This guide explains what AI and digital education mean for teachers in Ghana, the competencies educators need, how AI tools can be used in classroom teaching, the risks teachers must understand, and how schools can develop practical teacher-training programmes.

Key Takeaways

AI can support lesson planning, resource development, assessment and teacher professional learning.
Teachers need AI literacy before introducing AI-supported activities to learners.
UNESCO’s AI Competency Framework for Teachers identifies 15 competencies across five major dimensions.
Human-centred teaching, ethics, privacy and professional judgement should remain central to AI use.
Digital education requires more than access to devices. Teachers need practical training and continuing support.
Ghanaian teachers can build digital and AI competence through structured professional development and classroom practice.
AI-generated information must be checked before it is used for teaching or assessment.
Teachers should use AI to strengthen pedagogy rather than allow technology to determine pedagogical decisions.

Quick Facts

Quick Fact	Information
Main users	Teachers and educators
Main technologies	AI tools, digital platforms, learning management systems and online resources
Major application	Teaching, assessment, lesson preparation and professional development
Key competency areas	Human-centred mindset, AI ethics, AI foundations, AI pedagogy and AI professional learning
UNESCO framework	15 competencies
Progression levels	Acquire, Deepen and Create
Ghana teacher development	Supported through professional development and digital-learning initiatives
Main principle	Human-centred and responsible use of technology

What Is AI and Digital Education?

AI and digital education refers to the use of digital technologies and artificial intelligence to support educational processes. It includes the use of computers, smartphones, interactive boards, learning management systems, educational applications, digital content, online platforms and AI-powered tools.

Digital education is broader than artificial intelligence. A teacher who uses a digital presentation, online textbook, educational video or learning management system is participating in digital education even when no AI is involved.

Artificial intelligence introduces another layer because AI systems can generate text, images, questions, explanations and other forms of content. Some systems can analyse information, recognise patterns, provide recommendations or assist users in completing tasks.

For teachers, this creates new possibilities for lesson preparation and classroom support. A teacher may use an AI system to generate examples of mathematical problems, suggest questions for a reading passage, create differentiated exercises or develop an initial lesson outline.

Such uses require professional judgement. AI systems can produce inaccurate information, inappropriate examples, biased content or material that does not correspond to the Ghanaian curriculum. Teachers therefore remain responsible for deciding whether generated content is suitable for their learners.

UNESCO’s AI Competency Framework for Teachers places human agency at the centre of AI adoption. It identifies five broad competency areas: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development.

Why Teachers Need AI and Digital Skills

Teachers increasingly work in an environment where learners can access information through digital devices. Students may encounter AI-generated explanations, online tutorials, automated translation tools, search engines and generative AI applications outside school.

A teacher who understands these technologies is better positioned to help learners distinguish reliable information from unreliable material. Digital competence therefore has implications for information literacy, critical thinking and responsible technology use.

AI competence is also becoming relevant to everyday teacher work. A teacher may use an AI tool to develop a preliminary lesson plan, generate alternative explanations, prepare revision questions, organise ideas or create differentiated learning activities.

These applications can reduce routine preparation time when used carefully. They do not remove the need for teachers to understand their subject, curriculum, learners and assessment requirements.

UNESCO’s framework describes teachers as designers and facilitators of learning in AI-rich environments. It also emphasises the need to protect teacher agency and avoid excessive dependence on automated systems.

In Ghana, teacher professional development already includes digital learning. The National Teaching Council’s e-learning platform lists digital literacy courses alongside other professional development opportunities.

AI Competencies Teachers Should Develop

1. Human-Centred AI Competence

Teachers should understand that technology serves educational purposes. The starting point should therefore be the learner and the learning objective rather than the technology itself.

A teacher should first ask what learners need to understand, practise or demonstrate. The teacher can then determine whether an AI or digital tool is appropriate.

This prevents technology from becoming an unnecessary addition to lessons.

2. AI Ethics

Teachers need to understand privacy, fairness, bias, accountability and responsible use of AI.

Student information should not be entered into an AI system without considering privacy and institutional requirements. Teachers should also avoid presenting AI-generated material as unquestionably correct.

Ethical AI use requires transparency. Where AI has been used substantially to create learning material, teachers should understand when disclosure is appropriate.

3. AI Foundations and Applications

Teachers do not necessarily need to become computer programmers to use AI effectively in ordinary classroom teaching.

They should, however, understand basic concepts such as generative AI, prompts, automated outputs, hallucinations, data privacy and the limitations of AI systems.

4. AI Pedagogy

This concerns the connection between AI and teaching methods.

A teacher should know when AI can support a lesson and when it may interfere with meaningful learning. AI can be used to generate practice questions, provide alternative explanations or support brainstorming. It can also be used to create scenarios that students evaluate critically.

5. AI for Professional Learning

Teachers can use AI and digital platforms to support their own professional development. They can explore unfamiliar concepts, organise reading materials, develop reflective questions and identify possible teaching strategies.

UNESCO groups these competencies into three progression levels: Acquire, Deepen and Create. This provides a useful model for designing teacher training from basic awareness to more advanced and creative practice.

How Teachers Can Use AI Tools for Lesson Planning

AI can assist teachers during the preparation stage of teaching.

A teacher may provide an AI system with a general topic and ask for possible learning activities, examples or questions. The output should then be reviewed against the relevant curriculum and adjusted to the actual class.

For example, a Basic School teacher preparing a lesson on fractions could use AI to generate practical examples involving food, money or measurements. The teacher can then select examples appropriate for the learners’ age and Ghanaian context.

A JHS teacher teaching English Language may ask an AI tool to generate a short passage followed by comprehension questions. The teacher should review the passage for accuracy, vocabulary level, cultural relevance and alignment with the lesson objective.

AI can also assist in preparing differentiated activities. A teacher may develop easier, intermediate and more challenging versions of an exercise. The teacher remains responsible for determining whether the levels genuinely reflect the needs of the learners.

The most useful approach is therefore a three-stage process:

Teacher defines the learning objective → AI assists with preparation → Teacher evaluates and adapts the output.

AI should not replace the teacher’s knowledge of the learners.

Using AI During Classroom Teaching

AI can support classroom teaching in several ways.

Teachers can use AI-generated examples to introduce concepts. They can also create discussion questions, case studies, role-play situations and problem-solving exercises.

For example, a Social Studies teacher could ask students to examine an AI-generated explanation of urbanisation and identify inaccuracies or missing information. The exercise would turn AI itself into an object of critical analysis.

In Science, teachers can use AI to produce alternative explanations of difficult concepts, after which students compare the explanations with their textbooks and classroom evidence.

In Mathematics, AI can assist with the creation of additional practice problems. However, teachers should check every problem and answer before distributing them to learners.

AI can also support language learning by generating passages, vocabulary exercises and writing prompts. Teachers should ensure that such materials reflect the appropriate level and learning objectives.

The teacher remains central because classroom teaching involves observation, interaction, questioning, encouragement, classroom management and immediate judgement about learner understanding.

UNESCO stresses that teachers cannot simply be replaced by technology. Human interaction and teacher agency remain central to educational practice.

Using AI for Assessment

AI can assist teachers in preparing assessment materials, but assessment requires particular care.

Teachers may use AI to generate multiple-choice questions, short-answer questions, discussion prompts and practice exercises. These materials should be reviewed for curriculum alignment, difficulty, accuracy and fairness.

AI can also help teachers organise feedback. A teacher might use an AI tool to identify common weaknesses in a set of anonymised responses and then design a remedial lesson.

Teachers should be cautious about using AI to make high-stakes decisions about individual learners. Automated systems may misunderstand student responses or reproduce biases contained in their training data.

The professional responsibility for assessment remains with the teacher and the educational institution.

Teachers should also distinguish between formative practice and formal assessment. AI-generated exercises can be useful for practice, but their use in formal assessment requires clear institutional rules and appropriate safeguards.

AI and Academic Integrity

Generative AI has created new questions about authorship and academic integrity.

Students may use AI to generate essays, solve problems, translate passages or complete assignments. Teachers therefore need to understand how AI-assisted work differs from independently produced work.

The appropriate response is not necessarily to prohibit every use of AI. Teachers can instead redesign some learning activities so that students demonstrate their thinking through discussion, drafts, oral explanations, practical activities and classroom tasks.

Teachers can also establish clear classroom rules about acceptable AI use.

For example, a teacher may permit students to use AI during brainstorming but require them to verify information, acknowledge substantial assistance and submit their own final reasoning.

Assessment should focus increasingly on what learners can explain, apply, create and defend.

This requires teachers to understand both the opportunities and limitations of AI.

Digital Tools Teachers Should Understand

AI is only one component of digital education. Teachers should develop competence across several categories of tools.

Learning Management Systems

Learning management systems can support lesson materials, assignments, communication and learner progress.

Digital Presentation Tools

Presentation applications can help teachers organise visual explanations, diagrams and multimedia resources.

Online Assessment Tools

Digital assessment platforms can support quizzes, feedback and formative assessment.

Digital Libraries and Open Educational Resources

Teachers can use digital repositories to access textbooks, articles, videos, curriculum materials and other educational resources.

Generative AI Tools

Generative AI applications can produce text, images and other content. Their outputs require teacher verification.

Collaboration Platforms

Cloud-based platforms can facilitate collaboration among teachers and learners.

The purpose of teacher training should therefore be broader than teaching teachers how to operate individual applications. Tools change quickly. Competencies such as information evaluation, digital pedagogy, privacy awareness and critical judgement remain useful across different platforms.

Digital Education and Teacher Training in Ghana

Teacher training in Ghana has increasingly incorporated digital competence. UNESCO’s work with Ghana on the ICT Competency Framework for Teachers recognised the need to build teachers’ capacity to use digital technologies for teaching, learning and assessment.

The National Teaching Council has responsibility for teacher professionalism and provides a framework for continuous professional development. Its mandate includes developing the framework for teachers’ continuous professional development.

The NTC’s digital learning platform currently provides access to courses including Digital Literacy Level I and Digital Literacy II. This provides a practical route for teachers who want to strengthen their digital competence.

Ghana has also participated in digital teacher training initiatives supported by international partners. UNESCO reported on emergency remote teaching training undertaken with the Ghana Education Service and other partners, where teachers were introduced to virtual classrooms, ICT-supported teaching and assessment, internet-based teaching resources and learning platforms.

More recently, UNESCO’s AI EmpowerED initiative has included Ghana among the countries participating in teacher and lecturer upskilling in digital and AI competencies.

A Practical AI Teacher Training Model for Ghanaian Schools

A school seeking to train teachers in AI should avoid beginning with complicated technical concepts.

A practical programme can begin with five stages.

Stage 1: Digital and AI Awareness

Teachers learn what AI is, what generative AI does and where it can be useful in education.

Stage 2: Responsible AI Use

Teachers examine privacy, bias, misinformation, intellectual property, academic integrity and appropriate use.

Stage 3: Classroom Applications

Teachers practise using AI to prepare lesson materials, questions, examples, activities and differentiated resources.

Stage 4: Verification and Evaluation

Teachers learn to check AI outputs against textbooks, curriculum documents, official sources and subject knowledge.

Stage 5: Classroom Integration

Teachers design and implement actual lessons using appropriate digital or AI-supported approaches and reflect on the results.

This progression corresponds well with UNESCO’s three-stage model of Acquire, Deepen and Create.

Teacher training should also include practical assignments. Rather than asking teachers to attend a lecture on AI, trainers can ask each participant to prepare a lesson, use an AI tool appropriately, verify the resulting material and explain the pedagogical reasoning behind the final lesson.

Challenges of AI and Digital Education in Ghana

Connectivity and Infrastructure

Digital teaching depends on access to electricity, devices and reliable connectivity. Teachers working in schools with limited infrastructure may face difficulties implementing technology-rich lessons.

Teacher Confidence

Some teachers may have limited experience with digital technologies. Training should therefore accommodate different levels of competence.

Cost

Devices, internet access, software and technical support can impose financial demands on schools and teachers.

Digital Inequality

Learners do not necessarily have equal access to devices or internet services outside school. Teachers should therefore avoid designing learning activities that assume universal home access.

Accuracy of AI Outputs

AI systems can generate incorrect information. Teachers must verify content before using it in class.

Privacy

Teachers should avoid exposing confidential learner information to external AI systems.

Overdependence

Teachers and learners can become overly dependent on automated systems. This can weaken independent thinking and professional judgement if technology is used without appropriate boundaries.

Curriculum Alignment

AI-generated resources may not reflect Ghana’s curriculum. Teachers must adapt digital materials to the actual learning objectives and context.

How Teachers Can Start Using AI Safely

Teachers who are new to AI do not need to introduce many tools at once.

A practical starting point is to select one classroom task. This could be lesson planning, question generation, differentiated activities or resource development.

The teacher should identify the learning objective first.

The teacher can then use an AI tool to produce an initial resource.

The output should be checked against authoritative materials and the curriculum.

The teacher should modify the resource to suit the class.

Finally, the teacher should evaluate whether the technology actually improved the lesson.

This approach encourages purposeful use rather than experimentation for its own sake.

Teachers should also maintain a personal record of useful prompts, successful activities and common AI errors. Over time, this becomes a practical professional learning resource.

EducateGhana Analysis

Educational Significance

AI and digital education have significant implications for the preparation and professional development of teachers in Ghana. The importance of AI does not arise simply from the popularity of new applications. It arises from the changing information environment in which teachers and learners operate.

Teachers increasingly need to help learners evaluate information, recognise unreliable content and use digital tools responsibly. AI therefore creates a need for stronger information literacy and critical thinking.

For classroom teaching, the most immediate value of AI may be its ability to assist teachers with routine preparation. Lesson ideas, examples, practice questions and differentiated materials can be generated more quickly. The educational value depends on how teachers evaluate and adapt those materials.

Policy Implications

Teacher training policy will need to account for the continuing development of AI. A single technology course is unlikely to remain sufficient because AI applications will continue to change.

Ghana’s existing ICT competency work provides a foundation. UNESCO reported that Ghana’s ICT Competency Framework for Teachers was intended to inform teacher preparation and continuing professional development, with the National Teaching Council and GTEC having roles in professional development and pre-service teacher education.

Future teacher development should therefore treat AI competence as part of continuing professional learning rather than as an isolated technology topic.

Implementation Considerations

Successful implementation requires more than workshops.

Teachers need opportunities to practise with actual classroom tasks. They also need access to reliable devices, connectivity, appropriate digital resources and technical support.

School leaders have an important role in creating conditions for responsible experimentation. Teachers should be encouraged to share successful practices and document problems encountered during implementation.

Teacher training should also include assessment of practical competence. A teacher who can explain the definition of AI may still struggle to use an AI tool appropriately in lesson preparation. Performance-based training is therefore more useful than theoretical exposure alone.

UNESCO’s framework recommends training and support programmes that progressively develop teacher competencies rather than treating AI literacy as a single event.

Future Outlook

AI is likely to become increasingly integrated into educational technology. Teachers will encounter more tools for content creation, assessment, translation, accessibility, learning analytics and professional development.

The central professional skill will therefore be judgement. Teachers will need to determine which tasks should remain entirely human, which can be assisted by technology and which require a combination of teacher expertise and digital tools.

Ghana’s teacher education system can respond effectively by building AI competence into pre-service teacher education, induction, continuous professional development and school-based professional learning.

Why You Can Trust This Information

This article draws primarily on authoritative sources concerning teacher professional development, digital education and AI competency. These include UNESCO publications on AI competency for teachers, UNESCO’s work on Ghana’s ICT Competency Framework for Teachers, and information published by Ghana’s National Teaching Council.

UNESCO’s AI Competency Framework for Teachers provides an international reference for understanding the knowledge, skills and values teachers need to use AI safely and effectively. The framework identifies 15 competencies across five dimensions and three progression levels.

The National Teaching Council is an agency of Ghana’s Ministry of Education responsible for promoting teacher professionalism, including teacher registration, professional standards and continuous professional development.

EducateGhana.com recommends that teachers also consult current directives, professional development requirements, school policies and official curriculum documents before implementing AI-supported practices.

Frequently Asked Questions

1. What is AI education?

AI education involves learning about artificial intelligence and using AI technologies to support teaching, learning, assessment and professional development.

2. Do Ghanaian teachers need to learn artificial intelligence?

Teachers increasingly need basic AI literacy because AI is becoming part of the digital environment in which teaching and learning occur. The required level of competence depends on the teacher’s role and educational context.

3. Can teachers use AI to prepare lesson plans?

Yes. Teachers can use AI to generate preliminary lesson ideas, activities, examples and questions. However, teachers should verify and adapt all generated material before classroom use.

4. Can AI replace teachers?

AI can assist teachers with certain tasks, but education involves human relationships, professional judgement, classroom interaction and understanding of learners. UNESCO’s teacher competency framework places human agency and teacher responsibility at the centre of AI use.

5. What AI skills should teachers develop?

Important areas include understanding basic AI concepts, responsible and ethical use, evaluating AI outputs, using AI for teaching and assessment, and using digital technologies for professional development.

6. What does UNESCO recommend for AI teacher training?

UNESCO’s AI Competency Framework for Teachers identifies five dimensions: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. It organises teacher competence into Acquire, Deepen and Create levels.

7. Can AI generate teaching materials?

Yes. AI can generate draft lesson resources, examples, questions, activities and other materials. Teachers should check the accuracy, relevance, curriculum alignment and suitability of all generated content.

8. Is AI safe for students?

AI can be useful for students, but its use involves risks relating to privacy, misinformation, bias, inappropriate content and overdependence. Schools should establish responsible-use practices.

9. Can teachers use AI for assessment?

AI can assist with preparing formative assessment materials and analysing some types of learner responses. Teachers should exercise caution when AI is used for important decisions about individual learners.

10. What digital training opportunities are available to Ghanaian teachers?

The National Teaching Council provides professional development opportunities, including digital literacy courses through its e-learning platform.

11. Should teachers disclose the use of AI?

Disclosure depends on the context and applicable institutional rules. Teachers should follow school, institutional and professional requirements concerning AI-assisted content.

12. What is the difference between digital literacy and AI literacy?

Digital literacy covers the ability to use digital technologies effectively and responsibly. AI literacy includes additional understanding of how AI systems work, their capabilities, limitations, risks and appropriate educational applications.

13. How can a school begin AI teacher training?

A school can begin with basic AI awareness, followed by responsible-use principles, practical classroom applications, verification of AI outputs and supervised classroom implementation.

14. What is the most important principle for teachers using AI?

The teacher should remain responsible for the educational decision. AI can provide assistance, but the teacher determines whether a tool or generated resource is appropriate for the learners and learning objective.

Conclusion

AI and digital education are becoming important components of contemporary teacher development in Ghana. Teachers need practical digital competence and a sound understanding of artificial intelligence so that they can make informed decisions about technology in the classroom.

The most useful approach is purposeful integration. Teachers should begin with learning objectives, identify the educational problem, select an appropriate digital or AI tool, evaluate the output and then determine whether the technology has improved learning.

Ghana already has foundations for this work through its ICT competency initiatives and the professional development structures of the National Teaching Council. UNESCO’s AI Competency Framework for Teachers provides an additional international reference for developing competencies in human-centred AI use, ethics, AI applications, AI pedagogy and professional learning.

For Ghanaian educators, the goal should be practical competence. Teachers should be able to use technology where it adds educational value, recognise when it does not, protect learners and exercise professional judgement throughout the process.

Editor’s Recommendation

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Supported Teaching in School in Ghana: Complete Guide

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

About the Author

References

National Teaching Council. (n.d.). Mandate of the National Teaching Council. Republic of Ghana.

National Teaching Council. (n.d.). NTC e-learning platform. Republic of Ghana.

UNESCO. (2024). AI competency framework for teachers. UNESCO.

UNESCO. (2023). UNESCO supports Ghana in the development of its national ICT competency framework for teachers. UNESCO.

UNESCO. (2021). Emergency remote teaching for teachers in Greater Accra. UNESCO.

UNESCO. (2026). AI EmpowerED. UNESCO Global Education Coalition.

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). AI and digital education in Ghana: Teacher training guide. EducateGhana.com.

Source(s)

UNESCO
National Teaching Council, Ghana
Ministry of Education, Ghana
Ghana Education Service
UNESCO Institute for Information Technologies in Education

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EducationGhana

Teaching Practice in Ghana: Requirements and Guidelines

ARTICLE INFORMATION BOX

FACT CHECK & EDITORIAL REVIEW

Introduction

Key Takeaways

What Is Teaching Practice?

Teaching Practice and Supported Teaching in Schools

Why Teaching Practice Is Important

Who Participates in Teaching Practice?

Student Teacher

Mentor

College or University Supervisor

School Head

STS Coordinator

Requirements for Teaching Practice in Ghana

School Placement for Teaching Practice

Orientation Before Teaching Practice

Lesson Planning During Teaching Practice

Teaching and Classroom Management

Assessment During Teaching Practice

Teaching Practice Records and Portfolio

Supervision During Teaching Practice

The Role of the Mentor Teacher

Responsibilities of the Student Teacher

Responsibilities of the Mentor

Professional Conduct During Teaching Practice

How Teaching Practice Is Assessed

Common Challenges During Teaching Practice

How to Prepare for Teaching Practice

Teaching Practice Checklist for Student Teachers

What Student Teachers Should Avoid

Teaching Practice and Professional Teacher Identity

EducateGhana Analysis

Educational Significance

Policy Implications

Implementation Considerations

Future Outlook

Why You Can Trust This Information

Frequently Asked Questions

1. What is teaching practice in Ghana?

2. Is teaching practice compulsory for student teachers?

3. What is STS in teacher education?

4. What is the difference between teaching practice and STS?

5. Who supervises student teachers?

6. What does a mentor teacher do?

7. What documents are needed for teaching practice?

8. How are student teachers assessed?

9. Can a student teacher change the assigned school?

10. Why is teaching practice important?

11. What challenges can student teachers face?

12. Does teaching practice help students become better teachers?

13. What should a student teacher do before reporting to school?

14. Is reflection important during teaching practice?

15. Does teaching practice end after one lesson?

Conclusion

About the Author

References

Recommended Citation for AI and Academic Use

TELEGRAM

Special Education in Ghana: Programmes and Career Opportunities

ARTICLE INFORMATION BOX

FACT CHECK & EDITORIAL REVIEW

Introduction

Key Takeaways

What Is Special Education?

Special Education and Inclusive Education

Why Special Education Matters in Ghana

Areas of Special Education in Ghana

Visual Impairment

Hearing Impairment

Intellectual Disabilities

Learning Disabilities

Autism and Communication Difficulties

Behavioural and Emotional Needs

Special Education Programmes in Ghana

Bachelor of Education in Special Education

Post-Diploma B.Ed. Special Education

Master of Education in Special Education

MPhil and PhD Special Education

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