Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

August 21, 2026

Ghana pre-tertiary education curriculum from Kindergarten to Senior High School — Ghana's pre-tertiary curriculum covers Kindergarten, Primary, Junior High School and Senior High School education.

Ghana’s pre-tertiary education curriculum provides the framework for teaching, learning and assessment from Kindergarten through Senior High School. This complete guide explains the curriculum structure, standards-based reforms, Common Core Programme, SHS curriculum, core competencies, assessment and expectations for learners and teachers.

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

Explore Ghana’s pre-tertiary education curriculum from KG to SHS, including curriculum reforms, subjects, competencies, assessment and progression.

Article Information Box

Article Information	Details
Article Type	Pillar Article
Category	Learn
Hub	Early Childhood & Basic Education
Cluster	Curriculum and Assessment
Country	Ghana
Main Topic	Pre-Tertiary Education Curriculum
Curriculum Authority	National Council for Curriculum and Assessment
Education Levels	KG, Primary, JHS and SHS
Last Updated	August 2026
Author	Ferdinand Ellis
Publisher	EducateGhana.com

Fact Check & Editorial Review

Editorial Status	Details
Fact Checked	✔ Reviewed against official curriculum information
Primary Source	National Council for Curriculum and Assessment
Supporting Source	Ministry of Education
Assessment Source	National Pre-Tertiary Learning Assessment Framework
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 11, 2026

Introduction

Ghana’s pre-tertiary education curriculum provides the national framework for what learners should know, understand, value and be able to do before entering tertiary education or the world of work. It covers the major stages of formal pre-tertiary education and guides the development of subjects, learning experiences, teaching approaches and assessment.

The current curriculum reflects a major shift in Ghanaian education policy. Earlier approaches placed considerable emphasis on the transmission and recall of subject content. The reforms introduced a stronger focus on competencies, critical thinking, problem-solving, creativity, values, character development and the practical application of knowledge.

The National Council for Curriculum and Assessment (NaCCA) is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions, excluding technical and vocational education and training institutions. (NACCA)

The curriculum reforms have been implemented in phases. The Standards-Based Curriculum for Kindergarten and Primary was introduced from 2019, followed by the Common Core Programme for Junior High School. Ghana has subsequently introduced the new secondary education curriculum covering Senior High School, Senior High Technical School and STEM pathways. (NACCA)

Understanding the curriculum is important for teachers, parents, learners, teacher trainees, education researchers, school administrators and policymakers. It helps explain not only what Ghanaian learners study but also the type of knowledge, skills, attitudes, values and competencies the education system seeks to develop.

Key Takeaways

Ghana’s pre-tertiary education system covers Kindergarten, Primary, Junior High School and Senior High School.
Basic education consists of two years of Kindergarten, six years of Primary School and three years of Junior High School.
Secondary education consists of three years of Senior High School or relevant technical and vocational pathways.
NaCCA is responsible for developing national curriculum and assessment standards for pre-tertiary education, excluding TVET institutions.
The Standards-Based Curriculum for basic education places greater emphasis on competencies, values and the application of knowledge.
The Common Core Programme covers JHS 1 to JHS 3.
The current secondary curriculum provides pathways intended to prepare learners for further study, work and adult life.
Assessment is increasingly connected to knowledge, skills, attitudes, values and demonstrated competencies.

What Is Pre-Tertiary Education in Ghana?

Pre-tertiary education refers broadly to education provided before tertiary education. Under Ghana’s current education structure, it includes basic education and secondary education.

NaCCA defines the restructured basic education system as two years of Kindergarten, six years of Primary School and three years of Junior High School. Secondary education follows with three years of Senior High School or three years of technical and vocational education and training. (NACCA)

This structure creates a progression from early childhood education through primary and junior high education into secondary education.

The curriculum is therefore organised around different developmental and educational stages. Each stage builds on knowledge and competencies developed at the previous level.

The system is divided into five major key phases. Key Phase 1 covers Kindergarten 1 and 2. Key Phase 2 covers Lower Primary, Basic 1 to Basic 3. Key Phase 3 covers Upper Primary, Basic 4 to Basic 6. Key Phase 4 covers Junior High School, Basic 7 to Basic 9. Key Phase 5 covers Senior High School, Basic 10 to Basic 12. (NACCA)

The use of key phases is significant because it encourages curriculum continuity. Rather than treating every school level as a completely separate stage, the framework considers learning as a progression.

For teachers, this means that understanding the curriculum at one level requires awareness of what learners have previously studied and what they are expected to learn at the next stage.

Who Develops Ghana’s Pre-Tertiary Curriculum?

The National Council for Curriculum and Assessment is the principal statutory body responsible for curriculum and assessment standards at the pre-tertiary level, excluding TVET institutions.

NaCCA was established within Ghana’s education reform process and currently operates under the Education Regulatory Bodies Act, 2020 (Act 1023). Its mandate includes developing national curriculum and assessment standards for pre-tertiary educational institutions. (NACCA)

The Council determines the goals, aims and structure of courses at different levels of pre-tertiary education. It also develops and reviews subjects, establishes curriculum and assessment standards and performs other functions necessary to achieve its statutory objectives. (NACCA)

Curriculum development is therefore not simply the production of a list of subjects. It involves decisions about what learners should achieve, how learning should progress and how achievement should be assessed.

The Ministry of Education provides the broader policy direction within which curriculum reforms take place. NaCCA then translates national education priorities into curriculum and assessment frameworks, standards and subject-specific curricula.

The development process also involves consultation and technical work. The current reforms were informed by national education policy documents including the Education Strategic Plan 2018–2030, the National Pre-Tertiary Education Curriculum Framework and the National Pre-Tertiary Learning Assessment Framework. (NACCA)

The curriculum is consequently part of a wider education policy system involving the Ministry of Education, NaCCA, Ghana Education Service, schools, teachers, teacher education institutions and other stakeholders.

➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]

National Pre-Tertiary Education Curriculum Framework

The National Pre-Tertiary Education Curriculum Framework provides an overarching framework for curriculum development in Ghana.

The framework is important because it provides a common direction for curriculum development across the different stages of pre-tertiary education. It seeks to ensure that learning experiences are connected to broader national educational objectives.

The framework emerged from the recognition that Ghana’s curriculum needed to respond to changing educational, social, economic and technological conditions.

The reform process placed greater emphasis on preparing learners who can apply knowledge rather than simply recall information.

The framework also supports progression across educational levels. Learners should develop increasingly complex knowledge and competencies as they move from Kindergarten through Primary and JHS into secondary education.

The current curriculum reforms are also connected to the National Pre-Tertiary Learning Assessment Framework, which provides a framework for evaluating learner performance across pre-tertiary education. The NPLAF establishes standards, assessment approaches and reporting procedures intended to support consistent and evidence-based measurement of learning outcomes. (NACCA)

The curriculum framework and assessment framework should therefore be understood together. What schools teach and what the education system assesses should reflect the same broad learning expectations.

➡ Related: [Bachelor of Education Programmes in Ghana]

➡ Related: [How to Become a Professional Teacher in Ghana]

Standards-Based Curriculum in Ghana

The Standards-Based Curriculum represents one of the most significant changes in Ghana’s recent curriculum history.

The curriculum was designed to address weaknesses associated with the previous curriculum and to align learning with twenty-first-century competencies and international standards. (NACCA)

A standards-based curriculum identifies the standards learners are expected to attain and organises learning around clearly defined expectations.

This approach places greater emphasis on what learners can demonstrate. Knowledge remains important, but learners are also expected to use knowledge to solve problems, communicate, create, analyse information and respond to situations.

The Standards-Based Curriculum for Kindergarten and Primary was implemented from the 2019/2020 academic year. NaCCA developed curricula for the foundation, lower primary and upper primary phases, covering subjects including English, Mathematics, Science, History, Creative Arts, Religious and Moral Education, Physical Education, French, Ghanaian Language and Computing. (NACCA)

The reform also introduced stronger attention to character and values.

This means that successful curriculum implementation depends on more than completing a syllabus. Teachers are expected to create learning experiences through which learners develop the intended knowledge, skills, attitudes and values.

The curriculum therefore requires teachers to reconsider the relationship between teaching, learning and assessment.

Kindergarten Curriculum

Kindergarten is the foundation stage of Ghana’s formal basic education system.

The current structure provides two years of Kindergarten, Kindergarten 1 and Kindergarten 2.

The Kindergarten curriculum is designed around the developmental needs of young children. NaCCA identifies areas including Numeracy, Language and Literacy, Our World Our People and Creative Arts at the Kindergarten level. (NACCA)

At this stage, learning needs to be developmentally appropriate. Young children learn through interaction, exploration, communication, play and practical experiences.

The curriculum therefore differs from the more formal subject structures found at later stages.

Language and literacy development provides a foundation for future learning. Numeracy helps children develop early mathematical understanding. Creative activities provide opportunities for expression, imagination and coordination.

Our World Our People exposes children to their immediate environment and helps them begin to understand themselves, their families and their communities.

The Kindergarten curriculum is particularly important because weaknesses at the foundation stage can affect later learning.

Primary School Curriculum

Primary education in Ghana consists of six years, from Basic 1 to Basic 6.

The primary curriculum is divided into Lower Primary and Upper Primary phases. Lower Primary covers Basic 1 to Basic 3, while Upper Primary covers Basic 4 to Basic 6. (NACCA)

The curriculum includes subjects such as English Language, Mathematics, Science, Ghanaian Language, History, Religious and Moral Education, Physical Education, Creative Arts, French and Computing, with subject organisation varying across phases. (NACCA)

Literacy and numeracy remain central to primary education.

The curriculum also seeks to develop broader competencies. Learners are expected to communicate effectively, think critically, solve problems, work with others and demonstrate creativity.

The primary stage provides the foundation for the Common Core Programme at JHS. This makes progression between primary and JHS particularly important.

Teachers therefore need to understand not only the content assigned to their particular class but also the learning expectations that precede and follow it.

Junior High School and the Common Core Programme

Junior High School covers Basic 7 to Basic 9, corresponding to JHS 1 to JHS 3.

The curriculum at this stage is known as the Common Core Programme, or CCP. NaCCA completed the CCP curriculum in 2020 and implemented it progressively from the 2021/2022 academic year. (NACCA)

The CCP was designed as a continuation of the Kindergarten-Primary Standards-Based Curriculum.

It seeks to prepare learners for post-secondary education, the world of work or both. It also provides pathways between JHS and Senior High School.

The curriculum places emphasis on character development, values and the acquisition of competencies.

NaCCA’s CCP subject documents describe the curriculum as a holistic learning experience designed to support progression from JHS into SHS. (NACCA)

The JHS curriculum therefore occupies an important position in the education system. Learners are expected to consolidate foundational knowledge while developing more advanced academic and practical competencies.

The curriculum is also linked to the Basic Education Certificate Examination. The BECE remains an important component of the transition from JHS to SHS.

➡ Related: [BECE in Ghana: Complete Guide]

➡ Related: [Common Core Programme in Ghana: Complete Guide]

Senior High School Curriculum

Senior High School represents the next major stage of Ghana’s pre-tertiary curriculum.

The current secondary curriculum was developed as part of the broader curriculum reform programme. It covers Senior High School, Senior High Technical School and STEM education. (NACCA)

The curriculum is intended to continue the learning experiences established at JHS while providing more specialised pathways.

According to NaCCA, the secondary curriculum seeks to provide learners with knowledge, skills and competencies that support progression into further education, the world of work and adult life. It also emphasises character development, twenty-first-century skills and shared values. (NACCA)

STEM is integrated as an important dimension of the new curriculum. This reflects Ghana’s emphasis on science, technology, engineering and mathematics as important areas for national development.

The secondary curriculum also seeks to provide greater flexibility in progression.

Learners should therefore leave SHS with a combination of academic knowledge, practical skills, competencies and values that allow them to pursue further study or participate meaningfully in economic and social life.

➡ Related: [Bachelor of Education Programmes in Ghana]

➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]

Core Competencies in the Ghanaian Curriculum

Core competencies are central to Ghana’s current curriculum reforms.

NaCCA describes core competencies as a connected body of skills that teachers and learners develop through engagement with subject matter. (NACCA)

These competencies influence how teachers approach learning.

Instead of treating knowledge as something learners simply receive, the curriculum encourages learners to use knowledge through activities that require thinking, communication, collaboration and problem-solving.

Core competencies are therefore expected to cut across subjects.

For example, a Mathematics lesson can involve problem-solving and critical thinking. An English lesson can develop communication and creativity. A Science lesson can involve collaboration, analysis and practical investigation.

This cross-curricular approach is important because the competencies required in adult life are not confined to one academic subject.

The curriculum consequently seeks to develop learners who can transfer knowledge and skills from one context to another.

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

Values and Character Development

The current curriculum gives considerable attention to values and character.

The objective is to produce learners who possess academic knowledge alongside positive attitudes, responsible behaviour and a sense of citizenship.

Character development is particularly important because education serves social as well as economic purposes.

Schools help learners understand responsibility, respect, integrity, fairness, cooperation and their relationship with other members of society.

The curriculum reforms therefore seek to move education beyond examination performance alone.

NaCCA states that the current curriculum was designed to shift education towards building character, nurturing values and producing literate, confident and engaged citizens. (NACCA)

This places an additional responsibility on teachers. Values cannot be developed effectively through textbook definitions alone. They need to be reflected in classroom relationships, school culture, teaching methods and practical activities.

The school itself therefore becomes part of the curriculum environment.

➡ Related: [How to Become a Professional Teacher in Ghana]

Teaching and Learning Approaches

The curriculum reforms encourage teaching approaches that promote active learner participation.

Teachers are expected to create learning situations where learners investigate, discuss, analyse, create, practise and solve problems.

This requires a shift from excessive reliance on teacher-centred instruction.

A learner-centred classroom does not mean that the teacher becomes irrelevant. The teacher remains responsible for planning, explaining, questioning, guiding, assessing and supporting learners.

The difference lies in how learners participate in the learning process.

The use of practical activities is particularly important in Science, Computing, Creative Arts, Career Technology and other areas where learners need opportunities to apply knowledge.

Technology can also support teaching and learning when used appropriately.

The current curriculum is therefore demanding in its expectations of teachers. Effective implementation requires teachers to understand both subject content and pedagogy.

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

Assessment Under the Pre-Tertiary Curriculum

Assessment is an essential part of curriculum implementation.

The National Pre-Tertiary Learning Assessment Framework provides a comprehensive framework for evaluating learner performance across Ghana’s pre-tertiary education system. It establishes standards, assessment methods and reporting procedures intended to support reliable and evidence-based measurement of learning outcomes. (NACCA)

The curriculum reforms encourage assessment of more than factual recall.

Learners need opportunities to demonstrate knowledge, skills, attitudes and values.

This means teachers may use different assessment approaches depending on the learning objective. These can include classroom exercises, projects, practical activities, oral responses, written tasks, observation and examinations.

National assessments also provide information about learning outcomes.

At the JHS level, the BECE remains an important examination associated with the completion of basic education and placement into SHS. NaCCA has also developed assessment items for the Common Core Programme to support teachers and learners in preparing for the JHS exit examination. (NACCA)

Assessment should therefore be viewed as part of learning rather than simply an event at the end of teaching.

➡ Related: [BECE in Ghana: Complete Guide]

Curriculum and Approved Teaching and Learning Materials

Teaching and learning materials are an important part of curriculum implementation.

NaCCA is responsible for approving teaching and learning materials for pre-tertiary institutions within its statutory mandate. These include textbooks, teachers’ guides, workbooks, supplementary materials, readers, guidance and counselling materials, e-learning materials and other instructional resources. (NACCA)

The approval process is intended to ensure that instructional materials align with national curriculum standards.

Teachers should therefore pay attention to whether textbooks and supplementary resources correspond with the curriculum being implemented.

Using outdated materials can create problems when curriculum content, terminology, learning standards or assessment expectations have changed.

NaCCA maintains lists of approved learning materials, which can be used by schools and educators when selecting resources. (NACCA)

Curriculum implementation consequently involves not only teachers and learners but also the availability and quality of instructional materials.

➡ Related: [Teaching and Learning Resources in Ghana]

Curriculum Implementation Challenges

Curriculum reform can be technically sound and still face implementation difficulties.

One major issue is teacher preparedness. Teachers need sufficient understanding of curriculum objectives, learning standards, assessment expectations and appropriate teaching approaches.

Training is therefore essential. NaCCA has developed training guides and resource materials to support teachers in implementing curriculum reforms. (NACCA)

Resources are another consideration. A curriculum that requires practical activities, technology or specialised materials can be difficult to implement where schools lack the necessary resources.

Class size can also affect implementation. Learner-centred teaching, group work, practical activities and individual feedback become more demanding when teachers are responsible for very large classes.

Assessment practices can create another challenge. If teachers and schools continue to reward memorisation heavily, learners may receive mixed messages about what the curriculum actually values.

Curriculum implementation therefore requires alignment between curriculum documents, teacher preparation, school leadership, teaching resources, assessment and national examinations.

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

Curriculum and Teacher Professional Development

The success of any curriculum depends heavily on teachers.

Teachers translate curriculum documents into actual classroom experiences. A well-written curriculum therefore requires teachers who understand its philosophy, content, standards and assessment expectations.

Professional development is consequently essential.

Teachers need opportunities to examine curriculum changes, discuss classroom challenges, share teaching strategies and receive support from colleagues and education authorities.

NaCCA has indicated the importance of teacher training in implementing the Standards-Based Curriculum and has developed training resources to support teachers. (NACCA)

Teacher education institutions also have a responsibility to prepare prospective teachers for the demands of the curriculum.

This includes understanding curriculum design, learner-centred pedagogy, assessment, inclusive education, classroom management and the use of teaching and learning resources.

The connection between teacher education and curriculum implementation is therefore fundamental.

➡ Related: [Bachelor of Education Programmes in Ghana]

Curriculum Progression from KG to SHS

One of the strengths of the current curriculum framework is its emphasis on progression.

Learning should develop cumulatively.

A child entering Kindergarten begins with foundational experiences in language, literacy, numeracy, creativity and understanding the immediate environment.

At primary level, these foundations are developed through increasingly structured learning experiences.

At JHS, the Common Core Programme extends knowledge and competencies while preparing learners for different secondary pathways.

At SHS, learners move towards more specialised academic, technical, vocational and STEM-related pathways.

This progression means that curriculum implementation at one level should prepare learners for the expectations of the next.

A gap at one stage can therefore create difficulties at another.

For example, weak foundational literacy can affect learning across subjects at primary and JHS levels. Similarly, inadequate mathematical understanding can affect Science, Computing, Technology and other subjects at higher levels.

Curriculum continuity is therefore not simply an administrative matter. It is central to learning outcomes.

Curriculum and Inclusive Education

An effective national curriculum must serve learners with different abilities, backgrounds and learning needs.

Ghana’s curriculum reforms recognise the importance of inclusive learning environments.

Inclusion requires teachers to consider differences in learners’ abilities, interests, learning styles and circumstances.

The same curriculum objective may therefore require different teaching approaches for different learners.

Teachers can use differentiated instruction, varied learning resources, group activities, practical work and additional support to improve access to learning.

Assessment can also be adapted appropriately while maintaining the required standards.

The emphasis on learner-centred education makes inclusive teaching particularly important. If learners are expected to participate actively, schools need to create conditions in which all learners can participate meaningfully.

EducateGhana Analysis

Educational Significance

Ghana’s current pre-tertiary curriculum represents a substantial move towards competency-oriented education. Its importance lies in the attempt to connect academic knowledge with practical application, character development, values and the skills required for life beyond school.

The curriculum also provides a framework for continuity. Learners move through identifiable phases, with each phase expected to build on previous learning.

For Ghana to improve learning outcomes, curriculum quality must therefore be accompanied by effective classroom implementation.

Policy Implications

Curriculum policy should be supported by sustained teacher development, adequate instructional resources and assessment systems that reflect curriculum objectives.

Frequent curriculum changes without adequate preparation can create uncertainty among teachers and schools.

Policy implementation should therefore consider the capacity of schools to translate curriculum expectations into classroom practice.

Implementation Considerations

Effective implementation requires alignment among curriculum documents, teacher education, professional development, school leadership, instructional materials and assessment.

Schools also need sufficient resources to support practical and learner-centred approaches.

The quality of implementation should be monitored through evidence from classrooms and learner outcomes rather than through curriculum completion alone.

Future Outlook

Ghana’s curriculum is likely to continue evolving as educational technology, labour-market requirements and national development priorities change.

Future reforms should retain the useful principles of competency development while paying close attention to classroom realities.

The long-term success of curriculum reform will ultimately depend on whether learners can demonstrate the knowledge, skills, values and competencies that the curriculum intends to develop.

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

Why You Can Trust This Information

This article is based primarily on official information published by the National Council for Curriculum and Assessment, Ghana’s statutory curriculum and assessment authority for pre-tertiary education.

NaCCA states that it is mandated under the Education Regulatory Bodies Act, 2020 (Act 1023), to develop national curriculum and assessment standards for pre-tertiary education institutions other than TVET institutions. (NACCA)

The article also draws on NaCCA’s official curriculum framework, Standards-Based Curriculum materials, Common Core Programme documents, National Pre-Tertiary Learning Assessment Framework and current secondary curriculum documentation. (NACCA)

EducateGhana.com recommends that schools, teachers, parents and learners consult the latest official NaCCA curriculum documents when making decisions about specific subjects, learning standards, assessment requirements or curriculum implementation.

➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]

Frequently Asked Questions

What is Ghana’s pre-tertiary education curriculum?

Ghana’s pre-tertiary education curriculum is the national framework that guides teaching, learning and assessment before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School education.

Who develops Ghana’s pre-tertiary curriculum?

The National Council for Curriculum and Assessment develops national curriculum and assessment standards for pre-tertiary education institutions within its statutory mandate, excluding TVET institutions. (NACCA)

How many years is basic education in Ghana?

Basic education consists of two years of Kindergarten, six years of Primary School and three years of Junior High School. (NACCA)

What is the Standards-Based Curriculum?

The Standards-Based Curriculum is a curriculum approach that defines learning expectations and places greater emphasis on learners demonstrating knowledge, skills, competencies, attitudes and values.

➡ Related: [Bachelor of Education Programmes in Ghana]

What is the Common Core Programme?

The Common Core Programme is the curriculum for Junior High School learners from JHS 1 to JHS 3. NaCCA completed the CCP curriculum in 2020 and it was progressively implemented from the 2021/2022 academic year. (NACCA)

➡ Related: [BECE in Ghana: Complete Guide]

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

What are the key phases of Ghana’s curriculum?

The five key phases are Kindergarten, Lower Primary, Upper Primary, Junior High School and Senior High School. (NACCA)

Does the curriculum focus only on academic knowledge?

No. The current curriculum also emphasises competencies, critical thinking, problem-solving, creativity, values and character development. (NACCA)

➡ Related: [How to Become a Professional Teacher in Ghana]

What is the National Pre-Tertiary Learning Assessment Framework?

The NPLAF provides a framework for evaluating learner performance across pre-tertiary education. It establishes standards, assessment methods and reporting procedures for evidence-based measurement of learning outcomes. (NACCA)

➡ Related: [National Standardized Test in Ghana: Complete Guide]

➡ Related: [BECE in Ghana: Complete Guide]

What curriculum is used at JHS?

Junior High School uses the Common Core Programme, which covers JHS 1 to JHS 3. (NACCA)

➡ Related: [Common Core Programme in Ghana: Complete Guide]

➡ Related: [BECE in Ghana: Complete Guide]

What curriculum is used at Senior High School?

Ghana has introduced a new secondary curriculum covering Senior High School, Senior High Technical School and STEM education as part of the broader pre-tertiary curriculum reforms. (NACCA)

➡ Related: [Ghana’s Senior High School Curriculum: Complete Guide]

➡ Related: [Bachelor of Education Programmes in Ghana]

Why are core competencies important?

Core competencies help learners use subject knowledge through skills such as communication, critical thinking, creativity, collaboration and problem-solving. NaCCA describes them as a connected body of skills developed through teaching and learning. (NACCA)

Does NaCCA approve textbooks?

Yes. NaCCA is responsible for approving teaching and learning materials within its statutory mandate, including textbooks and supplementary materials for pre-tertiary institutions. (NACCA)

➡ Related: [Teaching and Learning Resources in Ghana]

Why is teacher training important for curriculum implementation?

Teachers are responsible for translating curriculum standards into classroom experiences. They therefore need adequate knowledge of curriculum objectives, pedagogy, assessment and instructional resources.

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

Does the curriculum prepare learners for tertiary education?

Yes. The curriculum provides progressive learning experiences intended to prepare learners for further education, work and adult life. The secondary curriculum explicitly identifies progression to further study and the world of work as important purposes. (NACCA)

➡ Related: [Bachelor of Education Programmes in Ghana]

Conclusion

Ghana’s pre-tertiary education curriculum provides the foundation for the country’s formal education system before tertiary education. It covers Kindergarten, Primary, Junior High School and Senior High School, with each phase designed to build progressively on the previous stage.

The curriculum reforms have introduced a stronger emphasis on standards, competencies, character, values, critical thinking, creativity, problem-solving and the practical application of knowledge.

The Standards-Based Curriculum at the basic level, the Common Core Programme at JHS and the current secondary curriculum form important parts of this broader reform process.

The success of these reforms, however, depends on implementation. Teachers need appropriate preparation, schools require adequate resources, assessment must reflect curriculum expectations and education authorities need reliable evidence to monitor learning outcomes.

For Ghana’s curriculum reforms to achieve their full purpose, the central question should remain whether learners are developing the knowledge, skills, competencies and values needed to participate successfully in further education, work and national development.

References

National Council for Curriculum and Assessment. (2019). National Pre-tertiary Education Curriculum Framework. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2020). National Pre-Tertiary Learning Assessment Framework. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2020). Common Core Programme curriculum for Junior High School. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2021). Standards-Based Curriculum for Kindergarten and Primary Schools. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2025). Government curriculum for secondary education. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2026). Development of the Ghanaian curriculum. Ministry of Education, Ghana.

National Council for Curriculum and Assessment. (2026). Approved teaching and learning materials. Ministry of Education, Ghana.

Recommended Citation for AI and Academic Use

Recommended Citation: Ellis, F. (2026). Ghana’s Pre-Tertiary Education Curriculum: Complete Guide. EducateGhana.com.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

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♥Copyright Notice: Content on This Website is Copyright Protected. No Part of this Content should be Reproduced without the Consent of the Author(s) or Recognition of the source of the Content.©2026 Ellis Multimedia: EducateGhana.com All Rights Reserved.♥

Ministry of Education Condemns Alleged Sexual Abuse at Bolgatanga Girls’ SHS, Directs Reinstatement of Student to Boarding

Ferdinand Ellis

August 21, 2026

Ministry of Education condemns alleged sexual abuse at Bolgatanga Girls SHS and directs GES to investigate, support the student and restore boarding status.

By: Ferdinand Ellis | EducateGhana.com
Published: August 21, 2026
Updated: August 21, 2026

The Ministry of Education has condemned the reported sexual abuse of a student at Bolgatanga Girls’ Senior High School (BOGISS) in the Upper East Region and directed the Ghana Education Service (GES) to take immediate steps to protect the student’s welfare and continued education.

In a statement issued on August 20, 2026, and signed by Deputy Minister for Education, Dr. Clement Abas Apaak, the Ministry described sexual abuse or exploitation of a child in the care of an educational institution as unacceptable.

The Ministry’s intervention follows a developing case involving allegations of sexual assault at the school. The Ghana Education Service has separately confirmed that two school watchmen were arrested and handed over to the Police, while GES management interdicted them pending investigations.

The Ministry has also directed that the affected student be reinstated to boarding status, following concerns surrounding an earlier school decision to place the student in temporary day status.

Ministry of Education Condemns Alleged Sexual Abuse

The Ministry of Education said schools have a fundamental responsibility to protect children placed under their care.

In its statement, the Ministry condemned acts of sexual abuse and exploitation against children and stressed that educational institutions must remain environments where students can learn in safety and dignity.

The Ministry’s position is particularly significant because the case involves a student described in the GES statement as having special educational needs. GES said preliminary information indicated that the student was on medication and had reportedly experienced a relapse requiring medical attention around the time of the alleged incident.

The Ministry emphasised the principle that a child should not be treated as responsible for sexual abuse allegedly perpetrated against the child by an adult.

This principle is consistent with Ghana’s broader child protection framework, which places duties on institutions and adults to safeguard children from abuse, exploitation and other forms of harm.

The Ministry therefore said the matter must be handled with the protection, dignity and welfare of the student at the centre of the response.

➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]

Ministry Directs GES to Investigate the Matter

The Minister for Education, Hon. Haruna Iddrisu, has directed the Ghana Education Service to investigate the matter and report on its findings.

The directive comes as Police investigations into the allegations continue. According to GES, the two watchmen alleged to be involved in the incident were arrested and handed over to the Police.

GES also said the two staff members had been interdicted with immediate effect.

The Police investigation is separate from the administrative processes being undertaken by GES and the Ministry of Education. The allegations therefore remain subject to investigation, and the accused persons are entitled to due process.

The Ministry’s directive to GES is expected to establish the circumstances surrounding the incident and determine whether additional administrative action is required.

Where investigations establish wrongdoing, the Ministry said appropriate action should be taken in accordance with the law and applicable education-sector regulations.

The development also raises broader questions about safeguarding arrangements in schools, particularly the protection of students who may require additional support because of disability or other vulnerabilities.

➡ Related: [Ghana Education Service: Roles, Functions and Responsibilities]
➡ Related: [National Teaching Standards in Ghana: Complete Guide]

Student Directed to Be Reinstated to Boarding

One of the most significant directives from the Ministry concerns the student’s accommodation status.

The Ministry has directed GES to immediately reinstate the student to boarding status.

This follows an earlier decision by Bolgatanga Girls’ SHS to place the student on temporary day status for one academic year. The earlier school communication had also recommended counselling and medical attention.

The Ministry’s latest directive changes the position regarding the student’s boarding status. It places continued access to the boarding arrangement within the Ministry’s broader child protection response.

The decision is important because an education response to an alleged abuse case should take account of the welfare and educational interests of the child. Any administrative measure affecting the victim should be carefully considered to ensure that it does not result in stigma, exclusion or further harm.

The Ministry has also directed that the student receive the necessary medical attention and counselling to support her recovery.

The emphasis on continued education reflects the principle that a child affected by an abuse allegation should continue to have access to education and appropriate support.

➡ Related: [Inclusive Education in Ghana: Complete Guide]
➡ Related: [Guidance and Counselling in Ghanaian Schools: Complete Guide]

What the Earlier School Decision Said

An earlier letter from Bolgatanga Girls’ SHS dated July 20, 2026 recommended that the student become a temporary day student for one academic year.

The letter also recommended referral to the school’s Guidance and Counselling Unit and advised the student’s parents to seek medical attention and provide a report to the school.

That earlier document referred to the student’s conduct under a provision of the GES Code of Conduct and described the matter as sexual misconduct.

The subsequent GES statement issued on August 20 presented a materially different account of the circumstances. GES described the student as a victim of an alleged sexual assault involving two watchmen.

This distinction is important for responsible reporting. The two documents should not automatically be treated as describing the same circumstances without further official clarification.

The Ministry’s latest directive provides an important development because it specifically orders GES to reinstate the student’s boarding status while ensuring that she receives medical and counselling support.

EducateGhana.com will therefore treat the earlier disciplinary account and the subsequent sexual-assault investigation as separate developments unless competent authorities formally establish their relationship.

➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]
➡ Related: [Classroom Management Strategies for Teachers in Ghana]

GES and Police Investigations

The Ghana Education Service has stated that the two watchmen were arrested and handed over to the Police.

GES said the two individuals had also been interdicted while investigations continued.

The Police investigation is critical because allegations involving sexual assault can have both criminal and administrative implications.

Until the investigation and any subsequent court proceedings are concluded, reports should use terms such as “alleged assault” and “alleged perpetrators” rather than presenting allegations as established facts.

The Ministry has meanwhile directed GES to investigate the matter and report immediately.

The separate processes will allow the relevant authorities to establish what happened, determine whether criminal offences were committed and identify any institutional failures that may require corrective action.

For the student and her family, the immediate priority remains safety, medical care, counselling, continued education and protection from further harm.

➡ Related: [Ghana Education Service: Complete Guide]
➡ Related: [Child Protection in Ghanaian Schools: Rights, Responsibilities and Reporting]

Child Protection Implications for Ghanaian Schools

The Bolgatanga Girls’ case highlights the responsibility of schools to establish effective safeguarding systems for students.

School authorities have a duty to create environments in which children can learn without fear of abuse, exploitation or intimidation.

This responsibility extends beyond teachers and administrators. Non-teaching staff, security personnel, contractors and other adults who interact with students must also understand and comply with safeguarding expectations.

Schools also need clear mechanisms for reporting suspected abuse and responding promptly when concerns are raised.

For students with disabilities or additional support needs, safeguarding arrangements may require additional attention because communication, mobility, dependence on caregivers and other circumstances can affect how risks are identified and addressed.

The Ministry’s directive therefore extends beyond the immediate case. It raises the need for continued attention to institutional safeguarding, staff conduct, reporting procedures and the treatment of vulnerable learners.

Effective child protection requires cooperation among schools, GES, parents, health professionals, Police, social welfare authorities and other relevant institutions.

Ministry Reaffirms Commitment to Student Safety

The Ministry of Education has assured the student’s family and the wider public that the matter is being treated seriously.

Its intervention places student welfare at the centre of the response and directs GES to take specific steps concerning investigation, medical care, counselling and boarding status.

The case also demonstrates why allegations involving children require careful handling by schools and the media.

Publishing the identity, photograph, medical information or unnecessary personal details of a child involved in an alleged sexual offence can expose the child to stigma and further harm.

EducateGhana.com will therefore continue to withhold identifying information about the student and will distinguish clearly between verified facts, allegations and information that remains under investigation.

The outcome of the Police and GES processes will be important in establishing the full circumstances of the case and determining what further action may be required.

For now, the Ministry’s latest position is clear. The affected student is to receive appropriate support and is to be reinstated to boarding while the relevant investigations continue.

Key Takeaways

Issue	Current position
Alleged incident	Under investigation
Students involved	Identity withheld for child protection
Suspected perpetrators	Two school watchmen
Police action	Two watchmen arrested and handed over to Police
GES action	Watchmen interdicted
Ministry directive	GES to investigate and report
Student welfare	Medical attention and counselling directed
Boarding status	Ministry has directed immediate reinstatement
Criminal liability	Yet to be determined through due process

Editorial and Child Protection Note

EducateGhana.com has deliberately excluded the student’s name, photograph, class and other identifying information. The article also avoids unnecessary details concerning the alleged assault.

The allegations against the two watchmen remain allegations pending investigation and any applicable judicial process. The publication does not presume their guilt.

The earlier school disciplinary communication and the later GES statement are treated as separate documents. No conclusion is drawn about their relationship beyond what has been officially stated.

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, teacher education, curriculum, assessment, schools and educational development.

References

Ghana Education Service. (2026, August 20). Immediate release: Alleged sexual assault at Bolgatanga Girls SHS.

Ministry of Education. (2026, August 20). Statement on alleged sexual abuse at Bolgatanga Girls’ Senior High School.

Republic of Ghana. (1998). Children’s Act, 1998 (Act 560). Ghana Publishing Company.

CAGD Issues Final Warning on Unauthorized Bank Accounts, Says Funds May Be Forfeited

Ferdinand Ellis

August 21, 2026

CAGD has issued a final warning against unauthorized bank accounts, saying non-compliant accounts may be closed and funds transferred to the Consolidated Fund.

By Ferdinand Ellis | EducateGhana.com

The Controller and Accountant-General’s Department (CAGD) has issued a final warning to public institutions against opening bank accounts without prior approval, cautioning that unauthorized accounts could be closed and funds transferred into the Consolidated Fund.

The warning is contained in Circular No. CC.T01/26, dated 17 August 2026 and signed by the Controller and Accountant-General, Kwasi Agyei.

According to the circular, some public institutions continue to open accounts with commercial banks without obtaining the required approval from the CAGD.

CAGD says unauthorized accounts violate the law

The Controller and Accountant-General’s Department said the opening of bank accounts by covered entities without its approval constitutes a violation of the Public Financial Management Act, 2016 (Act 921).

CAGD specifically cited Section 51(1) of the Act, which provides the legal basis for its authority over the opening of bank accounts by covered entities.

The Department has therefore directed all covered entities to obtain prior written approval from the Controller and Accountant-General before opening any bank account with the Bank of Ghana or a commercial bank.

The directive is intended to strengthen control over public funds and ensure that government resources are managed through approved financial channels.

➡ Related: [Public Financial Management Act in Ghana: Complete Guide]

➡ Related: [Controller and Accountant-General’s Department: Functions and Responsibilities]

What CAGD has directed public institutions to do

CAGD has instructed the heads of all covered entities to ensure that no bank account is opened without the required written authorization.

The approval must be obtained before the account is established, meaning institutions cannot open an account first and seek authorization afterwards.

The Department is also relying on heads of covered entities to ensure that their institutions comply with the directive.

The latest circular therefore places responsibility on institutional leadership to ensure that banking arrangements involving public funds comply with the applicable financial management rules.

➡ Related: [Ghana’s Public Financial Management System Explained]

➡ Related: [Financial Management Rules for Government Institutions in Ghana]

Unauthorized accounts could be closed

CAGD has warned that institutions that open bank accounts without the required approval could face direct enforcement action.

According to the circular, an account opened without the requisite approval will be closed.

The Department further stated that funds held in such unauthorized accounts will be transferred into the Consolidated Fund.

This means public institutions cannot assume that funds deposited into an unauthorized account will remain under their control if the account is subsequently identified as non-compliant.

➡ Related: [Consolidated Fund of Ghana: Meaning, Sources and Uses]

➡ Related: [Government Revenue and Public Expenditure in Ghana]

Institutions could face sanctions

The financial consequences are not the only measures outlined by CAGD.

The Department said appropriate sanctions will be enforced against covered entities that fail to comply with the directive.

Such sanctions will be applied in accordance with the Public Financial Management Act and other applicable laws and regulations.

The warning therefore goes beyond an administrative reminder and signals an intention to enforce the legal requirements governing public bank accounts.

➡ Related: [Public Sector Accountability in Ghana: Institutions and Oversight]

➡ Related: [Audit and Financial Accountability in Ghana’s Public Sector]

Which institutions are covered?

The directive applies broadly to institutions that fall within the definition of covered entities under Ghana’s public financial management framework.

These include Ministries, Departments and Agencies (MDAs) and Metropolitan, Municipal and District Assemblies (MMDAs).

It also covers State-Owned Enterprises and other public institutions that manage public funds, subject to the applicable provisions of the law.

The requirement is therefore relevant to a wide range of public institutions rather than only central government ministries.

➡ Related: [Ministries, Departments and Agencies in Ghana: Complete Guide]

➡ Related: [Metropolitan, Municipal and District Assemblies in Ghana: Functions and Structure]

Why control of public bank accounts matters

The control of government bank accounts is an important part of public financial management.

Centralized authorization helps government maintain oversight of public funds, monitor cash balances and strengthen accountability across public institutions.

Unauthorized accounts can create difficulties in tracking public resources and may weaken established financial control mechanisms.

CAGD’s latest warning is therefore aimed at ensuring that public funds remain within the approved financial management framework.

➡ Related: [Public Sector Financial Management in Ghana]

➡ Related: [Ghana’s Consolidated Fund and Public Accounts Explained]

CAGD gives final warning

The Department described the latest directive as a final warning to covered entities and called on institutional heads to ensure full compliance.

The circular requires entities to obtain prior written approval from the Controller and Accountant-General before opening accounts with the Bank of Ghana or commercial banks.

CAGD also said it is counting on the cooperation of heads of covered entities to ensure that the requirements are observed.

Institutions that disregard the directive risk closure of unauthorized accounts, transfer of funds into the Consolidated Fund and other sanctions provided for under Ghana’s financial management laws.

About the Author

Ferdinand Ellis is an education researcher, policy analyst, lecturer and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he reports on education policy, public-sector developments, governance, research and national affairs.

Volta Regional Minister Directs GES to Engage NSS and Retired Teachers Over Classroom Teacher Shortage

Ferdinand Ellis

August 21, 2026

GES Teacher Recruitment 2026: Applicants Can Check Application Status From July 24

Volta Regional Minister James Gunu directs GES to engage NSS and retired teachers to help address teacher shortages in schools across the region.

By Ferdinand Ellis | EducateGhana.com

The Volta Regional Minister, Hon. James Gunu, has directed the Ghana Education Service (GES) to explore immediate measures to address the shortage of teachers in schools across the region.

The directive follows concerns over vacant classrooms and the potential impact of the teacher shortage on teaching and learning while the government works towards the recruitment and employment of new teachers.

The Regional Minister made the directive after the Education Ministry presented the teacher shortage situation in the Volta Region during a meeting of the Volta Regional Coordinating Council (VRCC).

Volta Region faces teacher shortage

The presentation to the Regional Coordinating Council highlighted gaps in teacher availability across schools in the region.

The shortage has raised concerns about the ability of schools to maintain effective teaching and learning, particularly in schools where existing teachers are required to handle additional classes or subjects because of vacant teaching positions.

The situation has prompted the Regional Minister to seek interim measures while the national process for recruiting new teachers continues.

The immediate objective is to ensure that classrooms do not remain without teachers because of vacancies.

➡ Related: [GES Teacher Recruitment 2026: Application Guide and Requirements]

➡ Related: [Teacher Shortage in Ghana: Causes, Effects and Possible Solutions]

James Gunu directs GES to explore temporary solutions

Following the presentation, Hon. James Gunu tasked the GES to liaise with other institutions and groups that could provide temporary teaching support.

The Regional Minister specifically mentioned the National Service Scheme (NSS) and groups of retired teachers as potential sources of additional support for schools affected by teacher shortages.

The proposal is intended to provide temporary relief rather than replace the government’s planned recruitment of permanent teachers.

GES will therefore be expected to explore how available personnel can be deployed to areas where teacher vacancies are creating immediate challenges.

➡ Related: [National Service Scheme in Ghana: Complete Guide]

➡ Related: [How to Become a Teacher in Ghana: Qualifications and Career Path]

Retired teachers could support affected schools

The Regional Minister also called for engagement with groups of retired teachers.

Retired teachers possess classroom experience and professional knowledge that could potentially help schools facing temporary staffing difficulties.

Their involvement could provide schools with experienced personnel while the government completes the processes required to recruit and employ new teachers.

Any such arrangement would, however, require appropriate coordination between the relevant authorities and clear terms governing the engagement of retired teachers.

➡ Related: [Teacher Education and Training in Ghana: Complete Guide]

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

NSS personnel could provide interim support

The proposed engagement with the National Service Scheme could also provide an avenue for addressing some immediate staffing gaps.

National service personnel are deployed to institutions across Ghana as part of the national service programme. The Regional Minister’s directive suggests that the GES should explore whether available personnel can be appropriately deployed to schools experiencing teacher shortages.

The arrangement would serve as an interim measure while the government pursues the employment of new teachers.

It would also require careful consideration of the qualifications, placement and supervision of personnel assigned to teaching-related duties.

➡ Related: [NSS Posting and Placement in Ghana: Complete Guide]

➡ Related: [Teaching Practice and Professional Support for Teachers in Ghana]

Government recruitment remains important

The proposed intervention does not remove the need for the recruitment of qualified teachers.

The Regional Minister’s directive is aimed at managing the immediate consequences of teacher shortages while the government works through the recruitment and employment process.

Permanent teacher recruitment remains essential because schools require qualified and appropriately deployed teachers to provide sustained instruction and support learners’ academic development.

The temporary measures could therefore serve as a bridge until newly recruited teachers are available for deployment.

➡ Related: [GES Recruitment 2026: Application Status and Next Steps]

➡ Related: [Professional Teacher Licensing in Ghana: Requirements and Process]

Why the teacher shortage matters

Teacher availability has a direct bearing on the quality of classroom instruction.

When schools have fewer teachers than required, existing teachers may have to teach larger classes, handle additional subjects or take on responsibilities beyond their normal workload.

Persistent shortages can also affect lesson preparation, assessment, individual learner support and other aspects of school management.

For this reason, the Volta Regional Minister’s directive places emphasis on finding immediate solutions while longer-term recruitment measures are pursued.

➡ Related: [Classroom Management Strategies for Teachers in Ghana]

➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]

What happens next

The GES is expected to engage the National Service Scheme and relevant retired teacher groups to determine how temporary support can be provided to schools with staffing gaps.

The effectiveness of the intervention will depend on identifying the schools most affected, determining the number and type of teachers required and ensuring that any personnel deployed have the appropriate skills and supervision.

The broader issue of teacher recruitment and equitable distribution will remain important to resolving the shortage on a sustainable basis.

For now, the directive by Hon. James Gunu signals an effort by the Volta Regional Coordinating Council to prevent teacher vacancies from leaving classrooms without adequate instructional support.

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes on education policy, teacher education, curriculum, schools, examinations and developments within Ghana’s education sector.

GES Releases 2026 Directorship Promotion Exam Framework: 10 Areas Candidates Must Study

Ferdinand Ellis

August 20, 2026

GES has released its 2026 promotion exam framework with 100 questions, two hours and 10 key areas for senior education officers.

By: Ferdinand Ellis | EducateGhana.com
Last Updated: August 18, 2026

Excerpt

The Ghana Education Service has released a 2026 promotion examination framework for officers progressing from Deputy Director to Director II and from Director II to Director I. The examination will assess candidates across 10 major areas of educational leadership and management.

Article Metadata

Last Updated: August 18, 2026
By: Ferdinand Ellis | EducateGhana.com

Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst | Founder, EducateGhana.com

Article Information Box

Article Information	Details
Category	Education News
Hub	Careers
Cluster	GES Promotion
Article Type	Education Examination Guide
Institution	Ghana Education Service
Examination	GES Promotion Examination
Promotion Pathway 1	Deputy Director → Director II
Promotion Pathway 2	Director II → Director I
Total Questions	100
Duration	2 hours
Multiple-Choice Questions	40
Short-Answer/Fill-in-the-Blank	60
Content Areas	10
Framework Date	August 18, 2026

Fact Check & Editorial Review

Editorial Status	Details
Fact Checked	✔ Checked against the GES framework supplied for this report
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 18, 2026

Editorial note: The details in this article are based on the GES promotion examination framework provided to EducateGhana.com. Candidates should rely on subsequent official GES notices for examination dates, registration instructions, venues and any amendments.

Introduction

The Ghana Education Service (GES) has outlined the examination framework for officers seeking promotion through the Deputy Director to Director II and Director II to Director I pathways.

The framework dated August 18, 2026, and identified as having been signed by Prof. Ernest K. Davis, Director-General of the Ghana Education Service, sets out the structure and major areas candidates are expected to study.

According to the framework, candidates will answer 100 questions within two hours. The examination will comprise 40 multiple-choice questions and 60 short-answer and fill-in-the-blank questions.

The ten content areas cover strategic educational leadership, education policy, planning and statistics, educational finance, curriculum and assessment, human resource management, educational law, supervision and quality assurance, contemporary education issues, and research and professional practice.

The framework therefore places substantial emphasis on the broader responsibilities of senior education officers. Candidates preparing for the examination will need to understand education administration, policy implementation, leadership, resource management and professional decision-making alongside curriculum and pedagogy.

Key Takeaways

The 2026 GES promotion examination will contain 100 questions.
Candidates will have two hours to complete the examination.
The paper will contain 40 multiple-choice questions.
There will be 60 short-answer and fill-in-the-blank questions.
The framework identifies 10 major content areas.
The examination covers educational leadership and management in addition to curriculum and pedagogy.
Candidates should study education policy, legislation, finance, human resources, supervision and research.
The framework applies to the Deputy Director to Director II and Director II to Director I promotion pathways.

Quick Facts

Quick Fact	Details
Examining institution	Ghana Education Service
Framework date	August 18, 2026
Framework signatory	Prof. Ernest K. Davis
Total questions	100
Examination time	2 hours
MCQs	40
Short-answer/fill-in questions	60
Content areas	10
Promotion route	Deputy Director → Director II
Promotion route	Director II → Director I

GES Promotion Examination Structure

The examination structure gives candidates a clear indication of how they should organise their preparation.

The paper contains 100 questions, with a total examination time of two hours. This means candidates will need to manage their time carefully throughout the paper.

The first component consists of 40 multiple-choice questions. Candidates will need to identify the most appropriate answer from the alternatives provided.

The second component contains 60 short-answer and fill-in-the-blank questions. This component represents the larger share of the paper and requires candidates to recall and apply relevant concepts accurately.

The structure is important because candidates should not prepare exclusively for objective questions. They should also practise producing concise and accurate responses to questions requiring specific concepts, principles, terms, policies or explanations.

Previous GES promotion examination preparation materials available publicly have also included questions relating to education legislation, GES functions, educational strategy, pedagogy and administrative responsibilities. Such materials can provide useful practice, although they should not be treated as substitutes for the current framework.

The 10 Areas Candidates Must Study

The framework identifies ten broad areas. Candidates should treat each area as an independent study block while also understanding how the areas connect.

1. Strategic Educational Leadership and Management

Candidates should understand the principles and practice of leadership within the Ghanaian education system.

Important areas include strategic planning, decision-making, delegation, coordination, institutional management, organisational effectiveness and leadership for improved educational outcomes.

Senior education officers are expected to translate policies and strategic objectives into practical programmes. Candidates should therefore be prepared for questions that require them to apply leadership principles to realistic education management situations.

2. Education Legislation, Policy and Governance

This area focuses on the legal, policy and governance framework within which education is administered.

Candidates should revise major education laws, national education policies, institutional responsibilities and the structures through which education is governed.

The focus should extend beyond memorising the names and numbers of laws. Candidates should understand what particular legislation or policy means for educational administration and professional practice.

3. Educational Planning and Statistics

Education administration depends heavily on planning and reliable data.

Candidates should revise educational planning processes, statistics, data interpretation, school-level information, enrolment, staffing, infrastructure and resource requirements.

They should also understand how educational data can be used to identify problems, allocate resources, monitor progress and support evidence-based decisions.

4. Educational Finance and Resource Management

Financial and material resources are essential to the effective operation of educational institutions.

Candidates should understand budgeting, resource allocation, accountability, financial management and the responsible use of public resources.

Questions in this area may require candidates to connect financial decisions with educational objectives. Candidates should therefore revise relevant financial management principles and public-sector accountability requirements.

5. Curriculum, Pedagogy and Assessment

Curriculum and teaching remain central to education administration.

Candidates should revise curriculum implementation, teaching approaches, assessment principles and the responsibilities of educational leaders in supporting effective teaching and learning.

The area is particularly important because senior education officers supervise and support the implementation of educational programmes. Administrative leadership must ultimately contribute to improved learning outcomes.

6. Human Resource Management in Education

Teachers and other education workers constitute a major part of the education system’s human resources.

Candidates should study staff deployment, motivation, professional development, performance management, workplace relationships, discipline and personnel administration.

They should also understand the role of leadership in creating professional environments where staff can perform their responsibilities effectively.

7. Educational Law and Ethics

Educational leaders must operate within established legal and professional standards.

Candidates should study ethical leadership, professional conduct, administrative responsibility, confidentiality, fairness, accountability and lawful decision-making.

This area requires candidates to distinguish between actions that may appear administratively convenient and those that are legally or professionally appropriate.

8. Monitoring, Supervision and Quality Assurance

Monitoring and supervision are important responsibilities within the education system.

Candidates should understand how educational programmes are monitored, how teaching and learning are supervised, and how evidence can be used to improve institutional performance.

Quality assurance should also be understood as a continuous process involving standards, monitoring, evaluation, feedback and improvement.

9. Contemporary Issues in Education

Education leaders need to understand current developments affecting schools and the wider education system.

Candidates should therefore keep up with major developments in curriculum reform, teacher welfare, educational technology, assessment, inclusion, access, quality, financing and other significant education issues.

Because this area concerns contemporary developments, candidates should regularly consult official education-sector communications rather than relying solely on old study materials.

10. Research and Professional Practice

The final content area focuses on research and professional practice.

Candidates should understand basic research principles and the role of evidence in improving educational programmes and professional decision-making.

Research should be viewed as a practical tool for identifying problems, examining evidence, evaluating interventions and improving education delivery.

Professional practice also requires continuous learning and reflection. Senior education officers should be able to use evidence and professional knowledge to support better decisions.

What the Framework Means for Candidates

The framework presents the promotion examination as a broad test of education leadership and administration.

Candidates should therefore avoid preparing as though the examination were designed primarily for classroom teachers.

The two promotion pathways covered by the framework lead to positions carrying greater administrative and leadership responsibilities. Candidates need to understand how policies are implemented, how people and resources are managed, how educational programmes are monitored and how decisions can be supported with evidence.

The ten content areas are also interconnected. For example, an education leader may need to use statistics when planning, manage financial resources when implementing a programme, supervise staff during implementation and use assessment evidence to determine whether the programme is producing results.

Preparation should therefore combine subject knowledge with practical application.

How Candidates Should Prepare for the 2026 GES Promotion Examination

Candidates should begin by dividing the framework into the ten content areas.

A study timetable should allocate dedicated periods to each area. Candidates should avoid concentrating exclusively on familiar topics while neglecting areas such as educational finance, law, statistics and research.

The next step should be to gather authoritative materials. These should include relevant education laws, official policies, GES documents, curriculum documents, professional standards and other government publications.

Candidates should then practise applying concepts to realistic education situations. Senior-level promotion examinations are likely to require an understanding of how principles operate within educational administration.

Short-answer preparation deserves particular attention because 60 of the 100 questions fall into the short-answer and fill-in-the-blank category.

Candidates should also practise under timed conditions. Two hours for 100 questions requires disciplined time management.

Recommended Study Plan for Candidates

A five-stage study plan can help candidates organise their preparation.

Stage 1: Leadership and governance

Study strategic educational leadership, management, education policy, legislation and governance.

Stage 2: Planning, statistics and finance

Revise educational planning, statistics, budgeting, financial management and resource allocation.

Stage 3: Curriculum and human resources

Study curriculum implementation, pedagogy, assessment, personnel management, teacher development and staff performance.

Stage 4: Law, supervision and quality assurance

Focus on educational law, ethics, monitoring, supervision and quality assurance.

Stage 5: Contemporary issues and research

Review current education developments and research principles, and practise applying evidence to professional problems.

At the end of each stage, candidates should attempt practice questions and identify topics requiring further revision.

Time Management During the Examination

Time management could have a significant effect on candidates’ performance.

The examination provides two hours for 100 questions. Candidates should therefore monitor their progress throughout the paper rather than discovering near the end that several questions remain unanswered.

The MCQ section should be handled efficiently. Candidates who immediately recognise an answer should avoid spending excessive time reconsidering it.

Short-answer questions require careful reading because a question may seek a particular term, principle or concept.

Candidates should also reserve some time for reviewing unanswered questions and checking responses where necessary.

The precise examination instructions should always take priority over any general examination strategy.

EducateGhana Analysis

Educational Significance

The framework places broad educational leadership competencies at the centre of advancement to higher positions within the GES.

It reflects the reality that senior education officers need to understand more than classroom instruction. They must be able to work with policy, people, resources, data and educational programmes.

Policy Implications

The ten content areas provide a broad competency map for senior education leadership.

The inclusion of planning, finance, human resources, law, quality assurance and research suggests that professional advancement is closely connected to the ability to manage the wider education system.

Implementation Considerations

The effectiveness of the framework will depend partly on the quality of the examination questions and their alignment with the competencies identified.

Candidates will also need access to accurate and current study materials. Unverified examination predictions should not replace official documents and established education-sector sources.

Future Outlook

The framework could contribute to stronger professional preparation among officers seeking advancement into senior leadership positions.

It also provides a useful basis for professional development because the ten areas identify several competencies required for effective education administration.

Who Received the GES Framework?

The framework was circulated to key stakeholders in Ghana’s education sector, including the Ministry of Education, GES Council, Regional Directors, District Directors, GNAT, NAGRAT, PRETAG and relevant GES Headquarters Directors.

The circulation places the examination framework within the broader administrative structure of the Ghana Education Service.

Candidates should nevertheless distinguish between the framework and subsequent administrative instructions. Information such as registration dates, examination venues and specific logistical arrangements should be confirmed through official GES communication when released.

➡ Related: Ghana Education Service: Complete Guide
➡ Related: GES Recruitment and Promotion Updates

Frequently Asked Questions

1. What is the GES promotion examination framework for 2026?

It is the framework outlining the examination structure and content areas for officers seeking promotion through the specified senior GES promotion pathways.

2. Which promotion levels are covered?

The framework covers Deputy Director to Director II and Director II to Director I.

3. How many questions will candidates answer?

There will be 100 questions.

4. How long will the GES promotion examination last?

The framework specifies two hours.

5. How many multiple-choice questions are there?

There are 40 multiple-choice questions.

6. How many short-answer questions are there?

There are 60 short-answer and fill-in-the-blank questions.

7. How many subject areas are included?

The framework contains 10 key content areas.

8. Is strategic leadership included?

Yes. Strategic Educational Leadership and Management is the first content area.

9. Will candidates be tested on educational finance?

Yes. Educational Finance and Resource Management is one of the ten areas.

10. Is curriculum included?

Yes. Curriculum, Pedagogy and Assessment is included.

11. Will candidates study educational law?

Yes. Educational Law and Ethics is one of the ten areas.

12. Is research part of the examination?

Yes. Research and Professional Practice is the tenth content area.

13. Should candidates study contemporary education issues?

Yes. Contemporary Issues in Education is specifically identified as one of the examination areas.

14. What is the best way to prepare?

Candidates should study all ten areas, use authoritative education-sector documents, practise both objective and short-answer questions, and undertake timed practice.

15. Where should candidates confirm subsequent examination information?

Candidates should follow official GES communication for registration, examination dates, venues and any changes to the framework.

➡ Related: GES Promotion Examination Guide
➡ Related: Education Careers in Ghana: Complete Guide

Why You Can Trust This Information

This article is based on the GES Promotion Examination Framework dated August 18, 2026, provided for this report and identified as having been signed by Prof. Ernest K. Davis, Director-General of the Ghana Education Service.

EducateGhana.com has presented the framework’s stated examination structure and ten content areas without treating unofficial predictions or third-party study materials as official examination content.

Candidates should continue to verify subsequent instructions through authorised GES communication.

Conclusion

The 2026 GES Promotion Examination Framework gives candidates a clear indication of the breadth of knowledge expected for advancement from Deputy Director to Director II and from Director II to Director I.

The examination will consist of 100 questions in two hours, comprising 40 multiple-choice questions and 60 short-answer and fill-in-the-blank questions.

The ten content areas cover strategic educational leadership, policy and governance, planning and statistics, finance, curriculum and assessment, human resource management, educational law, supervision and quality assurance, contemporary education issues, and research and professional practice.

Candidates should therefore prepare systematically across all ten areas. Strong preparation will require knowledge of the Ghanaian education system, familiarity with relevant policy and legal documents, understanding of educational administration and the ability to apply professional knowledge to practical situations.

Continue Reading

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.

Sources

Ghana Education Service. (2026, August 18). GES Promotion Examination Framework. Ghana Education Service.
Ghana Education Service. Official education service policies, regulations and professional materials.
Publicly available GES promotion examination preparation materials were consulted only for contextual comparison and were not treated as authoritative sources for the 2026 framework.

GES Directorship Promotion Exam 2026: 100 Questions, 2 Hours and 10 Key Areas

Ferdinand Ellis

August 20, 2026

Students choosing Bachelor of Education specialisations in Ghana — A guide to choosing the right Bachelor of Education specialisation in Ghana.

GES Promotion Exam 2026 has 100 questions, 2 hours and 10 key areas. See the full examination structure and study guide for Candidates-

By: Ferdinand Ellis | EducateGhana.com
Last Updated: August 18, 2026

The GES Promotion Exam 2026 framework contains 100 questions to be answered in two hours. Candidates will face 40 MCQs and 60 short-answer questions covering 10 major areas of educational leadership, policy, management and professional practice.

Article Metadata

Last Updated: August 18, 2026
By: Ferdinand Ellis | EducateGhana.com

Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst | Founder, EducateGhana.com

Article Information Box

Article Information	Details
Category	Education News
Hub	Careers
Cluster	GES Promotion
Article Type	Examination Guide
Institution	Ghana Education Service
Examination	GES Promotion Examination
Promotion Pathway	Deputy Director → Director II
Promotion Pathway	Director II → Director I
Total Questions	100
Duration	2 hours
MCQs	40
Short Answer/Fill-in-the-Blank	60
Content Areas	10
Framework Date	August 18, 2026

Fact Check & Editorial Review

Editorial Status	Details
Fact Checked	✔ Based on the GES framework supplied for this report
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 18, 2026

The Ghana Education Service is responsible for implementing approved national education policies and administering pre-tertiary education. Its current organisational structure operates through headquarters, 16 regional directorates and district or municipal directorates.

Important: The 100-question structure and the ten content areas presented below are based on the GES framework provided for this report. Candidates should check official GES communications for examination dates, registration arrangements, venues and any subsequent amendments. GES has previously warned the public about fraudulent promotion examination workshops, making verification of official information particularly important.

Introduction

The GES Promotion Exam 2026 is set to assess officers seeking advancement through two senior promotion pathways, namely Deputy Director to Director II and Director II to Director I.

The examination framework dated August 18, 2026 provides candidates with a detailed indication of the knowledge areas they should study before taking the examination.

The paper will contain 100 questions, with candidates given two hours to complete the examination. Of the 100 questions, 40 will be multiple-choice questions, while 60 will consist of short-answer and fill-in-the-blank questions.

The content is divided into 10 major areas, covering strategic educational leadership, education legislation and policy, educational planning, finance, curriculum and assessment, human resource management, educational law and ethics, supervision and quality assurance, contemporary education issues, and research and professional practice.

The structure makes the examination particularly relevant to officers moving into positions involving greater responsibility for educational leadership, administration and policy implementation.

Key Takeaways

The GES Promotion Exam 2026 contains 100 questions.
Candidates will have two hours.
There are 40 multiple-choice questions.
There are 60 short-answer and fill-in-the-blank questions.
The framework covers 10 major content areas.
The examination applies to the Deputy Director to Director II and Director II to Director I pathways.
Strategic leadership and education management form a major part of the framework.
Candidates must also study policy, legislation, finance, curriculum, human resources, supervision and research.

Quick Facts

Quick Fact	Details
Examining body	Ghana Education Service
Framework date	August 18, 2026
Total questions	100
Examination duration	2 hours
MCQs	40
Short-answer/fill-in questions	60
Content areas	10
Promotion route 1	Deputy Director → Director II
Promotion route 2	Director II → Director I
Focus	Leadership, policy, administration and professional practice

➡ Related: GES Recruitment and Promotion Updates

GES Promotion Exam 2026: Examination Structure

The examination structure is one of the most important parts of the framework for candidates preparing for the promotion exercise.

Candidates will answer 100 questions in two hours. The time available means that candidates must balance accuracy with speed.

The first section contains 40 multiple-choice questions. These questions require candidates to select the most appropriate answer from the alternatives provided.

The second component contains 60 short-answer and fill-in-the-blank questions. This section represents 60 percent of the paper and requires candidates to produce their own responses.

The distribution has an important implication for preparation. Candidates should not rely exclusively on multiple-choice practice tests. They should also practise recalling key concepts, definitions, policies, principles and administrative procedures without being given answer options.

The examination should also be approached as a professional assessment. Candidates should understand how educational principles apply to real administrative situations.

The official GES website provides policy and guideline resources, curriculum materials, teacher resources and other documents that can assist candidates in locating authoritative education-sector materials.

The 10 Key Areas for GES Promotion Exam 2026

1. Strategic Educational Leadership and Management

The first content area focuses on the leadership and management of education.

Candidates should understand strategic planning, decision-making, delegation, coordination, institutional management and organisational effectiveness.

An officer moving into a senior position within GES is expected to understand how educational goals are translated into programmes and how staff and resources are coordinated to achieve those goals.

The GES organisational structure itself reflects several layers of educational administration, extending from headquarters through regional directorates to district and municipal directorates.

Preparation should therefore include both leadership theory and its practical application within Ghana’s education system.

2. Education Legislation, Policy and Governance

The second area concerns the laws, policies and governance arrangements that regulate education.

Candidates should study the legal and institutional framework governing pre-tertiary education in Ghana.

They should also understand the responsibilities of the various actors within the education system and how national policies are implemented at regional, district and school levels.

The GES states that its mandate includes implementing approved national education policies and administering pre-tertiary education.

Candidates should pay attention to the practical implications of legislation and policy rather than simply memorising titles and dates.

3. Educational Planning and Statistics

The third area focuses on planning and the use of educational data.

Education administrators require accurate information to plan effectively. Candidates should therefore understand concepts relating to educational statistics, enrolment, staffing, infrastructure, school resources and educational indicators.

They should also understand how data can inform decisions.

For example, information about enrolment and teacher availability can influence staffing decisions, while infrastructure data can assist with planning for classrooms and other facilities.

This area therefore connects statistics with practical education administration.

4. Educational Finance and Resource Management

Education leaders have responsibility for managing limited resources.

Candidates should study educational budgeting, financial accountability, resource allocation and efficient resource management.

The focus should include the relationship between financial decisions and educational outcomes.

Candidates should also understand that resource management extends beyond money. Human resources, infrastructure, instructional materials, equipment and time are all important educational resources.

Preparation should therefore consider how leaders prioritise competing needs while maintaining accountability.

5. Curriculum, Pedagogy and Assessment

Curriculum, teaching and assessment form another major part of the framework.

Candidates should understand curriculum implementation, pedagogy, assessment principles and the role of educational leaders in supporting effective teaching and learning.

The inclusion of this area is significant because senior administrators remain responsible for ensuring that educational policies and curriculum requirements are implemented effectively.

Candidates should revise the major features of Ghana’s pre-tertiary curriculum and understand how assessment contributes to teaching and learning.

6. Human Resource Management in Education

Teachers and other education workers are central to education delivery.

This content area covers the management of personnel within the education system.

Candidates should revise topics such as staff deployment, professional development, motivation, performance management, workplace relationships and personnel administration.

Senior officers must be able to work with people, resolve professional challenges and support staff development.

Effective human resource management should therefore be understood as part of educational quality improvement.

➡ Related: Mentoring in Teacher Education in Ghana

7. Educational Law and Ethics

The seventh area concerns legal and ethical responsibilities.

Candidates should understand professional conduct, administrative accountability, ethical leadership, fairness, confidentiality and responsible decision-making.

Education leaders frequently deal with sensitive issues involving staff, learners, parents and institutions. Such decisions must be consistent with applicable laws, policies and professional standards.

Preparation should therefore focus on both legal knowledge and ethical application.

8. Monitoring, Supervision and Quality Assurance

The eighth area focuses on monitoring and supervision.

Educational leaders need to determine whether policies, programmes and professional activities are being implemented as intended.

Candidates should understand monitoring processes, supervision, inspection, evaluation, feedback and quality improvement.

Quality assurance is particularly important because educational institutions need mechanisms for identifying weaknesses and supporting improvement.

The GES structure includes quality and access responsibilities at senior management level, demonstrating the importance of educational quality within the Service.

9. Contemporary Issues in Education

The ninth area requires candidates to remain informed about current developments affecting education.

These may include curriculum reform, teacher welfare, educational technology, assessment, inclusion, access, quality, educational financing and other current policy issues.

Candidates should not rely entirely on old examination preparation materials for this section.

Current GES communications, Ministry of Education publications and other authoritative education-sector sources are more appropriate for keeping abreast of developments. GES maintains sections for policies, guidelines, circulars, notices and other resources on its website.

10. Research and Professional Practice

The tenth area is Research and Professional Practice.

Candidates should understand how research contributes to educational improvement and professional decision-making.

Research skills can help education officers identify problems, gather evidence, evaluate interventions and make informed decisions.

Candidates should revise fundamental research concepts and understand how evidence can be applied to practical education problems.

This area is also relevant to continuous professional development because effective education leaders need to remain reflective and responsive to evidence.

What Candidates Should Study

Candidates should approach the framework as a 10-part study programme.

A useful approach is to create a separate revision file for each content area.

For leadership, candidates should study strategic planning, management and decision-making.

For policy and legislation, candidates should review relevant education laws, policies and governance structures.

For planning and statistics, candidates should revise educational indicators and the interpretation and use of data.

For finance, they should study budgeting, resource allocation and accountability.

For curriculum, they should revise curriculum implementation, pedagogy and assessment.

For human resources, they should study staff management, development and performance.

For law and ethics, candidates should focus on professional and administrative responsibilities.

For supervision, they should revise monitoring, evaluation and quality assurance.

For contemporary issues, they should follow current developments in Ghana’s education sector.

For research, they should revise research principles and evidence-based professional practice.

➡ Related: GES Promotion Examination Study Guide

How to Prepare for the 100-Question Examination

Candidates should begin preparation by obtaining the framework and identifying the ten areas.

The next step should be to gather reliable source materials. Official GES resources should form an important part of the study process. GES provides access to policies, guidelines, circulars, notices, curriculum materials and teacher resources.

Candidates should then divide their available study time across the ten areas.

Each study session should combine reading with active recall. After studying a topic, candidates should close their materials and attempt to explain the main concepts from memory.

Practice questions should then be used to test understanding.

Candidates should pay particular attention to short-answer preparation because 60 percent of the paper consists of short-answer and fill-in-the-blank questions.

Finally, candidates should conduct timed mock examinations to develop speed and accuracy.

Time Management for the GES Promotion Exam

The two-hour duration means that candidates have an average of approximately 72 seconds per question if the 100 questions are considered equally.

This is only an average because different questions will require different amounts of time.

Candidates should avoid spending several minutes on a single difficult question while leaving other questions unanswered.

The MCQ section should generally be handled efficiently. Candidates should read the question carefully, identify the relevant concept and select the strongest answer.

For short-answer questions, candidates should give direct responses where the question requires a specific term or concept.

Candidates should also reserve a small amount of time for checking unanswered questions before submitting the paper.

EducateGhana Analysis

Educational Significance

The framework presents promotion to senior GES positions as a professional leadership responsibility.

The ten areas extend beyond classroom teaching and encompass the broader knowledge required to manage education programmes, people, resources and institutions.

Policy Implications

The framework places policy implementation and governance alongside curriculum, finance, human resources and quality assurance.

This suggests that senior education officers need a systems-level understanding of education.

Implementation Considerations

The examination should remain closely aligned with the competencies identified in the framework.

Candidates also need access to accurate and current materials. GES has previously published a warning concerning a fake promotion examination workshop, which reinforces the need for candidates to verify information before paying for examination-related services.

Future Outlook

The framework could become an important reference point for professional development among GES officers.

Its ten areas also provide a useful competency map for officers who wish to strengthen their preparation for senior educational leadership.

Who Received the Framework?

The framework was circulated to major stakeholders connected to the education sector, including the Ministry of Education, GES Council, Regional and District Directors, GNAT, NAGRAT, PRETAG and relevant GES Headquarters Directors.

The GES operates through headquarters, regional and district or municipal structures. Its official website identifies 16 regional directorates and 261 district or municipal directorates.

Candidates should distinguish between the examination framework and later administrative instructions. Any information concerning registration, examination dates, venues or other logistical arrangements should be confirmed through official GES channels.

➡ Related: Ghana Education Service: Complete Guide

➡ Related: GES Recruitment and Promotion Updates

Why You Can Trust This Information

This article is based primarily on the GES Promotion Examination Framework dated August 18, 2026, provided for this report.

EducateGhana.com has also checked the current GES website and related official resources for institutional context. The GES website confirms the Service’s mandate and organisational structure and provides official sections for policies, guidelines, circulars and notices.

Candidates are advised to verify any subsequent changes directly through authorised GES communication.

Frequently Asked Questions

1. How many questions are in the GES Promotion Exam 2026?

The framework provides for 100 questions.

2. How long is the GES promotion examination?

Candidates will have two hours.

3. How many MCQs will candidates answer?

There will be 40 multiple-choice questions.

4. How many short-answer questions are included?

There will be 60 short-answer and fill-in-the-blank questions.

5. How many areas are covered by the GES promotion exam framework?

The framework identifies 10 key content areas.

6. Who is eligible for the promotion pathways covered by the framework?

The framework covers officers progressing from Deputy Director to Director II and from Director II to Director I.

7. Is curriculum included in the examination?

Yes. Curriculum, Pedagogy and Assessment is one of the ten areas.

8. Will candidates be tested on educational finance?

Yes. Educational Finance and Resource Management is included.

9. Is human resource management included?

Yes. Human Resource Management in Education is one of the ten content areas.

10. Will educational law be tested?

Yes. Educational Law and Ethics is included.

11. Is research part of the examination?

Yes. Research and Professional Practice is the tenth content area.

12. Should candidates study contemporary education issues?

Yes. Contemporary Issues in Education is specifically listed in the framework.

13. How should candidates prepare for the short-answer section?

Candidates should practise recalling concepts, terms, policies, principles and administrative procedures without relying on answer options.

14. Where can candidates find official GES resources?

The GES website provides policy documents, guidelines, circulars and notices, curriculum materials and teacher resources.

15. Should candidates pay for GES promotion examination workshops?

Candidates should be cautious. GES has previously published an official warning concerning a fake GES promotion examination workshop. Candidates should verify any programme claiming official GES endorsement before making payments.

➡ Related: GES Promotion Examination Guide

Conclusion

The GES Promotion Exam 2026 framework provides candidates with a clear study map for the examination.

The paper will contain 100 questions, to be completed within two hours, comprising 40 multiple-choice questions and 60 short-answer or fill-in-the-blank questions.

The ten content areas cover the major dimensions of senior educational leadership, including strategic management, policy, planning, finance, curriculum, human resources, law, supervision, contemporary education issues and research.

Candidates should therefore prepare systematically across all ten areas rather than concentrate on a single aspect of education.

The strongest preparation should combine official education-sector documents, conceptual understanding, practical application, short-answer practice and timed examination exercises.

Continue Reading

About the Author

Sources

Ghana Education Service. (2026). Ghana Education Service official website and resources.
Ghana Education Service. (2026). Policies and guidelines.
Ghana Education Service. (2026, March 8). Fake GES Promotion Examination Workshop.
Ghana Education Service. (2026). Organisational structure.

Bolgatanga Girls SHS Alleged Sexual Assault: How the Incident Reportedly Happened

Ferdinand Ellis

August 20, 2026

Find out what GES and DOVVSU have said about the alleged sexual assault involving a student of Bolgatanga Girls SHS and two watchmen

By Ferdinand Ellis | EducateGhana.com

The alleged sexual assault involving a student of Bolgatanga Girls Senior High School (BOGISS) has raised serious concerns about student safety, institutional responsibility and the protection of vulnerable learners in Ghanaian schools.

The case involves a student and two security guards attached to the school. According to information released by the Ghana Education Service (GES), the matter was reported to the Police and the two watchmen were subsequently arrested and handed over for investigation.

Because the case involves an alleged sexual assault of a student, this account deliberately excludes the student’s name, photograph, class and other identifying details.

What allegedly happened at Bolgatanga Girls SHS

According to the preliminary account released by GES, the student involved was a learner with special educational needs who was receiving medication.

GES said the student reportedly suffered a relapse on the day of the incident and required medical attention.

It was during this period, according to the preliminary information available to GES, that the alleged sexual assault occurred.

The specific circumstances surrounding what happened between the student and the two security guards remain subject to police investigation. GES has therefore not presented the allegations as established facts.

The two watchmen were subsequently arrested and handed over to the Police for further investigation.

➡ Related: [GES Interdicts Two Watchmen Over Alleged Sexual Assault at Bolgatanga Girls SHS]

➡ Related: [Bolgatanga Girls SHS Case: What Schools Must Do to Protect Vulnerable Students]

DOVVSU became involved in the case

The case had already reached the attention of the Domestic Violence and Victims Support Unit (DOVVSU) before the GES announcement.

On Sunday, August 16, 2026, DOVVSU told Media Without Borders that the matter had been reported and that efforts were underway to arrest the guards allegedly connected to the incident.

The DOVVSU involvement placed the matter within the formal law enforcement process and meant that the allegations could be investigated independently of the school’s internal disciplinary procedures.

The subsequent arrest of the two watchmen was confirmed by GES in its August 20 statement.

➡ Related: [DOVVSU and Sexual Assault Cases: What Parents and Students Should Know]

➡ Related: [Child Protection in Ghanaian Schools: Responsibilities of School Authorities]

What GES says about the two watchmen

In its immediate release dated August 20, 2026, GES said the two watchmen had been arrested and handed over to the Police.

The Service also stated that Management had interdicted the two employees with immediate effect.

Interdiction does not amount to a finding of guilt. It is an administrative measure that removes the staff members from active duty while the allegations and circumstances surrounding the incident are investigated.

GES said a thorough investigation was ongoing and that appropriate sanctions would be applied based on the outcome of the investigation and in accordance with the GES Code of Conduct and the laws of Ghana.

➡ Related: [GES Code of Conduct: Disciplinary Procedures for Staff]

➡ Related: [Teacher and School Staff Conduct in Ghana: Rules and Responsibilities]

Why the student’s vulnerability is important

GES said preliminary reports indicated that the student was a special needs student who was on medication.

The Service further stated that the student had reportedly suffered a relapse and required medical attention when the alleged incident occurred.

That information raises important safeguarding questions about how vulnerable students are supervised and protected when they experience medical, psychological or other difficulties while at school.

However, the student’s medical circumstances should not be used to identify, stigmatise or blame her.

The central safeguarding question is whether appropriate systems were in place to ensure that the student was protected and received the assistance she required at the relevant time.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]

The earlier disciplinary letter requires careful interpretation

The case has attracted additional attention because an earlier BOGISS disciplinary letter dated July 20, 2026 referred to a female student being accused of sexual misconduct under the GES Code of Conduct.

That earlier document recommended that the student be placed temporarily as a day student, receive counselling and be taken for medical attention.

The later GES statement, however, describes a student as the alleged victim of sexual assault by two watchmen.

These two accounts should not automatically be treated as referring to the same incident or the same student unless GES, the Police or another competent authority establishes that connection.

The apparent discrepancy requires clarification from the relevant authorities rather than speculation.

➡ Related: [Bolgatanga Girls SHS Disciplinary Case: What the July Letter Said]

➡ Related: [GES Student Discipline: Rules, Procedures and Safeguards]

What happens next

The Police investigation will be important in establishing what allegedly occurred, the circumstances surrounding the incident and whether there is sufficient evidence to support criminal proceedings.

GES has indicated that it will take appropriate administrative action based on the outcome of the investigations.

The case may also prompt questions about security arrangements, supervision of vulnerable students, reporting procedures and safeguarding mechanisms within boarding schools.

For now, the allegations should remain allegations until the appropriate investigative and judicial processes are completed.

EducateGhana.com’s position on the case

The protection of students must remain central to the handling of this matter.

Schools have a responsibility to provide an environment in which students are safe from abuse, exploitation and inappropriate conduct by staff, security personnel and other adults who have access to them.

At the same time, responsible reporting requires protection of the student’s privacy and respect for due process.

EducateGhana.com will therefore avoid publishing information that could identify the student and will distinguish clearly between allegations, preliminary findings, arrests, administrative action and proven facts as the case develops.

The Police investigation remains ongoing, while GES has confirmed that the two watchmen have been interdicted and handed over to the Police.

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes on education policy, teacher education, curriculum, schools, examinations and developments within Ghana’s education sector.

Prof. Issahaku Adam: Biography, Academic Career, Research and Achievements

Ferdinand Ellis

August 20, 2026

Learn about Prof. Issahaku Adam, UCC tourism scholar, his education, academic career, research, international recognition, leadership and 2026 inaugural lecture.

By Ferdinand Ellis | EducateGhana.com

Prof. Issahaku Adam is a Ghanaian tourism scholar and academic at the University of Cape Coast (UCC) whose career has taken him from a primary school in Ejura to the rank of professor at the age of 37.

He is a Professor of Tourism Management and currently serves as Vice-Dean of the Faculty of Social Sciences at the University of Cape Coast. His academic work spans tourism development, hospitality, natural resource conflicts, peacebuilding, sustainability and international academic collaboration.

On Thursday, August 20, 2026, Prof. Adam delivered his inaugural lecture at UCC under the topic, “The Autopilot Dilemma: Conscious and Coordinated or Piecemeal and Opportunistic Approach in Ghana’s Tourism Development Journey.”

Early Life and Educational Background

Prof. Issahaku Adam was born on 24 June 1985 and was raised in Ejura in Ghana’s Ashanti Region. He is a native of Gunsi in the Mion District of the Northern Region.

His formal education began at Somdania L/A Primary School in Ejura in 1997. He later attended Brigade Junior High School, completing his basic education in 2000.

He proceeded to Atebubu Secondary School, where he completed his secondary education and obtained his SSCE certificate in 2003.

In 2004, he gained admission to the University of Cape Coast to study Tourism. He graduated in 2008 with a Bachelor of Science in Tourism.

➡ Related: [Tourism Education in Ghana: Programmes and Career Opportunities]

➡ Related: [University of Cape Coast: Programmes, Admissions and Academic Guide]

Beginning of His Academic Career

After completing his undergraduate degree, Prof. Adam remained at UCC as a Teaching Assistant in the then Department of Geography and Tourism during his national service from August 2008 to July 2009.

He subsequently pursued postgraduate studies at the University of Cape Coast and obtained an MPhil in Tourism Management in 2011.

In November 2011, he was appointed Senior Research Assistant in the Department of Hospitality and Tourism Management.

His academic progression continued with his appointment as an Assistant Lecturer in 2013.

He completed his PhD in Tourism Management in March 2015, after which he was upgraded to the rank of Lecturer.

➡ Related: [Academic Career Progression in Ghanaian Universities]

➡ Related: [How to Become a University Professor in Ghana]

Becoming One of UCC’s Youngest Professors

Prof. Adam was promoted to the rank of Associate Professor in August 2020.

Three years later, in February 2023, he attained the rank of Professor at the age of 37.

His rapid progression through the academic ranks has made him one of the youngest professors in the history of the University of Cape Coast.

His career illustrates the progression from research assistantship and lecturing to senior academic leadership, research supervision and institutional service.

➡ Related: [Professor Ranks in Ghanaian Universities: Requirements and Career Path]

➡ Related: [Academic Ranks in Ghana: Lecturer, Senior Lecturer, Associate Professor and Professor]

Research and International Recognition

Prof. Adam has published extensively in international tourism journals.

His publications include work in Tourism Management, a leading journal in tourism research. Some of his publications have appeared in journals listed in the Academic Journal Guide of the Chartered Association of Business Schools.

His research profile has also received international recognition. He was listed among the world’s top 2% of scientists in the Stanford-Elsevier global ranking for three consecutive years, 2023, 2024 and 2025, according to the profile information provided for his academic career.

His research interests extend beyond conventional tourism studies to issues involving sustainable tourism, natural resources, development and conflict.

➡ Related: [Top 2% Scientists in the World: What the Stanford-Elsevier Ranking Means]

➡ Related: [Research and Publication in Ghanaian Universities: Complete Guide]

Leadership at the University of Cape Coast

At UCC, Prof. Adam has served as Head of the Department of Hospitality and Tourism Management.

During his tenure as Head of Department, he led the re-accreditation of all eight programmes in the department, covering programmes from bachelor’s degree through PhD level.

He also led the introduction and accreditation of the Master of Science in Tourism Management and Master of Science in Hospitality Management programmes.

These responsibilities placed him at the intersection of academic leadership, programme development, accreditation and quality assurance in higher education.

He currently serves as Vice-Dean of the Faculty of Social Sciences at the University of Cape Coast.

➡ Related: [University of Cape Coast: Faculties, Schools and Programmes]

➡ Related: [GTEC Accreditation in Ghana: How Universities and Programmes Are Accredited]

Graduate Supervision and Curriculum Development

Prof. Adam has supervised 21 MPhil students and 11 PhD students to completion, including doctoral students at the University of Johannesburg in South Africa.

His academic contribution also extends to curriculum development.

He has contributed to curriculum development at the University of Cape Coast and at institutions outside Ghana, including Sultan Qaboos University in Oman and Dalhousie University in Canada.

His involvement in curriculum development reflects the international dimension of his academic work and his engagement with tourism and hospitality education beyond Ghana.

➡ Related: [MPhil and PhD Programmes in Ghana: Complete Guide]

➡ Related: [Curriculum Development in Ghanaian Universities]

International Academic Collaboration

Prof. Adam has facilitated extensive international academic exchanges.

According to the information provided, he secured and facilitated 21 faculty exchanges and 68 international student exchanges involving universities in Europe and the Sustainable Tourism Global Centre in Saudi Arabia.

His international collaboration also included facilitating the participation of 36 students and four faculty members in the 2023 Middle East and North Africa Region Climate Week and Youth Summit in Saudi Arabia.

Such exchanges provide opportunities for students and academics to gain international exposure while strengthening institutional partnerships.

➡ Related: [International Student Exchange Programmes for Ghanaian Students]

➡ Related: [Study Abroad Opportunities for Ghanaian University Students]

Research on Tourism, Natural Resources and Peacebuilding

One of Prof. Adam’s notable research projects focuses on the relationship between tourism, natural resources and conflict.

He led a project funded through the African Peacebuilding and Developmental Dynamics of the Social Science Research Council titled:

“Towards Durable Peace: Tourism-Induced Natural Resource Conflict in the Kakum National Park Area of Ghana.”

The research brings together tourism development, natural resource management and peacebuilding.

It reflects an approach to tourism research that examines not only the economic potential of tourism but also the social and environmental consequences that can emerge around tourism destinations and natural resources.

➡ Related: [Tourism and Sustainable Development in Ghana]

➡ Related: [Research in Ghana: Funding, Grants and Opportunities]

Roles Beyond the University of Cape Coast

Prof. Adam’s professional service extends beyond UCC.

Between 2016 and 2021, he served as a Council Member of the Tamale College of Education. During that period, he served on the Council’s Audit Committee and Appointments and Promotions Board.

He was also a member of the Central Regional Tourism Development Committee from 2021 to 2024.

Between 2020 and 2022, he served on the Strategic Planning Committee of the Tour Operators Union of Ghana.

These appointments have given him experience in higher education governance, tourism planning, institutional administration and professional-sector engagement.

➡ Related: [Colleges of Education in Ghana: Complete Guide]

➡ Related: [Tamale College of Education: History, Programmes and Admissions]

International and Professional Affiliations

Prof. Adam is a Senior Research Associate at the School of Tourism and Hospitality at the University of Johannesburg, South Africa.

He is also a National Geographic Explorer, reflecting his engagement with research and exploration beyond the traditional university environment.

In addition, he is a founding member and Africa Director of the Gender, Entrepreneurship and Social Policy Institute at the University of Surrey in the United Kingdom.

These roles further connect his work in Ghana with international research and academic networks.

➡ Related: [University of Johannesburg: Programmes and Research Opportunities]

➡ Related: [University of Surrey: Programmes, Research and International Opportunities]

Prof. Adam’s Inaugural Lecture

Prof. Issahaku Adam delivered his inaugural lecture on Thursday, 20 August 2026, at the University of Cape Coast.

The lecture was titled:

“The Autopilot Dilemma: Conscious and Coordinated or Piecemeal and Opportunistic Approach in Ghana’s Tourism Development Journey.”

The topic addresses questions surrounding the direction and coordination of Ghana’s tourism development.

An inaugural lecture is a significant occasion in the career of a professor. It provides an opportunity for an academic to present aspects of their scholarship, professional experience and intellectual position to the university community and the wider public.

Prof. Adam’s lecture therefore represents another significant milestone in a career that began with his education in Ejura and has developed into an international academic career in tourism management.

➡ Related: [Inaugural Lectures in Ghanaian Universities: Meaning and Importance]

➡ Related: [Tourism Development in Ghana: Policies, Challenges and Opportunities]

Family and Personal Life

Prof. Issahaku Adam is married to Hajia Rafia Bukari.

The couple have two children, Aadilah Maltiti Adam and Amal Anamzoya Adam.

His professional life has combined university teaching, research, academic administration, graduate supervision, curriculum development, international collaboration and public service.

Prof. Issahaku Adam at a Glance

Category	Details
Full name	Prof. Issahaku Adam
Date of birth	24 June 1985
Hometown	Gunsi, Mion District, Northern Region
Raised in	Ejura, Ashanti Region
First degree	BSc Tourism, UCC
Master’s degree	MPhil Tourism Management, UCC
Doctorate	PhD Tourism Management, UCC
Professor	February 2023
Age at professorship	37
Current institution	University of Cape Coast
Current role	Vice-Dean, Faculty of Social Sciences
Research field	Tourism Management and related social science fields
International role	Senior Research Associate, University of Johannesburg
Professional distinction	National Geographic Explorer
2026 milestone	Delivered inaugural lecture on 20 August 2026

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes about Ghanaian education, higher education, academic careers, research, curriculum, policy and educational development.

Editorial note: The biographical details in this profile are based on the information supplied for publication. Claims concerning rankings, institutional appointments, programme accreditation and international affiliations should be checked against the relevant institutional records when citing this profile for academic or official purposes.

Bolgatanga Girls SHS Recommends Counselling and Day Status in Student Disciplinary Case

Ferdinand Ellis

August 20, 2026

Bolgatanga Girls SHS recommends temporary day status, counselling and medical attention in a student disciplinary case dated July 20, 2026.

By: Ferdinand Ellis | EducateGhana.com

Last Updated: August 2026

Editorial Note: This report discusses a disciplinary matter involving a student. EducateGhana.com has deliberately withheld the student’s identity and other identifying details in keeping with child-protection and responsible reporting principles.

Article Information Box

Article Information	Details
Category	Education News
Hub	Teacher Education & School Administration
Cluster	Student Welfare & Discipline
Article Type	Education News Analysis
Institution	Bolgatanga Girls’ Senior High School
Region	Upper East Region
Issue	Student disciplinary matter
Action Reported	Temporary day-student status, counselling and medical referral
Source	School disciplinary correspondence dated 20 July 2026
Last Updated	August 2026

Fact Check & Editorial Review

Editorial Status	Details
Document Reviewed	✔ School correspondence sighted
Identity Protection	✔ Student’s identity withheld
Independent Verification	Pending
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Bolgatanga Girls’ Senior High School in the Upper East Region has recommended a combination of disciplinary and welfare measures in a case involving a female student.

A letter dated 20 July 2026, addressed to the student’s parent, states that the school had completed an investigation into the student’s conduct and had decided to place her on temporary day-student status.

The correspondence refers to a provision of the GES Code of Conduct for Students in Pre-Tertiary Institutions concerning sexual misconduct. However, the school appears to have considered additional circumstances before determining the action to be taken in the student’s case.

The school’s recommendations include temporary day status for one academic year, referral to the Guidance and Counselling Unit and medical attention through the student’s parents.

➡ Related: [GES Student Code of Conduct: Rules, Offences and Disciplinary Measures]

➡ Related: [Guidance and Counselling in Ghanaian Schools: Roles and Importance]

What the Bolgatanga Girls SHS Letter Says

The correspondence was issued by the Headmistress of Bolgatanga Girls’ Senior High School and addressed to the student’s parent.

According to the letter, the decision followed an investigative report concerning the student’s conduct. The school stated that the student was to become a temporary day student with immediate effect.

The letter also refers to Section 2.16(h) of the GES Code of Conduct for Students in Pre-Tertiary Institutions. The school states that the provision concerns sexual misconduct and ordinarily carries a serious disciplinary consequence.

However, the school’s action went beyond disciplinary punishment. It recommended a temporary change in the student’s residential arrangement and additional support through counselling and medical attention.

Because the correspondence concerns a student, EducateGhana.com will not reproduce the student’s name or other identifying information.

➡ Related: [Student Discipline in Ghanaian Senior High Schools: Complete Guide]

➡ Related: [School Rules and Student Rights in Ghana: What Parents Should Know]

Three Measures Recommended by the School

The first recommendation is that the student should remain a day student for one academic year.

This changes the student’s residential arrangement while allowing her to continue her education at the school, subject to the school’s disciplinary requirements.

The second recommendation is referral to the school’s Guidance and Counselling Unit. Counselling can provide an opportunity for the school to address behavioural, social, emotional and educational concerns through structured professional support.

The third recommendation is for the parents to take the student for medical attention and provide the school with a report.

The letter does not establish a medical diagnosis. Consequently, the reference to a possible challenge should not be interpreted as evidence of a particular health or psychological condition.

➡ Related: [Guidance and Counselling Services in Ghanaian Schools]

➡ Related: [Mental Health and Student Welfare in Ghana’s Education System]

What the Case Raises About School Discipline

The case highlights an important question in school administration: how should serious student misconduct be handled when disciplinary concerns may exist alongside welfare concerns?

School discipline serves several purposes. It maintains order, protects other students and staff, establishes behavioural standards and helps schools maintain an environment conducive to learning.

At the same time, disciplinary decisions involving young people require careful consideration of their welfare and educational interests.

A disciplinary framework should therefore be implemented alongside appropriate procedures for investigation, documentation, parental engagement, counselling and, where necessary, professional support.

The Bolgatanga Girls SHS letter illustrates this interaction between discipline and student welfare. The school refers to a serious disciplinary provision while also recommending measures that allow the student to remain within the educational system.

➡ Related: [Child Protection in Ghanaian Schools: Policies and Responsibilities]

➡ Related: [School Leadership and Student Welfare in Ghana]

Why Counselling Matters in Student Discipline

Guidance and counselling has an important role in addressing student behaviour.

A disciplinary response may establish consequences for misconduct, while counselling can help identify factors that may be contributing to behavioural difficulties.

For teachers and school leaders, counselling can also provide a structured means of helping students understand the consequences of their actions and develop healthier decision-making and interpersonal skills.

However, counselling should not be used as a substitute for proper disciplinary procedures. Serious allegations still require appropriate investigation and fair administrative processes.

Professional confidentiality is also important. Information concerning a student’s personal circumstances should be handled carefully and disclosed only where there is a legitimate educational, safeguarding or legal reason.

➡ Related: [Teacher Counselling Skills for Managing Student Behaviour]

➡ Related: [How Schools Can Support Students With Behavioural Challenges]

Parents Have an Important Role

The school’s recommendation places significant responsibility on the student’s parents.

The parents are asked to facilitate medical attention and provide the school with a report. This indicates that the school expects cooperation between the home and the institution in addressing the matter.

Such cooperation can be important in cases involving student welfare. Parents may provide information that helps schools understand a student’s circumstances and can also support interventions recommended by qualified professionals.

At the same time, schools must handle sensitive information carefully. Reports concerning medical or personal matters should not become part of informal discussions among students or members of the wider school community.

➡ Related: [Parents and Schools: Roles in Supporting Student Success]

➡ Related: [Parent-School Partnerships in Ghana’s Education System]

Child Protection and Responsible Reporting

The case also raises an important issue for journalists, bloggers and education platforms.

When a disciplinary matter involves a child, publication of the student’s name, photograph, contact details, family information or other identifying information can expose the student to unnecessary stigma and further harm.

EducateGhana.com therefore considers it inappropriate to identify the student in this report.

Reporting should also distinguish between an allegation, an institutional finding and an independently verified fact. A school’s disciplinary letter provides evidence of what the school communicated. It does not necessarily establish every underlying fact surrounding the incident.

Similarly, a reference to a possible challenge in a school document should not be transformed into a medical diagnosis without evidence from a qualified professional.

Responsible education journalism should therefore protect the student’s privacy while still examining the broader educational and policy issues raised by the case.

➡ Related: [Child Rights and Education in Ghana]

➡ Related: [Ethical Reporting of Children and Education Issues]

EducateGhana Analysis

Educational Significance

The case demonstrates the difficult balance schools sometimes have to maintain between discipline, student welfare and educational continuity.

Serious misconduct cannot simply be ignored. However, disciplinary interventions can also be designed in ways that preserve opportunities for rehabilitation and continued education.

Policy Implications

The case reinforces the importance of clear disciplinary procedures within pre-tertiary institutions. Schools need guidance on how disciplinary rules should interact with counselling, safeguarding, parental involvement and referrals to professional services.

Implementation Considerations

School authorities should ensure that disciplinary investigations are properly documented, students are treated fairly, parents are appropriately engaged and confidential information is protected.

Where medical or psychological concerns arise, schools should rely on qualified professionals rather than attempting to diagnose students themselves.

Future Outlook

The wider education system may benefit from continued strengthening of school counselling, safeguarding procedures and professional development for heads of schools, teachers and disciplinary committees.

The objective should be to maintain school discipline while protecting students’ dignity, safety and educational opportunities.

➡ Related: [Teacher Professional Development in Ghana: Complete Guide]

➡ Related: [School Administration and Leadership in Ghana]

Why You Can Trust This Information

This article is based on a school correspondence dated 20 July 2026 that was made available to EducateGhana.com. The report distinguishes between what the document states and matters that require independent verification.

Because the case involves a student, identifying information has been deliberately excluded. EducateGhana.com will update this report if relevant official information becomes available from the Ghana Education Service or other competent authorities.

Frequently Asked Questions

1. What happened at Bolgatanga Girls’ Senior High School?

A school disciplinary case involving a female student resulted in the school recommending temporary day-student status, counselling and medical attention.

2. When was the school’s letter issued?

The correspondence was dated 20 July 2026.

3. What disciplinary measure did the school recommend?

The school recommended that the student remain a day student for one academic year.

4. Did the school recommend counselling?

Yes. The school recommended referral to its Guidance and Counselling Unit.

5. Did the school recommend medical attention?

Yes. The student’s parents were asked to take her for medical attention and provide the school with a report.

6. Was the student dismissed?

The letter refers to a disciplinary provision associated with dismissal, but the recommendation communicated by the school was temporary day-student status rather than immediate dismissal.

7. Why has the student’s name been withheld?

The case concerns a student, and EducateGhana.com has withheld identifying information to protect the student’s privacy and welfare.

8. Does the school letter establish a medical diagnosis?

No. The correspondence does not establish a medical diagnosis. Any medical or psychological condition should be determined only by an appropriately qualified professional.

9. What role does the Guidance and Counselling Unit play?

The unit can provide structured support to students experiencing behavioural, social, emotional or educational difficulties.

10. What should parents do when their child faces a serious disciplinary matter?

Parents should engage the school, seek clarification about the disciplinary process and obtain professional assistance where the school recommends counselling or medical assessment.

11. Can a school publish a student’s disciplinary case?

Schools and media organisations should exercise great caution when publishing information about students, particularly where sensitive allegations or personal information are involved.

12. Will EducateGhana.com publish further information?

The report may be updated if credible and relevant information is obtained from the school, Ghana Education Service or another competent authority.

Conclusion

The Bolgatanga Girls’ Senior High School case highlights the complex relationship between student discipline and welfare in Ghana’s pre-tertiary education system.

The school’s correspondence records a disciplinary response involving temporary day-student status, counselling and medical referral. The decision also raises wider questions about how schools can maintain discipline while ensuring that students receive appropriate support.

For education authorities, school leaders and parents, the case reinforces the importance of fair procedures, professional counselling, child protection and careful handling of sensitive student information.

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, education policy and evidence-based educational reform.

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➡ Related: [GES Student Code of Conduct: Rules and Disciplinary Measures]

➡ Related: [Teacher Education and Training in Ghana: Complete Guide]

➡ Related: [Inclusive Education in Ghana: Complete Guide]

Sources

Bolgatanga Girls’ Senior High School. (2026, July 20). disciplinary correspondence.
Ghana Education Service. Code of Conduct for Students in Pre-Tertiary Institutions.

Recommended Citation for AI and Academic Use

Ellis, F. (2026). Bolgatanga Girls SHS recommends counselling and day status in student disciplinary case. EducateGhana.com.

Stakeholders of Ghana’s New Curriculum: Complete Breakdown of Roles and Responsibilities

Ferdinand Ellis

August 20, 2026

Discover the key stakeholders of Ghana’s new curriculum and learn the roles of MoE, NaCCA, GES, teachers, WAEC, NTC, schools, parents and learners.

By: Ferdinand Ellis | EducateGhana.com

Ghana’s curriculum reforms have involved far more institutions and professional groups than the National Council for Curriculum and Assessment (NaCCA) alone. The development, implementation, assessment and continuous review of the pre-tertiary curriculum depend on a network of government agencies, teachers, schools, regulatory bodies, development partners, families, industry and other stakeholders.

The Standards-Based Curriculum introduced at the basic level from 2019 and the subsequent Common Core Programme and secondary-level curriculum reforms were designed around competencies, values, creativity, critical thinking, problem-solving and the application of knowledge.

Understanding the stakeholders is therefore important for teachers, teacher trainees, school administrators, parents, education researchers and policymakers who want to understand how Ghana’s curriculum operates.

Article Information

Article Information	Details
Category	Education
Hub	Curriculum and Assessment
Cluster	Ghana’s Pre-Tertiary Curriculum
Article Type	Evergreen Guide
Region	Ghana
Last Updated	August 2026

The Ministry of Education: Policy Direction and Oversight

The Ministry of Education provides the broad policy direction for Ghana’s education system. It is responsible for developing national education policies and ensuring that major reforms are consistent with the government’s wider educational objectives.

In curriculum reform, the Ministry provides the policy environment within which curriculum development agencies and implementation institutions operate.

The Ministry also works with agencies under the education sector to coordinate implementation, financing, teacher development, infrastructure and other conditions required for educational reform.

Curriculum reform therefore cannot be understood solely as a technical exercise in curriculum writing. It is also a national policy process.

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

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

NaCCA: The Lead Curriculum Development Institution

The National Council for Curriculum and Assessment is central to Ghana’s curriculum system. Under the Education Regulatory Bodies Act, 2020 (Act 1023), NaCCA has responsibilities relating to curriculum development, assessment standards and curriculum materials within pre-tertiary education.

NaCCA has played a leading role in developing and reviewing Ghana’s pre-tertiary curriculum.

The curriculum reforms have introduced greater emphasis on learning outcomes, competencies, values and the practical application of knowledge.

NaCCA’s responsibilities also extend beyond writing curriculum documents. Curriculum development requires consultation, review, quality assurance and alignment between curriculum expectations and assessment.

This makes NaCCA one of the most important institutions for understanding Ghana’s new curriculum.

➡ Related: NaCCA in Ghana: Functions, Mandate and Responsibilities

➡ Related: Standards-Based Curriculum in Ghana: Complete Guide

Ghana Education Service: Implementing the Curriculum

The Ghana Education Service is primarily responsible for implementing government education policies in public pre-tertiary schools.

While NaCCA develops curriculum frameworks and related materials, teachers and schools operate within the implementation system coordinated through GES.

GES therefore plays an important role in translating curriculum policy into classroom practice.

Its responsibilities include teacher deployment, supervision, professional support and the coordination of educational activities at regional, district and school levels.

The success of a curriculum ultimately depends heavily on what happens in classrooms. This makes GES a critical link between curriculum policy and everyday teaching.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: Classroom Management Strategies for Teachers in Ghana

National Teaching Council: Teachers and Professional Standards

The National Teaching Council contributes to curriculum implementation through teacher professionalism, licensing and professional development.

Teachers need appropriate professional knowledge and skills to interpret curriculum expectations and translate them into classroom experiences.

The NTC’s professional standards and licensing responsibilities therefore have an important relationship with curriculum implementation.

Continuous professional development can also help teachers respond to changes in curriculum, pedagogy, assessment and technology.

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

➡ Related: How to Become a Professional Teacher in Ghana

NaSIA: School Inspection and Quality Assurance

The National Schools Inspectorate Authority has an important quality assurance role within Ghana’s pre-tertiary education system.

School inspection provides a mechanism for examining the quality of teaching, learning and school management.

This is relevant to curriculum implementation because curriculum reform requires schools to move from written policy to effective classroom practice.

Inspection can therefore help identify strengths, weaknesses and areas where schools require additional support.

➡ Related: GTEC Accredited Institutions in Ghana: How to Verify

➡ Related: Inclusive Education in Ghana: Complete Guide

WAEC: Connecting Curriculum With Assessment

The West African Examinations Council is another important stakeholder because external assessment influences what students and teachers prioritise.

When curriculum objectives change, assessment systems must also evolve to reflect the knowledge, skills and competencies that learners are expected to acquire.

This is particularly important for examinations such as the Basic Education Certificate Examination and the West African Senior School Certificate Examination.

Alignment between curriculum and assessment helps prevent a situation in which schools teach one set of competencies while high-stakes examinations reward another.

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

➡ Related: Educational Assessment in Ghana: Complete Guide

TVET Institutions and CTVET

Technical and vocational education is an important part of Ghana’s broader education system and skills agenda.

The Commission for Technical and Vocational Education and Training and TVET institutions contribute to the development of practical, technical and occupational skills.

Their role becomes particularly important as Ghana seeks to strengthen employability, entrepreneurship, innovation and practical learning.

Curriculum development in technical and vocational education must also respond to labour-market requirements and changing technologies.

➡ Related: Technical and Vocational Education in Ghana: Complete Guide

➡ Related: Ghana TVET Service: Programmes, Institutions and Admission Guide

Teachers: The Central Classroom Stakeholders

Teachers are perhaps the most important actors in turning a written curriculum into actual learning experiences.

A curriculum document can specify competencies, values, learning outcomes and suggested activities, but teachers determine how these expectations are interpreted and experienced by learners.

Teachers select instructional approaches, prepare lessons, use teaching and learning resources, assess learners and provide feedback.

Their understanding of the curriculum therefore has a direct effect on implementation.

Teacher participation in professional learning, curriculum training and collaborative activities is consequently essential to successful reform.

➡ Related: Teaching and Learning Resources for Ghanaian Teachers

➡ Related: Action Research in Education: Complete Guide

School Heads and Education Directors

Headteachers, principals and education directors provide the institutional leadership necessary for curriculum implementation.

School leaders help organise instructional programmes, support teachers, monitor teaching and learning and communicate policy expectations.

At district and regional levels, education directors provide administrative and professional coordination.

Effective curriculum implementation therefore requires leadership at several levels rather than relying exclusively on individual classroom teachers.

➡ Related: Classroom Management Strategies for Teachers in Ghana

➡ Related: Mentoring in Teacher Education in Ghana

Colleges of Education and Universities

Teacher education institutions are important because they prepare the teachers who eventually implement Ghana’s curriculum.

When curriculum expectations change, teacher education programmes also need to prepare student teachers to understand new pedagogical approaches, assessment practices, competencies and subject requirements.

Universities and Colleges of Education therefore form an important bridge between curriculum policy and teacher preparation.

The quality of curriculum implementation is partly dependent on whether newly trained teachers understand the curriculum before entering the classroom.

➡ Related: Colleges of Education in Ghana: Complete Guide

➡ Related: Bachelor of Education Programmes in Ghana

Teacher Unions and Professional Associations

Teacher organisations and professional associations provide another channel through which teachers participate in education policy discussions.

Organisations such as the Ghana National Association of Teachers, the National Association of Graduate Teachers and the Coalition of Concerned Teachers Ghana represent significant sections of the teaching profession.

Their participation can help bring teachers’ practical experiences into discussions about curriculum implementation, workload, professional development and working conditions.

Curriculum reform affects teachers directly, making their participation important to policy dialogue.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: How to Become a Professional Teacher in Ghana

Parents, Families and Communities

Parents and communities are also stakeholders in curriculum implementation.

Families influence learners’ educational experiences outside school and can support homework, reading, attendance, technology use and other learning activities.

Community participation is particularly important in areas where schools depend on local support to address infrastructure, learning resources and other educational needs.

Parents also have a legitimate interest in understanding what children are expected to learn and how their progress is assessed.

➡ Related: Inclusive Education in Ghana: Complete Guide

➡ Related: Primary Education in Ghana: Curriculum, Teaching and Assessment

Learners: The Primary Beneficiaries

Students are at the centre of curriculum reform because the curriculum ultimately exists to improve their learning and development.

The new curriculum places greater emphasis on learners developing competencies and applying knowledge rather than simply recalling information.

Learners therefore need opportunities to participate actively in classroom activities, solve problems, collaborate, communicate and demonstrate what they know.

Their experiences and feedback can also provide valuable evidence about whether curriculum implementation is achieving its intended outcomes.

➡ Related: Common Core Programme in Ghana: Complete Guide

➡ Related: AI and Digital Education in Ghana: Complete Guide

Industry and Employers

Industry has an important interest in curriculum development because schools and training institutions prepare learners who will eventually enter the labour market.

Employers increasingly require communication, problem-solving, digital literacy, creativity, teamwork and technical competence.

Engagement between education institutions and industry can therefore help ensure that curriculum content remains relevant to economic and social needs.

This relationship is particularly important in technical and vocational education, STEM education and digital skills development.

➡ Related: AI and Digital Education in Ghana: Teacher Training Guide

➡ Related: Technical and Vocational Education in Ghana: Complete Guide

Development Partners

Ghana’s education reforms have also received support from international development partners and organisations.

Depending on the programme, development partners can provide financial resources, technical assistance, research evidence, training support, learning materials and institutional capacity development.

International organisations such as UNICEF, the World Bank and other bilateral and multilateral partners have supported various education programmes in Ghana.

However, national education institutions remain responsible for ensuring that externally supported programmes align with Ghana’s education policies and priorities.

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

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

EducateGhana Analysis

Educational Significance

Ghana’s curriculum is a national framework that requires coordinated action from policymakers, curriculum specialists, teachers, school leaders, assessment bodies, teacher education institutions, families and learners.

The effectiveness of the curriculum therefore depends on the quality of relationships among these stakeholders.

Policy Implications

A major implication is that curriculum reform should be accompanied by adequate teacher preparation, learning resources, assessment alignment and sustained monitoring.

A well-written curriculum cannot compensate for weak implementation conditions.

Implementation Considerations

Teachers need sufficient training, time, teaching materials and professional support. Schools also need appropriate infrastructure and leadership.

Assessment must reflect the competencies the curriculum seeks to develop. Where assessment remains heavily focused on recall, classroom practice may gradually move away from the intended curriculum.

Future Outlook

Future curriculum reforms are likely to place increasing emphasis on digital literacy, artificial intelligence, STEM, technical skills, creativity, inclusion and evidence-based assessment.

The stakeholder model will therefore become increasingly important as Ghana’s education system responds to technological, economic and social change.

Why You Can Trust This Information

This article explains the institutional and professional stakeholders involved in Ghana’s pre-tertiary curriculum using the mandates and functions of relevant education institutions as the basis for its analysis. EducateGhana.com recommends checking official publications from the responsible institutions when verifying specific policy decisions or implementation directives.

Frequently Asked Questions

1. Who is responsible for Ghana’s new curriculum?

NaCCA has a central mandate for curriculum development and assessment standards, while the Ministry of Education provides policy direction and GES is central to implementation.

2. What is the role of NaCCA?

NaCCA is responsible for major curriculum and assessment functions within Ghana’s pre-tertiary education system.

3. What is the role of GES?

GES is responsible for implementing education policies and coordinating public pre-tertiary education, including supporting curriculum implementation.

4. What role do teachers play?

Teachers translate curriculum requirements into classroom teaching, assessment, learning activities and learner support.

5. Why is WAEC a stakeholder?

WAEC conducts major external examinations. Its assessment practices therefore need to reflect the knowledge and competencies expected under the curriculum.

6. What is the role of the National Teaching Council?

The NTC supports teacher professionalism through functions involving teacher licensing, professional standards and professional development.

7. Are parents stakeholders of the curriculum?

Yes. Parents and families influence children’s learning and support the implementation of educational objectives outside school.

8. Are students stakeholders?

Yes. Students are the primary beneficiaries of the curriculum and their learning experiences are central to evaluating curriculum effectiveness.

9. Why is industry involved in curriculum development?

Industry can provide information about skills, technologies and competencies required in employment and economic activity.

10. What role do Colleges of Education play?

Colleges of Education prepare teachers who will implement the curriculum in schools.

11. What is the role of NaSIA?

NaSIA contributes to quality assurance through the inspection of pre-tertiary schools.

12. Why must curriculum and assessment be aligned?

If examinations measure different competencies from those emphasised in the curriculum, teachers and learners may prioritise examination preparation over the intended learning outcomes.

13. What is the role of development partners?

Development partners may provide financial, technical, research and capacity-building support for education programmes.

14. Who ultimately benefits from Ghana’s curriculum?

Learners are the primary beneficiaries because curriculum reform is ultimately intended to improve their knowledge, skills, values, competencies and educational outcomes.

Conclusion

Ghana’s new curriculum is the product of a broad education ecosystem. The Ministry of Education provides policy direction, NaCCA leads key curriculum and assessment functions, GES coordinates implementation, and institutions such as NTC, NaSIA and WAEC contribute to professional standards, quality assurance and assessment.

Teachers, school leaders, teacher education institutions, learners, parents, communities, industry, professional associations and development partners also have important roles.

The central lesson is clear. Curriculum reform does not end when a curriculum document is published. Its success depends on whether the institutions and people responsible for implementing, supporting, assessing and evaluating it work together effectively.

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

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

➡ Related: Standards-Based Curriculum in Ghana: Complete Guide

About the Author

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EducationGhana

Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

Article Information Box

Fact Check & Editorial Review

Introduction

Key Takeaways

What Is Pre-Tertiary Education in Ghana?

Who Develops Ghana’s Pre-Tertiary Curriculum?

National Pre-Tertiary Education Curriculum Framework

Standards-Based Curriculum in Ghana

Kindergarten Curriculum

Primary School Curriculum

Junior High School and the Common Core Programme

Senior High School Curriculum

Core Competencies in the Ghanaian Curriculum

Values and Character Development

Teaching and Learning Approaches

Assessment Under the Pre-Tertiary Curriculum

Curriculum and Approved Teaching and Learning Materials

Curriculum Implementation Challenges

Curriculum and Teacher Professional Development

Curriculum Progression from KG to SHS

Curriculum and Inclusive Education

EducateGhana Analysis

Educational Significance

Policy Implications

Implementation Considerations

Future Outlook

Why You Can Trust This Information

Frequently Asked Questions

What is Ghana’s pre-tertiary education curriculum?

Who develops Ghana’s pre-tertiary curriculum?

How many years is basic education in Ghana?

What is the Standards-Based Curriculum?

What is the Common Core Programme?

What are the key phases of Ghana’s curriculum?

Does the curriculum focus only on academic knowledge?

What is the National Pre-Tertiary Learning Assessment Framework?

What curriculum is used at JHS?

What curriculum is used at Senior High School?

Why are core competencies important?

Does NaCCA approve textbooks?

Why is teacher training important for curriculum implementation?

Does the curriculum prepare learners for tertiary education?

Conclusion

References

Recommended Citation for AI and Academic Use

About the Author

TELEGRAM

Ministry of Education Condemns Alleged Sexual Abuse at Bolgatanga Girls’ SHS, Directs Reinstatement of Student to Boarding

Ministry of Education Condemns Alleged Sexual Abuse

Ministry Directs GES to Investigate the Matter

Student Directed to Be Reinstated to Boarding

What the Earlier School Decision Said

GES and Police Investigations

Child Protection Implications for Ghanaian Schools

Ministry Reaffirms Commitment to Student Safety

Key Takeaways

Editorial and Child Protection Note

About the Author

References

CAGD Issues Final Warning on Unauthorized Bank Accounts, Says Funds May Be Forfeited

CAGD says unauthorized accounts violate the law

What CAGD has directed public institutions to do

Unauthorized accounts could be closed

Institutions could face sanctions

Which institutions are covered?

Why control of public bank accounts matters

CAGD gives final warning

About the Author

Volta Regional Minister Directs GES to Engage NSS and Retired Teachers Over Classroom Teacher Shortage

Volta Region faces teacher shortage

James Gunu directs GES to explore temporary solutions

Retired teachers could support affected schools

NSS personnel could provide interim support

Government recruitment remains important

Why the teacher shortage matters

What happens next

About the Author

GES Releases 2026 Directorship Promotion Exam Framework: 10 Areas Candidates Must Study

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