Editor’s Note: This report is based on the GES directive dated August 24, 2026, referenced GES/S&ID/MSCL/2026/273, as supplied to EducateGhana.com. The portal address and dates below should be treated in accordance with that directive.
Introduction
The Ghana Education Service (GES) has directed Junior High Schools across the country to begin the capture and uploading of school selection data for the 2026 BECE School Placement exercise.
According to a directive dated August 24, 2026, the WAEC portal has been opened for the exercise from Monday, August 24 to Thursday, August 27, 2026.
The directive, referenced GES/S&ID/MSCL/2026/273, requires Heads of JHSs, proprietors, Metro, Municipal and District Directors of Education, and examination coordinators to ensure that the school choices of eligible 2026 BECE candidates are accurately captured, verified and submitted.
This development moves the 2026 BECE School Placement process into another important stage following the earlier collection and uploading of candidates’ preferred schools.
2026 BECE School Placement: WAEC Portal Opens Today
The WAEC portal for capturing the school selection information is scheduled to remain open for four days, beginning Monday, August 24 and ending Thursday, August 27, 2026.
Schools are expected to use the period to capture and upload the required information for candidates who participated in the 2026 BECE.
The portal identified in the directive is:
The short window means that schools have been asked to treat the exercise as urgent and ensure that eligible candidates are not left out because of delays in data capture or submission.
➡ Related: 2026 BECE School Selection Guidelines for Candidates and Parents
➡ Related: 2026 BECE School Placement: How CSSPS Selection Works
GES Gives JHS Heads Immediate Instructions
The directive places a significant responsibility on Heads of Junior High Schools.
Headteachers who have not completed the uploading of candidates’ school choices on the CSSPS portal for pre-testing are required to complete that process by close of work on Monday, August 24, 2026.
After completing the CSSPS stage, the schools are expected to proceed with the capture and uploading of the relevant information on the WAEC portal.
This means that schools that have delayed the earlier CSSPS data-entry exercise now face an immediate deadline.
The exercise is particularly important because errors in candidate information or school choices can affect subsequent stages of the placement process.
➡ Related: CSSPS School Placement in Ghana: Complete Guide
➡ Related: BECE School Selection: How Candidates Should Choose SHS Programmes
Who Is Responsible for the 2026 BECE School Choices Upload?
The GES directive identifies several groups responsible for ensuring the exercise is successfully completed.
They include:
JHS Headteachers
Proprietors of private JHSs
Metro Directors of Education
Municipal Directors of Education
District Directors of Education
Examination Coordinators
At the school level, the Headteacher or proprietor is expected to ensure that the information of eligible candidates is properly captured and submitted.
At the district and municipal levels, education authorities are expected to supervise the process and address challenges that may arise.
This arrangement places responsibility at both the school and administrative levels rather than leaving the process entirely to individual candidates or parents.
➡ Related: GES Responsibilities in BECE and CSSPS School Placement
➡ Related: Ghana Education Service: Latest BECE and SHS Placement Updates
New WAEC Portal Feature Allows Multiple Computers
One of the notable instructions in the latest directive concerns the use of the WAEC portal by schools with large numbers of candidates.
According to GES, the portal permits the same school identification and password to be used simultaneously on multiple computers.
The arrangement is intended to help schools with large candidate populations work on the data concurrently.
For example, a school with several hundred candidates may be able to assign multiple computers to different personnel to facilitate faster data capture, subject to the school’s internal controls.
This feature could reduce delays during the four-day exercise, particularly for schools that have large numbers of BECE candidates.
Schools should, however, ensure that only authorised personnel handle candidate information and that all entries are carefully checked before final submission.
➡ Related: How Schools Should Verify BECE Candidate Data Before Submission
➡ Related: Common CSSPS and BECE School Selection Errors to Avoid
GES Directs Districts to Monitor the Exercise
The directive also places responsibility on Metro, Municipal and District Directors of Education and examination coordinators.
They have been directed to closely supervise and monitor the exercise to ensure that the information of all eligible candidates is captured.
The supervision is expected to cover the capture, verification and submission stages.
This is important because the school selection data submitted at this stage forms part of the information required for the subsequent placement process.
GES therefore wants education authorities to ensure that schools complete the exercise within the prescribed period.
What Parents and 2026 BECE Candidates Should Do
Parents and candidates should understand that the current exercise is primarily a school-level data capture and submission exercise.
Parents should therefore contact the JHS where their child wrote the BECE and confirm that the child’s school choices have been properly captured.
Where a parent had previously participated in the school selection process with the candidate, the choices should be checked against the information being submitted by the school.
Parents should pay particular attention to:
Candidate’s full name
BECE index or identification details
School choices
Order of school preferences
Programme or course selections where applicable
Candidate’s personal information
Any other information required by the portal
Parents should raise discrepancies with the school immediately rather than waiting until the final placement results are released.
➡ Related: 2026 BECE School Placement: What Parents Need to Know
➡ Related: How to Check CSSPS Placement Results When Released
Why the School Selection Upload Matters
The school selection stage is one of the most important stages in Ghana’s transition from basic education to second-cycle education.
The information submitted by schools becomes part of the data used in the placement process.
An incorrect school choice, wrong candidate information or failure to submit required data within the prescribed period can create difficulties later in the placement process.
For this reason, schools should not treat the current exercise as a routine administrative task.
Every candidate’s information should be checked before submission.
The responsibility is particularly important for candidates who have carefully selected schools based on programme availability, accommodation arrangements, location, academic interests and other considerations.
➡ Related: Complete 2026 BECE to SHS Transition Guide
➡ Related: Category A, B and C SHSs in Ghana: What Parents Should Know
2026 BECE Placement Timeline: What Happens Next?
The opening of the WAEC portal does not mean that the final CSSPS placement results are immediately available.
The current stage concerns the capture, verification and submission of school selection information.
The broader placement process involves several stages, including data processing, application of placement rules, matching candidates to available spaces and the eventual release of placement results.
Parents should therefore distinguish between school choice submission and final school placement.
GES has not indicated in the directive supplied for this report that the final 2026 CSSPS placement results are being released at this stage.
EducateGhana.com will continue to monitor official announcements concerning the subsequent stages of the placement exercise.
Important Deadline for Schools
The most immediate deadlines contained in the directive are:
Monday, August 24, 2026
JHS Heads who have not completed the required CSSPS school-choice uploading for pre-testing are expected to complete that process by close of work.
August 24 to August 27, 2026
The WAEC portal is scheduled to remain open for the capture and uploading of the 2026 BECE school selection data.
Thursday, August 27, 2026
The four-day WAEC portal window is scheduled to close.
Schools should therefore avoid waiting until the final hours to complete the exercise.
GES Directive Signed by Schools and Instructions Division
The directive was issued by the Schools and Instructions Division (Secondary) of the Ghana Education Service.
It was signed by Mr Prince C. Agyemang-Duah, Director, Schools and Instructions Division (Secondary), for the Director-General.
The communication was addressed to the relevant education authorities and examination officials responsible for supporting the 2026 BECE school placement process.
Its central instruction is that schools should ensure the accurate and timely capture of the school choices of eligible candidates.
EducateGhana.com Advice to Parents and Schools
The immediate priority for schools is accuracy and completion.
JHS Heads should ensure that:
All eligible 2026 BECE candidates are captured.
Candidates’ school choices correspond with the selections made.
Candidate information is carefully checked.
Required CSSPS pre-testing uploads are completed.
WAEC portal submissions are completed within the four-day window.
District and municipal education authorities are informed of any technical or administrative difficulty.
Parents are informed promptly where clarification of a candidate’s choices is required.
Parents should also avoid relying on WhatsApp messages or unofficial social media claims about placement dates.
The final placement release date should be confirmed by GES or CSSPS through an official communication.
Frequently Asked Questions
Is the 2026 BECE school placement process open?
The school-choice data capture and uploading exercise is scheduled to begin on August 24, 2026, according to the GES directive supplied to EducateGhana.com.
When does the WAEC portal close?
The directive states that the portal will be available from August 24 to August 27, 2026.
Which portal will schools use?
The directive identifies the WAEC CASS Internet Solution portal:
Who should upload the school choices?
The exercise concerns JHS Heads and proprietors, with supervision from Metro, Municipal and District Directors of Education and examination coordinators.
Can the same school account be used on multiple computers?
According to the GES directive, the WAEC portal allows the same school ID and password to be used simultaneously on multiple computers.
Are the 2026 BECE placement results out?
No final placement results are indicated in the directive. The current exercise concerns the capture and submission of candidates’ school selection data.
What should parents do now?
Parents should contact their child’s JHS to confirm that the candidate’s selected schools have been correctly captured and submitted.
Conclusion
The Ghana Education Service has activated another important stage in the 2026 BECE School Placement process, with schools directed to capture and upload candidates’ school selection data through the WAEC portal.
The exercise is scheduled for August 24 to August 27, 2026, giving schools a limited four-day window to complete the process.
For parents, the most important step is to confirm with their child’s JHS that the school choices previously made have been accurately captured.
For schools, the priority should be timely submission, careful verification and compliance with the GES directive.
EducateGhana.com will continue to provide updates on the 2026 BECE School Placement process, including the CSSPS placement release date, checking procedures, self-placement, placement statistics and guidelines for candidates who are not initially matched.
Source and APA Reference
Ghana Education Service. (2026, August 24). Directive on the capture and uploading of 2026 BECE school selection data (Ref. GES/S&ID/MSCL/2026/273). Schools and Instructions Division (Secondary), Ghana Education Service.
Suggested APA citation for this EducateGhana.com article:
Ellis, F. (2026, August 24). GES activates WAEC portal for 2026 BECE school placement: School choices upload begins today. EducateGhana.com.
Category: Exams → BECE
Author: Ferdinand Ellis Publisher: EducateGhana.com, Ghana’s Education Intelligence Platform
University of Cape Coast wins Africa Outstanding University of the Year at the 4th Africa Education Summit, while Prof. Denis Aheto receives a continental leadership award.
By Ferdinand Ellis | EducateGhana.com Published: August 24, 2026
Article Information
Article Detail
Information
Headline
UCC Wins Africa Outstanding University of the Year at 4th Africa Education Summit
Institution
University of Cape Coast (UCC)
Award
Africa Outstanding University of the Year
Summit
4th Africa Education Summit
Venue
University of Professional Studies, Accra (UPSA)
Summit dates
March 19–21, 2026
UCC leadership award
Africa Outstanding Leadership Award
Recipient
Prof. Denis Worlanyo Aheto, Acting Vice-Chancellor
Theme
Advancing EdTech Integration in African Education: A Unified Roadmap for Action
Source verification
UCC, GNA, Times Higher Education and Global Skills Hub
Introduction
The University of Cape Coast (UCC) has been recognised as Africa’s Outstanding University of the Year at the 4th Africa Education Summit held at the University of Professional Studies, Accra (UPSA).
The recognition places UCC among institutions receiving continental recognition for their contribution to higher education. The university’s Acting Vice-Chancellor, Prof. Denis Worlanyo Aheto, also received an Africa Outstanding Leadership Award at the same summit. UCC itself has publicly confirmed the two recognitions.
The award ceremony formed part of the three-day 4th Africa Education Summit, which was held from March 19 to 21, 2026, rather than May as stated in some circulating reports. The summit was hosted at UPSA and focused on the role of educational technology in Africa’s education systems.
UCC Receives Africa’s Outstanding University Recognition
The University of Cape Coast was recognised as Africa’s Outstanding University of the Year during the awards associated with the 4th Africa Education Summit.
The recognition was presented in a gathering that brought together education policymakers, university leaders, researchers, educators and technology innovators from different parts of Africa.
According to the University’s own communication, the award recognised UCC’s standing as an outstanding African institution in higher education. UCC subsequently publicised the achievement through its official channels.
The recognition adds another continental distinction to UCC’s growing record of academic and institutional achievements.
The recognition was accompanied by an individual honour for UCC’s Acting Vice-Chancellor, Prof. Denis Worlanyo Aheto.
Prof. Aheto received the Africa Outstanding Leadership Award, with UCC reporting that the recognition was linked to his contributions to leadership, innovation and transformation in higher education across Africa.
Speaking after receiving the honour, Prof. Aheto attributed the recognition to teamwork, dedication and results-oriented leadership.
He described the award as a recognition that extended beyond him personally to the staff and partners of the University of Cape Coast.
The simultaneous recognition of the institution and its Acting Vice-Chancellor therefore gives the achievement an added institutional dimension.
The 4th Africa Education Summit was held from March 19 to 21, 2026, at UPSA in Accra.
The summit was organised around the theme:
“Advancing EdTech Integration in African Education: A Unified Roadmap for Action.”
The event brought together policymakers, educators, researchers, development partners and educational technology innovators to examine how African education systems could respond to technological change.
Ghana’s Minister for Education, Haruna Iddrisu, called for African education systems to become more inclusive, responsive and suited to the demands of the 21st century. His address was delivered on his behalf by Prof. George K. T. Oduro.
The summit therefore provided a wider continental setting for discussions about digital education, innovation, access and the future of learning.
The new recognition comes against the background of UCC’s strong performance in international university rankings.
The Times Higher Education World University Rankings 2026 places UCC in the 801–1000 global band. THE also lists the University of Cape Coast among the leading universities in Africa, with UCC jointly ranked 12th in its 2026 Africa ranking.
This distinction requires an important clarification.
The claim that UCC is the 11th university in Africa refers to earlier ranking information associated with the 2025 edition. The current THE Africa Rankings 2026 place UCC at joint 12th in Africa. Therefore, the two figures should not be presented as if they belong to the same ranking edition.
UCC remains the highest-ranked Ghanaian university in the 2026 THE World University Rankings.
UCC’s Performance in the Times Higher Education Rankings
The 2026 THE World University Rankings place UCC within the 801–1000 global range.
The university also recorded notable subject-level positions. THE lists UCC at:
401–500 in Education Studies
401–500 in Business and Economics
501–600 in Social Sciences
601–800 in Medical and Health
601+ in Psychology
801–1000 in Life Sciences
1001–1250 in Physical Sciences.
These rankings are based on indicators covering areas including teaching, research environment, research quality, industry and international outlook.
For a university whose historic identity is strongly connected to teacher education, UCC’s position in Education Studies is particularly significant.
UCC Also Performs Strongly in Sustainability Rankings
The university’s performance extends beyond conventional university rankings.
THE’s 2026 sustainability impact data places UCC in the 301–400 range globally for SDG 4, Quality Education. The university also recorded positions across other Sustainable Development Goals, including Good Health and Wellbeing, Life Below Water, Life on Land and Partnerships for the Goals.
This dimension is relevant because universities are increasingly assessed not only by research and teaching, but also by their contribution to broader social and sustainable development objectives.
For UCC, the recognition at the Africa Education Summit therefore sits within a wider pattern of institutional visibility.
What the Award Means for Ghanaian Higher Education
The recognition has implications beyond UCC.
Ghanaian universities operate in an increasingly competitive African higher education environment. International rankings, institutional awards, research output, innovation and international partnerships have become important measures through which universities build continental and global visibility.
UCC’s recognition at the Africa Education Summit provides another platform for Ghana’s tertiary education sector to demonstrate institutional capacity.
The achievement also places attention on the importance of university leadership, research, innovation and relevance to society.
The summit itself emphasised the need for African institutions to move beyond discussions about educational technology towards practical implementation.
The significance of the achievement is captured in the combination of the two awards.
Institutional recognition: University of Cape Coast → Africa Outstanding University of the Year
Leadership recognition: Prof. Denis Worlanyo Aheto → Africa Outstanding Leadership Award
UCC’s official communication confirms both recognitions, making the achievement one of the university’s notable public recognitions associated with the 2026 Africa Education Summit.
The awards also reflect the wider role of university leadership in shaping institutional direction, research performance, partnerships and innovation.
A Note on the Date and Award Naming
EducateGhana.com’s review of available sources establishes that the 4th Africa Education Summit was held from March 19 to 21, 2026, at UPSA.
Some later reports describe UCC’s award as “Africa’s Outstanding University of the Year 2025.” The award was presented during the 2026 summit.
For accuracy, this article therefore identifies the event as the 4th Africa Education Summit 2026 and describes the recognition as Africa’s Outstanding University of the Year, while noting that some reports attach the year 2025 to the award title.
This distinction matters because an award year and the year in which an award is presented do not necessarily refer to the same thing.
What Comes Next for UCC?
Awards provide recognition, but their longer-term value depends on what institutions do with the visibility they receive.
For UCC, the latest recognition comes at a time when the university continues to strengthen its research profile, international engagement and academic programmes.
Its performance in THE rankings also provides an external measure of the university’s position within African higher education.
The challenge for the university will be to convert institutional recognition into sustained improvements in teaching, research, innovation, graduate outcomes and societal impact.
Frequently Asked Questions
Which university won Africa Outstanding University of the Year?
The University of Cape Coast (UCC) received the Africa Outstanding University of the Year recognition associated with the 4th Africa Education Summit.
Who is Prof. Denis Worlanyo Aheto?
Prof. Denis Worlanyo Aheto is the Acting Vice-Chancellor of the University of Cape Coast. He received the Africa Outstanding Leadership Award at the summit.
Where was the 4th Africa Education Summit held?
The summit was held at the University of Professional Studies, Accra (UPSA) from March 19 to 21, 2026.
What was the theme of the summit?
The theme was “Advancing EdTech Integration in African Education: A Unified Roadmap for Action.”
What is UCC’s position in the Times Higher Education World University Rankings 2026?
UCC is ranked in the 801–1000 global band in the 2026 THE World University Rankings.
What is UCC’s African ranking in THE 2026?
UCC is jointly ranked 12th in Africa in the Times Higher Education Africa Rankings 2026.
EducateGhana.com Verdict
The latest recognition adds to UCC’s growing record of institutional and academic distinctions.
The more important story, however, lies in the combination of institutional performance, leadership, research and international visibility. UCC’s Africa Education Summit recognition comes alongside its strong position in the Times Higher Education rankings, giving the university another significant point of recognition within the African higher education landscape.
For Ghana, the achievement is a reminder that universities can build continental influence when academic quality is supported by research, leadership, innovation and sustained institutional development.
Congratulations to the University of Cape Coast and the entire UCC community.
Veritas Nobis Lumen.
Sources and APA References
Global Skills Hub United Kingdom. (2026). Africa Education Summit.
Ghana News Agency. (2026, March 21). Africa must prioritise inclusive, responsive 21st century education.
Ghana News Agency. (2026, March 22). Dr. Paul Fynn honoured at maiden Africa Education Awards Ceremony.
University of Cape Coast. (2026, March 25). Acting Vice-Chancellor of University of Cape Coast receives exceptional leadership award.
Times Higher Education. (2025, October 20). Best universities in Africa 2026.
Times Higher Education. (2026). University of Cape Coast: World University Rankings 2026.
Suggested APA citation for this EducateGhana.com article:
Ellis, F. (2026, August 24). UCC wins Africa Outstanding University of the Year at 4th Africa Education Summit. EducateGhana.com.
Category: Study in Ghana → Universities
Schema: NewsArticle + Organization + Person + Event
Author: Ferdinand Ellis Publisher: EducateGhana.com, Ghana’s Education Intelligence Platform
AI tools, digital education and classroom teaching
Last Updated
August 2026
FACT CHECK & EDITORIAL REVIEW
Editorial Status
Details
Fact Checked
✔ Verified against authoritative sources
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 2026
Primary Reference
UNESCO AI Competency Framework for Teachers
Ghana Context
National Teaching Council, Ghana teacher digital-learning initiatives
Introduction
Artificial intelligence and digital technologies are becoming increasingly relevant to teaching and learning in Ghana. Teachers now encounter digital platforms, online learning resources, generative AI tools, automated assessment applications and other technologies that can influence how lessons are planned, delivered and assessed.
For Ghanaian teachers, the central question is therefore no longer whether digital technology will enter the classroom. The more practical question is how teachers can use these technologies responsibly to improve teaching while preserving professional judgement, learner participation and the human relationship at the heart of education.
Ghana has already developed a foundation for digital teacher development. UNESCO reported that Ghana’s national ICT Competency Framework for Teachers was designed to strengthen teachers’ ability to use technology for teaching, learning and assessment. The framework also recognises emerging technologies, including artificial intelligence, as part of the changing digital education environment.
The National Teaching Councilalso provides continuous professional development opportunities for teachers, including digital literacy and digital resources for teaching and learning. Its current e-learning platform lists Digital Literacy Level I and Digital Literacy II among available professional learning courses.
This guide explains what AI and digital education mean for teachers in Ghana, the competencies educators need, how AI tools can be used in classroom teaching, the risks teachers must understand, and how schools can develop practical teacher-training programmes.
Key Takeaways
AI can support lesson planning, resource development, assessment and teacher professional learning.
Teachers need AI literacy before introducing AI-supported activities to learners.
UNESCO’s AI Competency Framework for Teachers identifies 15 competencies across five major dimensions.
Human-centred teaching, ethics, privacy and professional judgement should remain central to AI use.
Digital education requires more than access to devices. Teachers need practical training and continuing support.
Ghanaian teachers can build digital and AI competence through structured professional development and classroom practice.
AI-generated information must be checked before it is used for teaching or assessment.
Teachers should use AI to strengthen pedagogy rather than allow technology to determine pedagogical decisions.
AI and digital educationrefers to the use of digital technologies and artificial intelligence to support educational processes. It includes the use of computers, smartphones, interactive boards, learning management systems, educational applications, digital content, online platforms and AI-powered tools.
Digital education is broader than artificial intelligence. A teacher who uses a digital presentation, online textbook, educational video or learning management system is participating in digital education even when no AI is involved.
Artificial intelligence introduces another layer because AI systems can generate text, images, questions, explanations and other forms of content. Some systems can analyse information, recognise patterns, provide recommendations or assist users in completing tasks.
For teachers, this creates new possibilities for lesson preparation and classroom support. A teacher may use an AI system to generate examples of mathematical problems, suggest questions for a reading passage, create differentiated exercises or develop an initial lesson outline.
Such uses require professional judgement. AI systems can produce inaccurate information, inappropriate examples, biased content or material that does not correspond to the Ghanaian curriculum. Teachers therefore remain responsible for deciding whether generated content is suitable for their learners.
UNESCO’s AI Competency Framework for Teachers places human agency at the centre of AI adoption. It identifies five broad competency areas: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development.
Teachers increasingly work in an environment where learners can access information through digital devices. Students may encounter AI-generated explanations, online tutorials, automated translation tools, search engines and generative AI applications outside school.
A teacher who understands these technologies is better positioned to help learners distinguish reliable information from unreliable material. Digital competence therefore has implications for information literacy, critical thinking and responsible technology use.
AI competence is also becoming relevant to everyday teacher work. A teacher may use an AI tool to develop a preliminary lesson plan, generate alternative explanations, prepare revision questions, organise ideas or create differentiated learning activities.
These applications can reduce routine preparation time when used carefully. They do not remove the need for teachers to understand their subject, curriculum, learners and assessment requirements.
UNESCO’s framework describes teachers as designers and facilitators of learning in AI-rich environments. It also emphasises the need to protect teacher agency and avoid excessive dependence on automated systems.
In Ghana, teacher professional development already includes digital learning. The National Teaching Council’s e-learning platform lists digital literacy courses alongside other professional development opportunities.
Teachers should understand that technology serves educational purposes. The starting point should therefore be the learner and the learning objective rather than the technology itself.
A teacher should first ask what learners need to understand, practise or demonstrate. The teacher can then determine whether an AI or digital tool is appropriate.
This prevents technology from becoming an unnecessary addition to lessons.
2. AI Ethics
Teachers need to understand privacy, fairness, bias, accountability and responsible use of AI.
Student information should not be entered into an AI system without considering privacy and institutional requirements. Teachers should also avoid presenting AI-generated material as unquestionably correct.
Ethical AI use requires transparency. Where AI has been used substantially to create learning material, teachers should understand when disclosure is appropriate.
3. AI Foundations and Applications
Teachers do not necessarily need to become computer programmers to use AI effectively in ordinary classroom teaching.
They should, however, understand basic concepts such as generative AI, prompts, automated outputs, hallucinations, data privacy and the limitations of AI systems.
4. AI Pedagogy
This concerns the connection between AI and teaching methods.
A teacher should know when AI can support a lesson and when it may interfere with meaningful learning. AI can be used to generate practice questions, provide alternative explanations or support brainstorming. It can also be used to create scenarios that students evaluate critically.
5. AI for Professional Learning
Teachers can use AI and digital platforms to support their own professional development. They can explore unfamiliar concepts, organise reading materials, develop reflective questions and identify possible teaching strategies.
UNESCO groups these competencies into three progression levels: Acquire, Deepen and Create. This provides a useful model for designing teacher training from basic awareness to more advanced and creative practice.
AI can assist teachers during the preparation stage of teaching.
A teacher may provide an AI system with a general topic and ask for possible learning activities, examples or questions. The output should then be reviewed against the relevant curriculum and adjusted to the actual class.
For example, a Basic School teacher preparing a lesson on fractions could use AI to generate practical examples involving food, money or measurements. The teacher can then select examples appropriate for the learners’ age and Ghanaian context.
A JHS teacher teaching English Language may ask an AI tool to generate a short passage followed by comprehension questions. The teacher should review the passage for accuracy, vocabulary level, cultural relevance and alignment with the lesson objective.
AI can also assist in preparing differentiated activities. A teacher may develop easier, intermediate and more challenging versions of an exercise. The teacher remains responsible for determining whether the levels genuinely reflect the needs of the learners.
The most useful approach is therefore a three-stage process:
Teacher defines the learning objective → AI assists with preparation → Teacher evaluates and adapts the output.
AI should not replace the teacher’s knowledge of the learners.
AI can support classroom teaching in several ways.
Teachers can use AI-generated examples to introduce concepts. They can also create discussion questions, case studies, role-play situations and problem-solving exercises.
For example, a Social Studies teacher could ask students to examine an AI-generated explanation of urbanisation and identify inaccuracies or missing information. The exercise would turn AI itself into an object of critical analysis.
In Science, teachers can use AI to produce alternative explanations of difficult concepts, after which students compare the explanations with their textbooks and classroom evidence.
In Mathematics, AI can assist with the creation of additional practice problems. However, teachers should check every problem and answer before distributing them to learners.
AI can also support language learning by generating passages, vocabulary exercises and writing prompts. Teachers should ensure that such materials reflect the appropriate level and learning objectives.
The teacher remains central because classroom teaching involves observation, interaction, questioning, encouragement, classroom management and immediate judgement about learner understanding.
UNESCO stresses that teachers cannot simply be replaced by technology. Human interaction and teacher agency remain central to educational practice.
AI can assist teachers in preparing assessment materials, but assessment requires particular care.
Teachers may use AI to generate multiple-choice questions, short-answer questions, discussion prompts and practice exercises. These materials should be reviewed for curriculum alignment, difficulty, accuracy and fairness.
AI can also help teachers organise feedback. A teacher might use an AI tool to identify common weaknesses in a set of anonymised responses and then design a remedial lesson.
Teachers should be cautious about using AI to make high-stakes decisions about individual learners. Automated systems may misunderstand student responses or reproduce biases contained in their training data.
The professional responsibility for assessment remains with the teacher and the educational institution.
Teachers should also distinguish between formative practice and formal assessment. AI-generated exercises can be useful for practice, but their use in formal assessment requires clear institutional rules and appropriate safeguards.
Generative AI has created new questions about authorship and academic integrity.
Students may use AI to generate essays, solve problems, translate passages or complete assignments. Teachers therefore need to understand how AI-assisted work differs from independently produced work.
The appropriate response is not necessarily to prohibit every use of AI. Teachers can instead redesign some learning activities so that students demonstrate their thinking through discussion, drafts, oral explanations, practical activities and classroom tasks.
Teachers can also establish clear classroom rules about acceptable AI use.
For example, a teacher may permit students to use AI during brainstorming but require them to verify information, acknowledge substantial assistance and submit their own final reasoning.
Assessment should focus increasingly on what learners can explain, apply, create and defend.
This requires teachers to understand both the opportunities and limitations of AI.
AI is only one component of digital education. Teachers should develop competence across several categories of tools.
Learning Management Systems
Learning management systems can support lesson materials, assignments, communication and learner progress.
Digital Presentation Tools
Presentation applications can help teachers organise visual explanations, diagrams and multimedia resources.
Online Assessment Tools
Digital assessment platforms can support quizzes, feedback and formative assessment.
Digital Libraries and Open Educational Resources
Teachers can use digital repositories to access textbooks, articles, videos, curriculum materials and other educational resources.
Generative AI Tools
Generative AI applications can produce text, images and other content. Their outputs require teacher verification.
Collaboration Platforms
Cloud-based platforms can facilitate collaboration among teachers and learners.
The purpose of teacher training should therefore be broader than teaching teachers how to operate individual applications. Tools change quickly. Competencies such as information evaluation, digital pedagogy, privacy awareness and critical judgement remain useful across different platforms.
Teacher training in Ghanahas increasingly incorporated digital competence. UNESCO’s work with Ghana on the ICT Competency Framework for Teachers recognised the need to build teachers’ capacity to use digital technologies for teaching, learning and assessment.
The National Teaching Council has responsibility for teacher professionalism and provides a framework for continuous professional development. Its mandate includes developing the framework for teachers’ continuous professional development.
The NTC’s digital learning platform currently provides access to courses including Digital Literacy Level I and Digital Literacy II. This provides a practical route for teachers who want to strengthen their digital competence.
Ghana has also participated in digital teacher training initiatives supported by international partners. UNESCO reported on emergency remote teaching training undertaken with the Ghana Education Service and other partners, where teachers were introduced to virtual classrooms, ICT-supported teaching and assessment, internet-based teaching resources and learning platforms.
More recently, UNESCO’s AI EmpowerED initiative has included Ghana among the countries participating in teacher and lecturer upskilling in digital and AI competencies.
Teachers practise using AI to prepare lesson materials, questions, examples, activities and differentiated resources.
Stage 4: Verification and Evaluation
Teachers learn to check AI outputs against textbooks, curriculum documents, official sources and subject knowledge.
Stage 5: Classroom Integration
Teachers design and implement actual lessons using appropriate digital or AI-supported approaches and reflect on the results.
This progression corresponds well with UNESCO’s three-stage model of Acquire, Deepen and Create.
Teacher training should also include practical assignments. Rather than asking teachers to attend a lecture on AI, trainers can ask each participant to prepare a lesson, use an AI tool appropriately, verify the resulting material and explain the pedagogical reasoning behind the final lesson.
Digital teaching depends on access to electricity, devices and reliable connectivity. Teachers working in schools with limited infrastructure may face difficulties implementing technology-rich lessons.
Teacher Confidence
Some teachers may have limited experience with digital technologies. Training should therefore accommodate different levels of competence.
Cost
Devices, internet access, software and technical support can impose financial demands on schools and teachers.
Digital Inequality
Learners do not necessarily have equal access to devices or internet services outside school. Teachers should therefore avoid designing learning activities that assume universal home access.
Accuracy of AI Outputs
AI systems can generate incorrect information. Teachers must verify content before using it in class.
Privacy
Teachers should avoid exposing confidential learner information to external AI systems.
Overdependence
Teachers and learners can become overly dependent on automated systems. This can weaken independent thinking and professional judgement if technology is used without appropriate boundaries.
Curriculum Alignment
AI-generated resources may not reflect Ghana’s curriculum. Teachers must adapt digital materials to the actual learning objectives and context.
Teachers who are new to AI do not need to introduce many tools at once.
A practical starting point is to select one classroom task. This could be lesson planning, question generation, differentiated activities or resource development.
The teacher should identify the learning objective first.
The teacher can then use an AI tool to produce an initial resource.
The output should be checked against authoritative materials and the curriculum.
The teacher should modify the resource to suit the class.
Finally, the teacher should evaluate whether the technology actually improved the lesson.
This approach encourages purposeful use rather than experimentation for its own sake.
Teachers should also maintain a personal record of useful prompts, successful activities and common AI errors. Over time, this becomes a practical professional learning resource.
AI and digital education have significant implications for the preparation and professional development of teachers in Ghana. The importance of AI does not arise simply from the popularity of new applications. It arises from the changing information environment in which teachers and learners operate.
Teachers increasingly need to help learners evaluate information, recognise unreliable content and use digital tools responsibly. AI therefore creates a need for stronger information literacy and critical thinking.
For classroom teaching, the most immediate value of AI may be its ability to assist teachers with routine preparation. Lesson ideas, examples, practice questions and differentiated materials can be generated more quickly. The educational value depends on how teachers evaluate and adapt those materials.
Policy Implications
Teacher training policy will need to account for the continuing development of AI. A single technology course is unlikely to remain sufficient because AI applications will continue to change.
Ghana’s existing ICT competency work provides a foundation. UNESCO reported that Ghana’s ICT Competency Framework for Teachers was intended to inform teacher preparation and continuing professional development, with the National Teaching Council and GTEC having roles in professional development and pre-service teacher education.
Future teacher development should therefore treat AI competence as part of continuing professional learning rather than as an isolated technology topic.
Implementation Considerations
Successful implementation requires more than workshops.
Teachers need opportunities to practise with actual classroom tasks. They also need access to reliable devices, connectivity, appropriate digital resources and technical support.
School leaders have an important role in creating conditions for responsible experimentation. Teachers should be encouraged to share successful practices and document problems encountered during implementation.
Teacher training should also include assessment of practical competence. A teacher who can explain the definition of AI may still struggle to use an AI tool appropriately in lesson preparation. Performance-based training is therefore more useful than theoretical exposure alone.
UNESCO’s framework recommends training and support programmes that progressively develop teacher competencies rather than treating AI literacy as a single event.
Future Outlook
AI is likely to become increasingly integrated into educational technology. Teachers will encounter more tools for content creation, assessment, translation, accessibility, learning analytics and professional development.
The central professional skill will therefore be judgement. Teachers will need to determine which tasks should remain entirely human, which can be assisted by technology and which require a combination of teacher expertise and digital tools.
Ghana’s teacher education system can respond effectively by building AI competence into pre-service teacher education, induction, continuous professional development and school-based professional learning.
This article draws primarily on authoritative sources concerning teacher professional development, digital education and AI competency. These include UNESCO publications on AI competency for teachers, UNESCO’s work on Ghana’s ICT Competency Framework for Teachers, and information published by Ghana’s National Teaching Council.
UNESCO’s AI Competency Framework for Teachers provides an international reference for understanding the knowledge, skills and values teachers need to use AI safely and effectively. The framework identifies 15 competencies across five dimensions and three progression levels.
The National Teaching Council is an agency of Ghana’s Ministry of Education responsible for promoting teacher professionalism, including teacher registration, professional standards and continuous professional development.
EducateGhana.com recommends that teachers also consult current directives, professional development requirements, school policies and official curriculum documents before implementing AI-supported practices.
AI education involves learning about artificial intelligence and using AI technologies to support teaching, learning, assessment and professional development.
2. Do Ghanaian teachers need to learn artificial intelligence?
Teachers increasingly need basic AI literacy because AI is becoming part of the digital environment in which teaching and learning occur. The required level of competence depends on the teacher’s role and educational context.
3. Can teachers use AI to prepare lesson plans?
Yes. Teachers can use AI to generate preliminary lesson ideas, activities, examples and questions. However, teachers should verify and adapt all generated material before classroom use.
4. Can AI replace teachers?
AI can assist teachers with certain tasks, but education involves human relationships, professional judgement, classroom interaction and understanding of learners. UNESCO’s teacher competency framework places human agency and teacher responsibility at the centre of AI use.
5. What AI skills should teachers develop?
Important areas include understanding basic AI concepts, responsible and ethical use, evaluating AI outputs, using AI for teaching and assessment, and using digital technologies for professional development.
6. What does UNESCO recommend for AI teacher training?
UNESCO’s AI Competency Framework for Teachers identifies five dimensions: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. It organises teacher competence into Acquire, Deepen and Create levels.
7. Can AI generate teaching materials?
Yes. AI can generate draft lesson resources, examples, questions, activities and other materials. Teachers should check the accuracy, relevance, curriculum alignment and suitability of all generated content.
8. Is AI safe for students?
AI can be useful for students, but its use involves risks relating to privacy, misinformation, bias, inappropriate content and overdependence. Schools should establish responsible-use practices.
9. Can teachers use AI for assessment?
AI can assist with preparing formative assessment materials and analysing some types of learner responses. Teachers should exercise caution when AI is used for important decisions about individual learners.
10. What digital training opportunities are available to Ghanaian teachers?
The National Teaching Council provides professional development opportunities, including digital literacy courses through its e-learning platform.
11. Should teachers disclose the use of AI?
Disclosure depends on the context and applicable institutional rules. Teachers should follow school, institutional and professional requirements concerning AI-assisted content.
12. What is the difference between digital literacy and AI literacy?
Digital literacy covers the ability to use digital technologies effectively and responsibly. AI literacy includes additional understanding of how AI systems work, their capabilities, limitations, risks and appropriate educational applications.
13. How can a school begin AI teacher training?
A school can begin with basic AI awareness, followed by responsible-use principles, practical classroom applications, verification of AI outputs and supervised classroom implementation.
14. What is the most important principle for teachers using AI?
The teacher should remain responsible for the educational decision. AI can provide assistance, but the teacher determines whether a tool or generated resource is appropriate for the learners and learning objective.
AI and digital education are becoming important components of contemporary teacher development in Ghana. Teachers need practical digital competence and a sound understanding of artificial intelligence so that they can make informed decisions about technology in the classroom.
The most useful approach is purposeful integration. Teachers should begin with learning objectives, identify the educational problem, select an appropriate digital or AI tool, evaluate the output and then determine whether the technology has improved learning.
Ghana already has foundations for this work through its ICT competency initiatives and the professional development structures of the National Teaching Council. UNESCO’s AI Competency Framework for Teachers provides an additional international reference for developing competencies in human-centred AI use, ethics, AI applications, AI pedagogy and professional learning.
For Ghanaian educators, the goal should be practical competence. Teachers should be able to use technology where it adds educational value, recognise when it does not, protect learners and exercise professional judgement throughout the process.
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
National Teaching Council. (n.d.). Mandate of the National Teaching Council. Republic of Ghana.
National Teaching Council. (n.d.). NTC e-learning platform. Republic of Ghana.
UNESCO. (2024). AI competency framework for teachers. UNESCO.
UNESCO. (2023). UNESCO supports Ghana in the development of its national ICT competency framework for teachers. UNESCO.
UNESCO. (2021). Emergency remote teaching for teachers in Greater Accra. UNESCO.
UNESCO. (2026). AI EmpowerED. UNESCO Global Education Coalition.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Suggested Citation:
Ellis, F. (2026). AI and digital education in Ghana: Teacher training guide. EducateGhana.com.
AI and digital technologies are creating new opportunities for teaching, learning and professional development in Ghana.
Artificial intelligence is becoming increasingly relevant to education in Ghana. This complete guide explains how teachers can use AI and digital tools for lesson planning, teaching, assessment, professional development and learner support while addressing accuracy, ethics, privacy and responsible use.
✔ Verified against official and authoritative sources
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 2026
Introduction
Artificial intelligence is becoming an important part of the educational conversation in Ghana. Teachers are increasingly encountering generative AI tools that can produce lesson ideas, explanations, questions, summaries, examples, rubrics and other forms of educational content within seconds. The development creates opportunities for teachers, but it also introduces questions about accuracy, assessment, privacy, academic integrity and the professional responsibilities of educators.
Ghana’s national digital transformation agendahas also moved AI from a largely technological discussion into a broader national development issue. In April 2026, Ghana launched its National Artificial Intelligence Strategy, which places emphasis on areas including AI education, workforce preparation, digital infrastructure and inclusion, research, responsible adoption and public-sector use. Education therefore sits within a wider national effort to build the knowledge and skills required for an AI-enabled economy. (Ministry of Communications)
For teachers, however, the central question is practical. How can artificial intelligence actually improve classroom teaching? A teacher does not need to become a computer scientist before using AI. What matters initially is understanding what AI can do, what it cannot reliably do, how to formulate useful instructions, how to verify its output and how to use it without surrendering professional judgement.
This guide examines AI and digital education from the perspective of teachers and educators in Ghana. It explains practical classroom applications, teacher competencies, lesson planning, assessment, differentiation, professional development, ethical considerations, limitations, infrastructure requirements and the emerging policy environment.
AI can support teachers with lesson preparation, instructional materials, assessment and professional learning.
Teachers remain responsible for checking AI-generated information before using it with learners.
AI should strengthen teacher judgement and learner engagement rather than replace professional teaching.
Ghana’s National AI Strategy includes AI education and workforce preparation among its priorities. (Ministry of Communications)
Ghana already has an ICT Competency Framework for Teachers that provides a foundation for technology integration in education. (UNESCO)
Teachers need AI literacy covering pedagogy, ethics, critical evaluation, privacy and responsible use.
Access to devices, connectivity, electricity and appropriate digital resources remains important for equitable implementation.
What Is AI and Digital Education?
Artificial intelligence refers broadly to computer systems that can perform tasks associated with human cognitive abilities, including analysing information, identifying patterns, generating content, making predictions and assisting with decisions. Generative AI is a particular category capable of producing new text, images, audio, code and other content in response to instructions.
Digital education is broader than artificial intelligence. It includes the use of computers, mobile devices, learning management systems, digital textbooks, educational websites, online learning platforms, digital assessment systems, multimedia resources and other technologies to support teaching and learning.
The distinction is important for Ghanaian teachers. A school can have digital education without using AI. A teacher can use a projector, digital textbook or learning management system without artificial intelligence. AI becomes relevant when a system performs tasks such as generating content, analysing information, providing automated feedback or adapting learning activities.
AI should therefore be understood as one component within the larger digital education ecosystem. Its value depends on the quality of the teaching purpose for which it is used.
UNESCO’s AI Competency Framework for Teachers describes AI-related teacher competence across five areas: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional learning. It also proposes three levels of progression: Acquire, Deepen and Create. (UNESCO)
Ghana’s interest in artificial intelligence is developing alongside broader efforts to strengthen digital skills and technology use in education. In 2023, UNESCO reported that Ghana had developed an ICT Competency Framework for Teachers through collaboration involving the Ministry of Education, NaCCA, the National Teaching Council, CENDLOS and the Ghana Education Service. The framework covers people, policy, curriculum and technology and provides progression from beginner to advanced competence. (UNESCO)
The framework is significant because effective AI use builds on many of the same foundations required for digital teaching. Teachers need to understand technology, curriculum integration, digital resources, online learning environments and ethical considerations before they can make sophisticated use of AI.
Ghana’s National AI Strategy adds a broader national dimension. The strategy, launched in April 2026, identifies the expansion of AI education as one of its major pillars and links AI development to workforce preparation, infrastructure, research, ecosystem development and responsible adoption. (Ministry of Communications)
The education sector therefore faces a dual responsibility. Teachers must learn how to use AI effectively, while schools and education authorities must create conditions that allow responsible technology use. Training without infrastructure will produce limited results. Infrastructure without teacher capacity will also fail to produce meaningful classroom change.
For Ghanaian educators, AI education should consequently be viewed as part of a continuing digital transformation rather than as an isolated technology project.
The most immediate benefit of AI for teachers is assistance with routine professional tasks. Teachers spend considerable time preparing lessons, developing questions, producing exercises, creating assessment materials and adapting resources for learners with different needs.
AI can assist with these activities when the teacher gives sufficiently clear instructions and reviews the resulting material. For example, a teacher preparing a Basic Science lesson can ask an AI system to suggest age-appropriate examples, misconceptions to anticipate and questions for formative assessment.
AI can also help teachers approach the same topic from different perspectives. A concept that is difficult for one learner may be easier to understand through an analogy, diagram, practical example or simplified explanation. AI can generate alternatives that the teacher can evaluate and adapt.
Professional development is another area of potential value. Teachers can use AI to clarify unfamiliar concepts, compare instructional approaches, generate reflection questions or simulate professional discussions. UNESCO’s teacher competency framework specifically recognises AI for professional learning as one of the five competency dimensions. (UNESCO)
The important principle is that AI should function as an assistant within a teacher’s professional workflow. The teacher remains responsible for deciding whether an AI-generated response is correct, appropriate, culturally relevant and suitable for the learners concerned.
AI Tools Teachers Can Use in Classroom Preparation
Teachers can use different categories of AI tools depending on their instructional objectives. The appropriate tool is determined by the task, not simply by whether the technology is fashionable.
Generative AI Assistants
Generative AI assistants can help teachers brainstorm lesson objectives, create explanations, generate examples, prepare classroom activities and develop question banks.
A teacher might provide the topic, class level, curriculum objective, duration and learning difficulty and ask the system to suggest a lesson structure. The teacher should then compare the response with the approved curriculum and revise it.
AI Writing and Editing Tools
These tools can assist teachers with drafting instructions, improving clarity, adapting reading passages and preparing professional documents. They can be particularly useful when teachers need several versions of an explanation.
AI Image and Multimedia Tools
AI-supported image and multimedia tools can help teachers develop visual resources. For subjects such as Science, Geography, History and Creative Arts, appropriate visualisation can make abstract concepts easier to discuss.
AI Assessment Tools
AI can assist in producing multiple-choice questions, short-answer questions, rubrics and formative assessment activities. However, teachers must review questions for accuracy, curriculum alignment, difficulty and cultural appropriateness.
Speech and Language Tools
Speech recognition, text-to-speech and translation technologies may assist learners with different language and accessibility needs. Their usefulness depends on the quality of language support available for the relevant Ghanaian context.
AI can reduce the amount of time required to develop an initial lesson plan, but teachers should not simply copy an AI-generated lesson plan into their teaching records.
A useful AI-assisted lesson planning process begins with the curriculum. The teacher identifies the relevant strand, sub-strand, content standard, indicator or learning objective and then provides the information to the AI system.
The teacher can ask the system to suggest teaching activities, examples, questions and assessment tasks. The suggestions should then be checked against the official curriculum and adjusted to suit the actual class.
For example, an instruction could contain the following information:
“Develop a 40-minute JHS lesson activity on food chains. Include a learner-centred introduction, three practical classroom activities, five formative assessment questions and one differentiated activity for learners who require additional support.”
The resulting material is only a starting point. The teacher should check whether the terminology is correct, whether the activities can realistically be conducted in the school and whether the examples reflect the learners’ environment.
AI can also help teachers prepare alternative explanations. If a first explanation is too technical, the teacher can request a simpler version. If the class requires a practical example, the teacher can ask for examples drawn from agriculture, local environments or everyday Ghanaian experiences.
This process places the teacher’s curriculum knowledge at the centre of AI use.
AI does not need to be placed directly in front of every learner to influence classroom teaching. Teachers can use it before and after lessons to improve the quality of classroom interaction.
Before a lesson, an AI tool can help the teacher identify possible misconceptions. During a lesson, the teacher may use prepared AI-generated examples, questions or scenarios. After the lesson, AI can assist with reflection and planning for the next instructional cycle.
Where learners have appropriate access, teachers can also introduce supervised AI activities. For example, learners may compare an AI-generated explanation with a textbook and identify errors. Such an activity turns AI from an answer-producing machine into an object of critical analysis.
English teachers can ask learners to examine the structure and accuracy of an AI-generated paragraph. Science teachers can ask learners to verify an AI explanation against scientific evidence. Social Studies teachers can ask learners to identify assumptions or missing perspectives in an AI-generated response.
These activities help learners understand an important fact: an AI response is not automatically a correct response.
UNESCO’s AI frameworks emphasise human agency, critical judgement, ethics and responsible use. The teacher’s role therefore includes helping learners understand both the capabilities and limitations of AI. (UNESCO)
One of the more useful applications of AI is the preparation of different versions of learning materials.
A teacher may have a class containing learners who progress at different rates. AI can help produce a simpler explanation, an extension activity or additional practice questions based on the same learning objective.
For example, a Mathematics teacher teaching fractions may request three sets of practice questions covering the same concept at introductory, intermediate and advanced levels. The teacher can then review the questions and assign them according to learner needs.
AI can also help teachers create alternative explanations for learners who struggle with particular concepts. A teacher might ask for an explanation using everyday examples, a visual analogy or a step-by-step method.
This can support inclusive teaching, but differentiation should not become automated labelling. Teachers should use their knowledge of individual learners and classroom evidence when deciding what support a learner requires.
Ghana’s ICT Competency Framework for Teachers already recognises the use of technology to support learner-centred approaches, assessment and learners with special needs. (UNESCO)
Assessment is one of the areas in which AI requires particularly careful use.
Teachers can use AI to generate draft questions, organise question banks, suggest rubric criteria and provide possible feedback statements. These functions may reduce routine workload.
However, AI-generated assessment materials require professional review. A question can appear well written while testing the wrong concept, containing an inaccurate premise or being inappropriate for the learners’ level.
Teachers should therefore check every AI-generated assessment item for:
Curriculum alignment
Accuracy
Appropriate difficulty
Clear wording
Cultural relevance
Accessibility
Potential ambiguity
Fairness
AI can also assist with formative feedback. A teacher may provide a learner’s response and ask for possible feedback that identifies strengths and areas requiring improvement. The teacher should still make the final judgement.
High-stakes assessment requires even greater caution. Teachers should follow the assessment rules of the relevant institution, examination body or education authority and should not assume that an AI-generated score is equivalent to professional assessment.
AI can become a personal learning assistant for teachers who use it critically.
A teacher can ask an AI system to explain an unfamiliar educational concept, generate questions for professional reflection, compare teaching approaches or simulate a discussion about classroom management.
Teachers can also use AI to support professional writing. It can help organise ideas for action research, improve the structure of reflective writing or suggest areas for further investigation.
AI can support continuous learning because teachers can engage with it at their own pace. UNESCO’s framework places AI for professional learning among the core competencies required by teachers in the AI era. (UNESCO)
However, teachers should distinguish between AI-generated explanation and authoritative professional knowledge. When researching policy, curriculum, legislation, assessment requirements or academic literature, teachers should consult the original documents and credible sources.
AI can help a teacher find questions to investigate. It should not become the final authority on professional knowledge.
A teacher’s results from an AI system often depend on the quality of the instruction given to the system. This instruction is commonly called a prompt.
A useful educational prompt should provide context. Teachers can specify the subject, class level, topic, curriculum objective, lesson duration, learner characteristics, desired output and constraints.
Instead of asking:
“Teach me fractions.”
A teacher might ask:
“Explain equivalent fractions to a Primary Five class in Ghana using simple language, practical examples and three classroom activities. Include five formative assessment questions.”
The second instruction provides substantially more information about the educational purpose.
Teachers can also ask AI to assume a specific professional function, such as curriculum planner, assessment designer or lesson-review assistant. The output should still be checked by the teacher.
Good prompting therefore involves more than learning special commands. It involves understanding the educational problem sufficiently well to describe it clearly.
➡ Related: [AI and Digital Education in Ghana: Teacher Training Guide]
AI literacy is broader than knowing how to use ChatGPT or another generative AI application.
A teacher with AI literacy should understand what AI systems do, how they generate responses, why they sometimes produce incorrect information and how their outputs should be evaluated.
UNESCO’s AI Competency Framework for Teachers identifies five major areas of competence: human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy and AI for professional learning. The framework contains 15 competencies across three progression levels. (UNESCO)
For Ghanaian teachers, these competencies should be connected to curriculum knowledge and professional standards. Teachers need to know how AI affects lesson planning, learner participation, assessment, academic integrity and professional responsibilities.
AI literacy should also include awareness of privacy. Teachers should avoid placing sensitive learner information into public AI systems unless there is a lawful and properly authorised basis for doing so.
A teacher who knows how to use an AI tool but cannot identify an inaccurate answer has only acquired part of the necessary competence.
Teachers should establish clear classroom rules governing when and how AI may be used. Learners should understand that using AI to support learning is different from submitting AI-generated work as their own.
Teachers should also explain that AI systems can produce false information. An answer can be grammatically polished and confidently written while still being factually wrong.
Privacy is another important concern. Teachers should avoid entering confidential learner records, examination information, personal identification details or sensitive school information into AI systems without appropriate safeguards.
Bias also requires attention. AI systems are trained using large collections of data that may not adequately represent Ghanaian languages, cultures and educational contexts. Ghana’s National AI Strategy has specifically emphasised the importance of developing AI that reflects Ghanaian values, culture and local realities. (Ministry of Communications)
Responsible classroom use therefore requires teachers to ask four questions:
Is AI appropriate for this task?
Is the information accurate?
Is the use ethical and safe?
Does the activity improve learning?
If the answer to these questions is uncertain, the teacher should reconsider the proposed use.
The availability of generative AI has changed the way teachers need to think about assignments.
A learner can now obtain an essay, summary, explanation or solution from an AI system with relatively little effort. Simply banning AI may therefore be difficult to enforce, particularly where learners have access to smartphones and internet services outside school.
Teachers can instead redesign some learning activities so that the process of learning becomes more visible.
For example, learners can be required to submit research notes, drafts, corrections, reflections and oral explanations alongside a final assignment. Teachers can also ask learners to critique an AI-generated answer rather than simply reproduce one.
Classroom assessment can include supervised activities, oral questioning, practical work and learner reflection. These approaches provide teachers with additional evidence of what learners actually understand.
AI detection tools should also be treated cautiously. A teacher should not conclude that a learner has cheated solely because an automated detector produces a particular score. Evidence should be considered in context.
The wider objective should be to develop learners who can use AI responsibly while retaining the ability to think, research, write and solve problems independently.
AI adoption cannot be separated from basic digital infrastructure.
Teachers need access to appropriate devices, reliable electricity, connectivity, digital resources and technical support. Schools also require policies that explain acceptable technology use.
The infrastructure challenge is particularly important because Ghana has significant differences in the resources available to schools. A model of AI education that assumes every learner has a personal computer and uninterrupted internet access will exclude many learners.
Schools can therefore adopt different models. A teacher may demonstrate AI from one connected device while learners work in groups. Schools can use shared devices where available. Teachers can also prepare digital materials in advance for situations where internet access is unreliable.
Digital inclusion should remain central to AI planning. Ghana’s National AI Strategy places emphasis on digital infrastructure and inclusion alongside AI education. (Ministry of Communications)
The objective should be equitable educational benefit rather than technological display.
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
AI presents several challenges that education authorities, school leaders and teachers need to address.
Limited Teacher Preparation
Some teachers may have little experience with AI. Professional development therefore needs to move beyond demonstrations and provide opportunities for teachers to practise using AI in actual teaching situations.
Infrastructure Gaps
Poor connectivity, inadequate devices and unreliable electricity can limit access to digital learning.
Accuracy Problems
AI systems can generate incorrect information, fabricated references and misleading explanations. Teacher verification remains essential.
Privacy
Learner information must be handled carefully. Schools should establish clear rules governing personal and confidential data.
Inequality
Learners from better-resourced households may have greater access to advanced AI tools. Unmanaged adoption could therefore widen existing educational inequalities.
Academic Integrity
Students may use AI to complete assignments without understanding the underlying content.
Overdependence
Teachers and learners may become overly dependent on AI and gradually reduce independent reasoning.
These challenges demonstrate why AI education requires professional judgement and institutional planning.
Schools should avoid introducing AI simply because it is technologically prominent. Adoption should begin with clearly identified educational needs.
Step 1: Assess Teacher Readiness
School leaders should determine what teachers already know about AI and digital tools.
Step 2: Identify Useful Classroom Applications
Teachers can begin with manageable activities such as lesson preparation, question generation, differentiated materials and professional reflection.
Step 3: Establish AI Guidelines
Schools should develop rules covering acceptable use, privacy, academic integrity and verification.
Step 4: Train Teachers
Training should include hands-on activities using real curriculum topics.
Step 5: Pilot Selected Activities
Schools can test AI-supported teaching in selected subjects or classes before expanding the approach.
Step 6: Evaluate Results
The school should examine whether AI actually improves teaching and learning.
Step 7: Scale Carefully
Successful practices can then be adapted for other teachers and subjects.
This approach is consistent with the wider principle that AI adoption should be responsible, human-centred and connected to educational purpose. Ghana’s National AI Strategy emphasises responsible and inclusive AI adoption as part of the country’s national approach. (Ministry of Communications)
Teachers can begin with relatively simple activities.
Lesson Planning Exercise
Ask AI to produce three possible lesson introductions for a specified curriculum objective. Compare them and select the most appropriate approach.
Error Detection Exercise
Give learners an AI-generated explanation containing several deliberate or naturally occurring errors. Ask them to identify and correct the errors using textbooks or other reliable sources.
Differentiation Exercise
Ask AI to produce introductory, intermediate and advanced practice activities covering the same learning objective.
Assessment Exercise
Generate ten draft questions and ask learners to classify them according to difficulty, identify ambiguous questions and improve poor wording.
Writing Exercise
Ask learners to compare their own paragraph with an AI-generated paragraph and identify differences in evidence, reasoning and language.
Research Exercise
Ask AI to suggest possible research questions, then require learners to verify the claims through credible sources.
These activities help teachers move from passive AI consumption towards critical and pedagogically purposeful use.
AI is likely to become increasingly relevant to Ghanaian education because learners are entering a society in which automated systems are already influencing work, communication, research and decision-making. Teachers therefore need the capacity to guide learners through this environment.
The immediate educational priority should be teacher competence. Teachers who understand AI can help learners distinguish between useful assistance and unreliable information. They can also design activities that use AI to strengthen inquiry, comparison, reflection and problem-solving.
Ghana already has an ICT Competency Framework for Teachers, and UNESCO’s newer AI framework provides a useful international reference for extending teacher competence into the AI era. (UNESCO)
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [How to Become a Professional Teacher in Ghana]
Policy Implications
Ghana’s National AI Strategy places AI education among its major priorities. This creates an opportunity to connect national AI development with teacher education, curriculum development and continuing professional development. (Ministry of Communications)
Policy should address teacher preparation, curriculum alignment, data protection, procurement, infrastructure, accessibility, assessment and responsible use. AI policy in education should also recognise Ghana’s linguistic and cultural context.
The development of local AI capacity is particularly important. Ghana’s national strategy has highlighted the need for AI that reflects Ghanaian realities and local languages. (Ministry of Communications)
➡ Related: [Accredited Tertiary Institutions in Ghana: Updated Directory]
Implementation Considerations
The success of AI education will depend heavily on teachers. Training should therefore move beyond one-off workshops. Teachers need sustained opportunities to experiment, reflect, share classroom experiences and evaluate the educational value of different tools.
Schools should also avoid treating AI as a replacement for foundational digital literacy. Teachers and learners still need basic ICT skills, information literacy, research skills and critical thinking.
Implementation should also take account of differences between schools. A well-resourced urban school and a rural school with limited connectivity cannot be expected to implement AI in exactly the same way.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
AI is likely to become more deeply integrated into lesson preparation, educational resources, assessment, teacher professional development and learner support. The question for Ghana is therefore less about whether AI will influence education and more about how the education system will govern and use it.
Ghana’s National AI Strategy provides a national policy foundation, while the country’s existing ICT teacher competency work provides an important starting point for professional development. (Ministry of Communications)
The strongest future model is likely to be one in which teachers remain central to educational decision-making while AI provides additional analytical, creative and administrative support.
➡ Related: [Supported Teaching in School in Ghana: Complete Guide]
➡ Related: [Bachelor of Education Programmes in Ghana]
Why You Can Trust This Information
This article is based on information from official Ghanaian government sources and established international education organisations, including Ghana’s Ministry responsible for communication and digital technology and UNESCO. Where policy developments are discussed, EducateGhana.com prioritises official documentation and authoritative institutional publications.
AI tools and policies change quickly. Teachers should therefore verify current institutional rules, curriculum requirements, assessment regulations and data protection requirements before implementing new AI practices.
The article is intended as an educational guide and does not replace official directives issued by Ghanaian education authorities.
Frequently Asked Questions
What is AI in education?
AI in education refers to the use of artificial intelligence systems to support teaching, learning, assessment, administration and professional development. Examples include generative AI assistants, adaptive learning systems, automated feedback tools and AI-supported educational resources.
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
How can teachers use AI in Ghana?
Teachers can use AI for lesson planning, generating examples, preparing questions, developing differentiated learning materials, reviewing draft resources, supporting professional development and creating classroom activities.
➡ Related: [How to Become a Professional Teacher in Ghana]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
Can AI replace teachers?
AI should not be treated as a replacement for the professional role of teachers. Teaching involves judgement, relationships, classroom management, ethical decisions, assessment and understanding individual learners. UNESCO’s framework places human agency and teacher rights at the centre of responsible AI use. (UNESCO)
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
➡ Related: [Supported Teaching in School in Ghana: Complete Guide]
Can AI generate lesson plans?
Yes. Generative AI can produce draft lesson plans and teaching activities. Teachers should verify the content against the approved curriculum and adapt the material to their learners and classroom conditions.
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Can teachers use AI to create examination questions?
AI can assist in generating draft questions, but teachers should review every item for accuracy, curriculum alignment, difficulty and ambiguity before using it.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
➡ Related: [Common Core Programme in Ghana: Complete Guide]
What AI skills should teachers develop?
Teachers should develop skills in AI fundamentals, ethical use, critical evaluation, AI-supported pedagogy, prompt formulation, privacy protection and professional learning. UNESCO’s framework organises these competencies into five dimensions and three progression levels. (UNESCO)
➡ Related: [How to Choose a B.Ed. Specialisation in Ghana]
➡ Related: [Bachelor of Education Programmes in Ghana]
Is Ghana developing a national AI policy?
Yes. Ghana launched its National Artificial Intelligence Strategy in April 2026. The strategy includes AI education, workforce preparation, infrastructure and inclusion, research, responsible adoption and other areas of national development. (Ministry of Communications)
➡ Related: [GTEC Accredited Institutions in Ghana: How to Verify]
➡ Related: [Accredited Tertiary Institutions in Ghana: Updated Directory]
What are the risks of AI in education?
Major risks include inaccurate information, privacy problems, bias, academic dishonesty, unequal access and excessive dependence on automated systems. Teachers need to verify AI output and establish clear rules for responsible use.
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
AI use should depend on the learning objective and the rules established by the school or teacher. Students can use AI productively when activities require them to verify information, analyse responses, improve ideas and demonstrate their own understanding.
➡ Related: [Common Core Programme in Ghana: Complete Guide]
➡ Related: [Primary Education in Ghana: Curriculum, Teaching and Assessment]
Does AI work well with Ghanaian languages?
AI performance varies considerably by language and task. Ghanaian languages may have less digital training data than major international languages. Ghana’s National AI Strategy has highlighted the importance of AI that understands Ghanaian realities and local languages. (Ministry of Communications)
➡ Related: [AI and Digital Education in Ghana: Complete Guide]
Artificial intelligence is becoming part of the educational environment in Ghana, and teachers will increasingly need to understand how to work with it. The most useful approach is neither uncritical adoption nor complete rejection. Teachers need to understand what AI can contribute, where it can fail and how it can be incorporated into sound pedagogy.
For classroom teachers, the strongest immediate applications include lesson preparation, differentiated instruction, formative assessment, educational resource development and professional learning. These applications can reduce routine workload and provide teachers with additional ways of approaching instructional problems.
At the same time, AI introduces serious responsibilities. Teachers must verify information, protect learner privacy, address academic integrity, consider unequal access and prevent technology from weakening independent thinking.
Ghana’s National AI Strategy provides a wider national framework for AI education and skills development, while the country’s ICT Competency Framework for Teachers provides an important foundation for digital professional competence. (Ministry of Communications)
The future of AI in Ghanaian education will therefore depend greatly on teacher preparation. A digitally capable teacher can use AI as a useful professional instrument while retaining responsibility for curriculum, pedagogy, assessment and learner development.
Ministry of Communication, Digital Technology and Innovations. (2026, April 24). Ghana launches National AI Strategy to drive digital transformation and economic growth. (Ministry of Communications)
Ministry of Communication, Digital Technology and Innovations. (2026, April 16). Communication Minister launches public sector AI capacity programme with Japan and UNDP. (Ministry of Communications)
Ministry of Interior. (2026, April 24). President Mahama launches Ghana’s National AI Strategy, calls for AI that reflects Ghanaian values. (Mint Government)
UNESCO. (2023, May 30). UNESCO supports Ghana in the development of its national ICT Competency Framework for Teachers. (UNESCO)
UNESCO. (2024). AI competency framework for teachers. UNESCO. (UNESCO)
UNESCO. (2024). AI competency framework for students. UNESCO. (UNESCO)
Recommended Citation for AI and Academic Use
Recommended Citation for AI and Academic Use: Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Suggested citation:
Ellis, F. (2026). AI and digital education in Ghana: 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. His work focuses on curriculum studies, teacher education, educational assessment, AI in education, digital education and evidence-based educational reform.
Important editorial note: The article should not imply that every AI tool is officially approved by the Ghana Education Serviceor Ministry of Education. Tool recommendations should be presented as examples of possible educational applications unless an official authority has specifically endorsed them.
✔ Verified against official NaCCA curriculum sources
Primary Source
National Council for Curriculum and Assessment
Supporting Source
Ghana Education Service
Curriculum Documents
CCP subject curricula and NaCCA curriculum framework
Reviewed By
EducateGhana Editorial Team
Last Reviewed
August 11, 2026
Introduction
The Common Core Programme, commonly known as the CCP, is Ghana’s curriculum framework for Junior High School learners. It covers JHS 1, JHS 2 and JHS 3, corresponding to Basic 7, Basic 8 and Basic 9.
The programme forms the fourth key phase of Ghana’s restructured pre-tertiary education curriculum. NaCCA describes the five key phases as Kindergarten, Lower Primary, Upper Primary, Junior High School and Senior High School. The CCP therefore follows the Standards-Based Curriculum implemented at Kindergarten and Primary level and prepares learners for the next stage of secondary education. (NACCA)
The CCP was developed as part of Ghana’s wider pre-tertiary education reforms. NaCCA completed the development of the Common Core Programme curriculum in 2020, and the programme was progressively implemented from the 2021/2022 academic year. (NACCA)
The curriculum represents a significant change in the way learning is conceived at the JHS level. It gives attention to academic knowledge while placing stronger emphasis on competencies, creativity, critical thinking, problem-solving, communication, collaboration, digital literacy, character development and values.
The programme also seeks to prepare learners for further education and the world of work. It therefore provides a common foundation before learners proceed into more specialised secondary education pathways.
For parents, learners and teachers, understanding the CCP is important because it explains what learners are expected to study, the competencies they are expected to develop and how learning is assessed at the JHS level.
The Common Core Programme is the curriculum developed for Ghanaian learners at the Junior High School level.
The programme covers Basic 7 to Basic 9, which correspond to JHS 1, JHS 2 and JHS 3. NaCCA’s current curriculum information identifies JHS 1 to JHS 3 as Key Phase 4 of the national pre-tertiary education structure. (NACCA)
The term “Common Core” reflects the idea that learners should acquire a shared body of knowledge, skills, competencies and values before progressing to more specialised programmes.
The programme was developed as the second major phase of Ghana’s pre-tertiary curriculum reform following the introduction of the Standards-Based Curriculum at Kindergarten and Primary level.
NaCCA explains that the CCP was designed as a continuation of the Kindergarten-to-Primary standards-based curriculum and seeks to provide a holistic learning experience that prepares learners for post-secondary education, the world of work or both. (NACCA)
The curriculum is therefore broader than a list of subjects. It combines subject content with core competencies, values, learning approaches, practical activities, projects and assessment.
The programme also seeks to create a smoother transition between JHS and Senior High School.
The CCP was introduced as part of Ghana’s broader education reform programme.
NaCCA’s curriculum reform documents indicate that the reforms were intended to address challenges associated with the previous curriculum and ensure that curriculum content reflected twenty-first-century competencies and international standards. (NACCA)
One concern behind the reform was the excessive emphasis on memorisation. The CCP documents state that memorising facts and figures alone is insufficient for learners in the twenty-first century.
The curriculum therefore seeks to enable learners to apply knowledge in practical situations.
This requires learners to analyse information, communicate ideas, work with others, solve problems and create solutions.
The programme also places emphasis on character and values. Academic achievement is therefore considered alongside the development of responsible and capable individuals.
Another purpose is progression. Learners completing the CCP should have the knowledge and competencies required to move into Senior High School and other post-basic pathways.
NaCCA’s official CCP materials identify post-secondary education and the world of work as important destinations for learners completing the programme. (NACCA)
NaCCA’s current Common Core Programme page provides curriculum documents for the major learning areas and subjects taught under the programme. These include English Language, Mathematics, Science, Social Studies, French Language, Arabic, Ghanaian Language, Physical Education and Health, Religious and Moral Education, Creative Arts and Design, Career Technology and Computing. (NACCA)
The curriculum is therefore broader than the traditional conception of the core academic subjects.
The inclusion of Computing reflects the growing importance of digital literacy.
Career Technology introduces learners to practical knowledge and skills connected to technology, production and everyday life.
Creative Arts and Design provides opportunities for creativity and practical expression.
Physical Education and Health addresses physical development and health-related knowledge.
Languages remain central to the curriculum because communication is fundamental to learning across subjects.
The subjects are designed to work alongside the cross-curricular competencies rather than operate as completely separate areas of learning.
Science provides learners with opportunities to understand the natural world through concepts, investigation and application.
The CCP Science curriculum describes the programme as focusing on internationally benchmarked career and tertiary education readiness standards. It also places attention on cognitive, psychomotor and affective development. (NACCA)
Science learning is therefore expected to extend beyond memorising scientific facts.
Learners should have opportunities to investigate phenomena, interpret evidence and develop explanations.
Practical activities can help learners connect classroom concepts with real situations.
The curriculum also supports the development of problem-solving abilities.
This is particularly relevant to Ghana’s efforts to strengthen STEM education and prepare learners for further study in science and technology-related fields.
Computing is one of the subjects included in the current CCP.
Its inclusion reflects the importance of digital literacy in contemporary education and society.
Learners need to understand how digital technologies work and how they can be used responsibly.
Computing also supports problem-solving and logical thinking.
The subject can provide foundations for further study in information technology, computer science and related fields.
Digital literacy also has value beyond specialised technology careers. Learners increasingly require digital skills for education, communication, employment and everyday life.
The CCP therefore treats digital competence as part of the broader preparation of learners for contemporary society.
➡ Related: AI and Digital Education in Ghana: Complete Guide
Physical Education and Health addresses the physical and health-related dimensions of learner development.
The CCP is designed around the cognitive, psychomotor and affective domains of learning. Physical education therefore contributes to the wider development of the learner rather than serving merely as recreational activity. (NACCA)
Health education can help learners understand issues affecting personal wellbeing and healthy living.
Physical activity also contributes to physical development.
The subject reinforces the principle that education should develop the whole person.
Language learning is an important part of the CCP.
Ghanaian Language supports cultural identity, communication and the development of literacy within the learner’s linguistic context.
French provides an opportunity for learners to develop competence in another major language used within Ghana’s regional environment.
Arabic is also included among the CCP learning areas.
The inclusion of several languages reflects the multilingual character of Ghanaian society and the importance of communication across cultural and national boundaries.
Language learning can also support cultural understanding.
The CCP places particular emphasis on the 4Rs, namely:
Reading
Writing
Arithmetic
Creativity
NaCCA explains that the 4Rs are integrated into the various subject areas and form part of the programme’s emphasis on essential learning capabilities. (NACCA)
Reading allows learners to access information.
Writing enables them to communicate ideas clearly.
Arithmetic supports numerical reasoning and practical problem-solving.
Creativity enables learners to generate ideas and develop innovative responses to problems.
The 4Rs therefore provide a foundation for learning across the curriculum.
They are not restricted to English or Mathematics lessons.
Core competencies are central to the Common Core Programme.
NaCCA describes them as a connected body of skills developed through teaching and learning across subjects. (NACCA)
The major competencies include:
Critical thinking and problem-solving
Creativity and innovation
Communication and collaboration
Cultural identity and global citizenship
Personal development and leadership
Digital literacy
These competencies are not intended to be taught only as independent lessons.
Teachers are expected to develop them through subject teaching.
For example, Science activities can develop critical thinking. Group projects can develop communication and collaboration. Computing can strengthen digital literacy. Social Studies can contribute to citizenship.
The competency framework therefore connects different subjects.
Digital literacy is a significant component of the CCP.
The curriculum recognises that learners need to operate effectively in a technology-rich society.
Digital literacy includes more than the ability to use a computer. Learners need to understand digital tools, access and evaluate information and use technology appropriately.
Computing provides a direct avenue for developing these capabilities.
Other subjects can also integrate digital tools into learning where resources permit.
➡ Related: AI and Digital Education in Ghana: Complete Guide
Projects and community-related activities are important features of the CCP.
NaCCA’s curriculum documents indicate that personal projects, community projects and community service are integrated into the broader assessment approach. (NACCA)
Projects allow learners to apply classroom knowledge to practical situations.
They can also encourage research, planning, teamwork and problem-solving.
Community engagement gives learners opportunities to connect school learning with issues in their immediate environment.
This approach can make learning more meaningful.
It also reinforces the idea that education should prepare learners to contribute to society.
The Common Core Programme is closely connected to the Junior High School exit examination.
NaCCA states that the pioneer learners of the CCP curriculum completed the three-year learning cycle and were expected to sit the Basic Education Certificate Examination in July/August 2024. (NACCA)
The BECE therefore assesses learners at the end of the JHS stage.
NaCCA has also developed preparatory assessment items for the CCP curriculum. The Council states that these materials are intended to provide information about learner achievement and support preparation for the JHS exit examination. (NACCA)
Teachers and learners should therefore distinguish between learning the curriculum and merely preparing for an examination.
Good examination preparation should reinforce the knowledge and competencies identified by the curriculum.
➡ Related: BECE in Ghana: Complete Guide
➡ Related: BECE School Selection and Placement in Ghana: Complete Guide
CCP and Senior High School Education
The CCP is designed to support progression from JHS into Senior High School.
NaCCA states that the curriculum seeks to create seamless progression from JHS to SHS and establish pathways towards academic and career-related programmes. (NACCA)
This means that learners should leave JHS with a broad foundation rather than narrow subject preparation.
The competencies developed under the CCP are intended to support further learning.
For example, Mathematics and Science provide foundations for STEM-related study. Computing supports digital pathways. Language competencies support learning across disciplines.
Career Technology and Creative Arts and Design can also provide exposure to practical and creative fields.
The transition from JHS to SHS is therefore an important curriculum progression rather than a complete break between two unrelated systems.
➡ Related: Ghana’s Senior High School Curriculum: Complete Guide
Teachers are central to the success of the Common Core Programme.
A curriculum document can specify standards and competencies, but classroom teachers determine how those expectations become actual learning experiences.
Teachers need to understand the curriculum’s learning outcomes, strands, sub-strands, content standards, indicators and assessment expectations.
They also need appropriate pedagogical knowledge.
Professional learning is therefore essential.
NaCCA’s curriculum development process involved contributions from universities, Colleges of Education, GES personnel, teachers, curriculum specialists and other stakeholders. (NACCA)
This demonstrates that curriculum implementation is connected to the broader teacher education system.
Teacher education institutions also need to prepare prospective teachers to work with standards-based and competency-oriented curricula.
The Role of Schools and the Ghana Education Service
The Ghana Education Service is responsible for implementing approved national education policies and administering pre-tertiary education.
GES operates through regional and district structures that support schools and teachers.
Implementation of the CCP therefore requires coordination between national curriculum policy and school-level practice.
Headteachers and school leaders have important responsibilities in ensuring that teachers have access to curriculum documents and appropriate instructional resources.
Schools also need to monitor teaching and learning.
The success of the CCP cannot therefore be attributed to teachers alone. Curriculum implementation is a system-level responsibility.
Challenges in Implementing the Common Core Programme
The CCP presents opportunities for improving learning, but implementation also involves challenges.
One challenge is teacher preparedness.
Teachers who were trained primarily under traditional content-centred approaches may require additional support to implement competency-oriented instruction effectively.
Another challenge is resources.
Project-based and practical learning can require materials, equipment, technology and adequate classroom space.
Large class sizes can also make group work, individual feedback and practical activities difficult.
Assessment creates another challenge. Teachers need to design tasks that assess both knowledge and competencies.
There is also the question of alignment. If national examinations emphasise forms of knowledge that are different from classroom curriculum expectations, teachers may understandably focus on examination preparation.
Effective implementation therefore requires alignment between curriculum, teacher education, instructional resources, classroom practice and assessment.
Parents have an important role in supporting learning under the Common Core Programme.
Parents should encourage children to read regularly, practise mathematics and discuss what they learn at school.
They can also support projects and practical activities where appropriate.
Parents should avoid reducing education to examination scores alone.
The CCP places emphasis on competencies and character. Parents can reinforce these by encouraging responsibility, communication, creativity, problem-solving and independent learning.
Digital devices should also be used purposefully.
Where learners have access to technology, parents can encourage educational rather than purely recreational use.
Students should understand that the CCP requires more than memorising notes.
Regular reading and revision remain important, but learners should also practise applying knowledge.
They should ask questions, participate in classroom discussions and take practical activities seriously.
Group work should be treated as an opportunity to develop communication and collaboration.
Projects should be completed carefully because they provide opportunities to demonstrate competencies.
Students should also develop digital literacy and research skills.
Most importantly, learners should understand that the objective of education is to develop capabilities that remain useful beyond the examination room.
The Common Core Programme represents an important stage in Ghana’s attempt to modernise pre-tertiary education.
Its strongest feature is the effort to connect subject knowledge with competencies and practical application.
The emphasis on critical thinking, creativity, communication, collaboration and digital literacy reflects the demands learners face beyond school.
The CCP also gives greater attention to character and values, recognising that education has social and civic purposes.
Policy Implications
The CCP demonstrates that curriculum reform must be accompanied by implementation policies.
Teachers need sustained professional development.
Schools require adequate resources.
Assessment needs to reflect curriculum objectives.
Education authorities also need reliable evidence about whether learners are acquiring the intended competencies.
Curriculum reform should therefore be treated as a long-term process rather than a single policy event.
Implementation Considerations
Successful implementation requires coordination among NaCCA, the Ministry of Education, Ghana Education Service, schools, teacher education institutions and other stakeholders.
Teacher preparation is particularly important.
Teachers must understand not only what the curriculum says but also how to translate it into classroom practice.
Schools also need leadership capable of supporting curriculum implementation.
Future Outlook
The CCP is likely to remain an important reference point in Ghana’s pre-tertiary curriculum architecture as learners progress from basic education into secondary education.
Future curriculum reviews should continue to consider classroom realities, technological developments, teacher capacity and learner outcomes.
The strongest measure of success will be whether learners can demonstrate the knowledge, skills, competencies and values the programme intends to develop.
This article relies primarily on official curriculum information published by the National Council for Curriculum and Assessment.
NaCCA’s official curriculum page identifies the CCP as the curriculum for Key Phase 4, covering JHS 1 to JHS 3. It also provides the current list of CCP curriculum documents. (NACCA)
The article also draws on official CCP subject curriculum documents and NaCCA publications concerning implementation, assessment and curriculum development. (NACCA)
EducateGhana.com has prioritised official sources because curriculum information can change through formal review and revision. Readers should consult the latest NaCCA curriculum documents when making decisions concerning specific subject requirements, assessment arrangements or school-level implementation.
CCP means Common Core Programme. It is Ghana’s curriculum for Junior High School learners from JHS 1 to JHS 3, corresponding to Basic 7 to Basic 9. (NACCA)
The current NaCCA CCP curriculum page provides documents covering English Language, Mathematics, Science, Social Studies, French Language, Arabic, Ghanaian Language, Physical Education and Health, Religious and Moral Education, Creative Arts and Design, Career Technology and Computing. (NACCA)
The CCP develops competencies including critical thinking and problem-solving, creativity and innovation, communication and collaboration, cultural identity and global citizenship, personal development and leadership, and digital literacy. (NACCA)
No. The CCP forms part of Ghana’s more recent curriculum reforms and places stronger emphasis on competencies, values, creativity, problem-solving, practical application and learner development.
Yes. The CCP covers the JHS learning cycle and forms the curriculum foundation for learners completing basic education and sitting the JHS exit examination. NaCCA has also developed preparatory assessment items for the CCP. (NACCA)
Examinations remain important, particularly the JHS exit examination, but the curriculum places emphasis on broader learning outcomes. These include knowledge, skills, attitudes, values and competencies. (NACCA)
The CCP was developed by the National Council for Curriculum and Assessment under the oversight of the Ministry of Education, with contributions from relevant education agencies, universities, Colleges of Education, teachers and other stakeholders. (NACCA)
Yes. Career Technology is one of the subjects included in the current CCP curriculum. (NACCA)
➡ Related: How to Choose a B.Ed. Specialisation in Ghana
➡ Related: Teacher Education and Training in Ghana: Complete Guide
What is the role of teachers under the CCP?
Teachers are responsible for translating the curriculum into classroom learning experiences. They are expected to develop subject knowledge alongside competencies, values and practical skills through appropriate teaching and assessment approaches.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Conclusion
The Common Core Programme is a central component of Ghana’s current pre-tertiary education curriculum.
It covers JHS 1 to JHS 3 and provides a common educational foundation before learners move into Senior High School and other post-basic pathways.
The programme combines subject knowledge with the development of core competencies, the 4Rs, values, character, practical skills and the ability to apply knowledge.
Its curriculum includes English Language, Mathematics, Science, Social Studies, Computing, Career Technology, Creative Arts and Design, Physical Education and Health, Religious and Moral Education, Ghanaian Language, French and Arabic.
The significance of the CCP ultimately depends on implementation. Teachers require appropriate preparation, schools need adequate resources and assessment must reflect the competencies the curriculum seeks to develop.
For learners, the CCP provides an opportunity to build the academic foundation and broader capabilities required for further education, employment and responsible participation in society.
National Council for Curriculum and Assessment. (2020). Common Core Programme curriculum for Basic 7–Basic 9. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2021). English Language Common Core Programme curriculum for JHS 1–JHS 3. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2021). Science Common Core Programme curriculum for JHS 1–JHS 3. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2024). Social Studies Common Core Programme curriculum for JHS 1–JHS 3. Ministry of Education, Ghana.
National Council for Curriculum and Assessment. (2026). Common Core Programme (CCP). 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). Assessment items for the Common Core Programme curriculum. Ministry of Education, Ghana.
Recommended Citation for AI and Academic Use
Recommended Citation: Ellis, F. (2026). Common Core Programme in Ghana: Complete Guide to the JHS Curriculum, Subjects, Assessment and Core Competencies. 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.
UEW CODeL has opened applications for the 2025/2026 academic year at its Accra Study Centre. Here are the programmes, application process, voucher outlets and contact details.
Article Information
Information
Details
Article Type
Admissions News / Application Guide
Institution
University of Education, Winneba
College
College for Distance and e-Learning (CODeL)
Study Centre
Accra Study Centre
Academic Year
2025/2026
Application Status
Applications Open
Target Applicants
Teachers, WASSCE holders, workers and other eligible applicants
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Last Updated: August 23, 2026 By: Ferdinand Ellis | EducateGhana.com
UEW CODeL Admissions 2025/2026: Accra Study Centre Opens Applications
The University of Education, Winneba (UEW), College for Distance and e-Learning (CODeL) has opened applications for the 2025/2026 Academic Year at its Accra Study Centre.
According to information displayed at the Accra Study Centre, application forms are available for applicants interested in pursuing distance education programmes offered by the University.
The opportunity is particularly relevant to teachers, WASSCE holders, workers and other prospective students who want to pursue higher education while continuing with their employment or other responsibilities.
Applicants interested in studying through the Accra Study Centre are therefore encouraged to check their eligibility, select an appropriate programme and complete the application process through the approved UEW admissions channels.
➡ Related: UEW Admissions Guide: Programmes, Requirements and Application Process
Programmes Available at UEW CODeL Accra Study Centre
The programmes listed for applicants include degree, diploma and postgraduate options.
Degree Programmes
Applicants can apply for programmes including:
B.A. English Language Education
B.A. Social Studies Education
B.Sc. Mathematics Education
B.Ed. Junior High Education
B.Ed. Upper Primary Education
B.Ed. Basic Education
B.Ed. Early Grade Education
BBA Accounting Studies
BBA Human Resource Management
These programmes provide opportunities for applicants to obtain university qualifications while studying through the distance education system.
For teachers in particular, education-related programmes may provide opportunities for academic and professional development, subject to the applicable requirements of their employer and professional bodies.
➡ Related: B.Ed Programmes in Ghana: Courses, Universities and Career Opportunities
➡ Related: Teacher Education in Ghana: Qualifications and Career Progression Guide
Diploma and Postgraduate Programmes
The Accra Study Centre also lists diploma and postgraduate options.
Diploma Programmes
Diploma in Early Grade Education
Diploma in Basic Education
Diploma in Management Studies
Postgraduate Programme
Post Graduate Diploma in Education (PGDE)
The PGDE is particularly relevant to degree holders who wish to obtain professional preparation for teaching, subject to the programme’s admission requirements and applicable professional regulations.
Applicants should confirm the current admission requirements before selecting a programme.
How to Buy the UEW Admission Voucher
Prospective applicants are expected to obtain an application voucher through designated banks.
The listed banks include:
GCB Bank
Consolidated Bank Ghana (CBG)
Agricultural Development Bank (ADB)
Prudential Bank
Applicants should ensure that they obtain the appropriate UEW application voucher and retain the relevant details needed to complete the online application.
How to Apply for UEW CODeL Admission
After obtaining the application voucher, applicants can proceed with the online application.
Step 1: Obtain the Application Voucher
Purchase the appropriate UEW application voucher from one of the designated banks.
Step 2: Visit the UEW Admissions Portal
Applicants should use the official UEW admissions platform and select the appropriate distance education application option.
Step 3: Complete the Application
Enter the required personal, academic and contact information carefully.
Applicants should ensure that names, dates of birth, examination details and other information correspond with their official documents.
Step 4: Select the Programme
Choose the preferred programme and study centre based on the applicant’s eligibility and available options.
Step 5: Review and Submit
Applicants should carefully review the completed application before submission and retain evidence of the application for future reference.
Important: Applicants should rely on official UEW admissions channels for current application requirements, deadlines and any changes to the application process.
Accra Study Centre Contact Details
Applicants who require assistance with the application or study-centre arrangements can contact the Accra Study Centre using the numbers provided in the admission notice:
Phone:
0244894439
0202041022
0506476124
Applicants should confirm the appropriate office hours before visiting the centre.
Why Choose UEW CODeL Distance Education?
Distance education provides an alternative route for people who cannot attend conventional weekday university programmes.
For working teachers and other professionals, the model can make it possible to combine employment with university study.
The Accra Study Centre also provides an option for students who live in or around Accra and would prefer to undertake their studies without relocating to Winneba.
Weekend-based academic activities can also be particularly useful for workers whose weekday schedules make conventional university attendance difficult.
However, prospective students should carefully examine the academic, financial and time commitments of their selected programme before applying.
➡ Related: Best Universities for Distance Education in Ghana
➡ Related: How Distance Education Helps Working Teachers Upgrade Their Qualifications
Who Can Apply?
The admission opportunity may be relevant to several categories of prospective students, including:
WASSCE holders seeking university admission
Teachers seeking further academic qualifications
Working professionals
Applicants seeking education-related degrees
Degree holders interested in teacher education through the PGDE
Applicants seeking diploma-level qualifications
Eligibility, however, depends on the specific programme and the applicant’s academic background.
Applicants should therefore check the official admission requirements for their chosen programme before paying fees or submitting an application.
Is the Application Deadline Available?
The information provided for the Accra Study Centre does not state a specific closing date for the application.
Applicants should therefore avoid relying on assumptions about when applications will close.
The University may issue an official deadline or update its admission arrangements. Prospective students should monitor UEW’s official admissions channels and the CODeL Study Centre for the latest information.
Important Advice for Applicants
Prospective students should take several precautions when applying.
First, applicants should use only official UEW application channels and approved payment arrangements.
Second, applicants should verify the admission requirements for their preferred programme before purchasing an application voucher.
Third, applicants should ensure that the information submitted on the application form is accurate.
Finally, applicants should keep copies of their application details, payment information and supporting documents.
This is particularly important for applicants who may need to refer to their application during subsequent admission or registration stages.
EducateGhana Analysis
The continued availability of distance education remains important to Ghana’s higher education system because many prospective students are already engaged in employment or other responsibilities.
For teachers, flexible university programmes can provide opportunities for academic upgrading without necessarily requiring them to leave their places of work.
The presence of a study centre in Accra also expands access for applicants in the capital and surrounding communities.
There is, however, an important distinction between obtaining a university qualification and automatically receiving a professional or employment benefit from that qualification. Teachers should confirm how a particular programme relates to GES promotion, professional licensing, upgrading and other employment requirements before enrolling.
Applicants should also confirm programme accreditation and current institutional requirements directly from UEW.
Frequently Asked Questions
1. Has UEW CODeL opened admissions for 2025/2026?
Yes. The information from the Accra Study Centre indicates that applications are available for the 2025/2026 Academic Year.
2. Where is the UEW CODeL Accra Study Centre?
The study centre is located in Accra and provides a local option for students pursuing UEW distance education programmes.
3. What programmes are available?
The listed programmes include B.A., B.Sc., B.Ed., BBA, diploma and PGDE programmes.
4. Can teachers apply?
Yes. Teachers may apply for eligible programmes that match their academic background and career objectives.
5. Can WASSCE holders apply?
WASSCE holders may apply for eligible undergraduate programmes, subject to the specific admission requirements of their chosen programme.
6. Is the PGDE available?
Yes. The Post Graduate Diploma in Education is among the programmes listed for the study centre.
7. Where can applicants buy the UEW application voucher?
The listed outlets include GCB Bank, CBG, ADB and Prudential Bank.
8. Can I study at the Accra Study Centre without relocating to Winneba?
The study-centre arrangement is designed to provide distance learners with a local point of academic support and engagement. Applicants should confirm the current delivery arrangements for their specific programme.
9. What are the contact numbers for the Accra Study Centre?
The numbers provided are 0244894439, 0202041022 and 0506476124.
10. When does the application close?
A specific deadline was not provided in the information supplied for the Accra Study Centre. Applicants should monitor official UEW announcements for the confirmed closing date.
Conclusion
The UEW CODeL 2025/2026 admissions provide prospective students with an opportunity to pursue university education through distance learning at the Accra Study Centre.
The available programmes cover education, mathematics, English, social studies, business administration, management, early grade education, basic education and postgraduate teacher education.
Teachers, WASSCE holders, workers and other interested applicants should check the specific requirements of their preferred programme before applying and should rely on official UEW channels for the latest information on deadlines and admission requirements.
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, education policy, assessment and evidence-based educational reform.
Meta Description: UEW CODeL has opened 2025/2026 applications at the Accra Study Centre. See programmes, voucher outlets, application steps and contact details.
Category: Admissions
Hub: Study in Ghana
Cluster: University Admissions and Distance Education
BOGISS Case: Parents’ Council Demands Full Accountability, Nationwide Vetting of School Security Personnel
Published
August 22, 2026
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Category
Education News, School Safety, Child Protection
Focus Keyword
BOGISS case
Key Sources
NCPTAs, Ministry of Education, Ghana Education Service, Ghana Police Service
Location
Bolgatanga, Upper East Region, Ghana
BOGISS Case: Parents’ Council Demands Full Accountability, Nationwide Vetting of School Security Personnel
The National Council of Parent-Teacher Associations (NCPTAs) has called for full administrative and criminal accountability following the reported sexual assault of a student at Bolgatanga Girls’ Senior High School (BOGISS) in the Upper East Region.
In a statement dated August 20, 2026, the national parent-teacher body commended the Ministry of Education, Ghana Education Service (GES) and Ghana Police Service for the steps taken following the reported incident.
The NCPTAs said the response from the state institutions should be sustained until the matter is fully investigated and dealt with under Ghanaian law.
The organisation also called for a nationwide review of security personnel and other non-teaching staff working in schools, including background checks, age and fitness assessments, and child-protection training.
NCPTAs commends state institutions
The NCPTAs specifically commended the Ministry of Education for directing that the affected student receive appropriate medical and psychosocial support and for directing GES to restore the student’s boarding status.
It also commended GES for interdicting the two security personnel connected to the allegations and the Ghana Police Service for arresting suspects and pursuing the criminal investigation.
The organisation said these actions demonstrated institutional responsibility, while stressing that further steps are required to ensure accountability.
Parents’ council demands stronger school safeguarding
The NCPTAs argued that schools must provide environments in which children, particularly vulnerable learners, are protected from abuse.
It called on GES to conduct a nationwide audit of security personnel and other non-teaching staff in schools.
According to the organisation, the exercise should examine personnel records, background checks, age, suitability and fitness for duty.
The NCPTAs also called for mandatory child-protection and safeguarding training for school personnel, including specific training on supporting students with special educational needs.
Call for administrative accountability
The organisation wants GES to take appropriate disciplinary action against staff found responsible following due process.
It further called for a review of recruitment practices for school security personnel to ensure that people entrusted with the safety of students are properly vetted, trained and suitable for the responsibility.
The NCPTAs said the BOGISS case should therefore prompt a broader examination of safeguarding arrangements across schools rather than being treated only as an isolated incident.
Call for criminal prosecution
The NCPTAs also urged the criminal justice authorities to pursue the matter under Ghanaian law if the evidence establishes criminal responsibility.
It referred to provisions of the Criminal Offences Act, 1960 (Act 29), the Children’s Act, 1998 (Act 560), and Article 28 of the 1992 Constitution concerning the protection and welfare of children.
However, the allegations against the suspects remain subject to police investigation and judicial determination. Any person accused of an offence is entitled to due process and the presumption of innocence until proven guilty by a competent court.
PTA urged to strengthen school safety
The NCPTAs further called on PTAs and school authorities to strengthen child-safeguarding measures.
Among the areas it highlighted were monitored access points, appropriate supervision within school environments, visitor-control systems and greater attention to child-protection issues during PTA engagements.
The organisation also called on the BOGISS PTA and Upper East Regional NCPTA leadership to support the affected family and cooperate with the relevant state institutions.
A wider question for Ghana’s education system
The BOGISS case has raised broader questions about how schools recruit, supervise and monitor non-teaching personnel who interact with students.
Security officers, cleaners, drivers, house parents and other support staff may operate outside the classroom, but their conduct can directly affect student safety.
The case therefore provides an opportunity for education authorities to examine whether existing safeguarding systems adequately cover every adult working within school environments.
For parents, the central issue is straightforward. Schools must remain places where children can learn without fear of abuse, exploitation or neglect.
The NCPTAs said it would continue to advocate for a school system that protects children’s dignity, safety and rights.
EducateGhana.com will continue to follow developments in the BOGISS case as official information becomes available.
Editorial and legal note
Because this is a child-protection case, EducateGhana.com should not publish the student’s name, photograph, medical information, class, or other details that could identify her. The names of suspects should also be reported only where they have been officially released by the Police or another competent authority, and allegations should remain clearly identified as allegations until determined by a court.
Suggested APA 7 references
Ghana. (1992). Constitution of the Republic of Ghana, 1992.
National Council of Parent-Teacher Associations. (2026, August 20). NCPTAs commends state response to BOGISS case and demands full accountability under Ghanaian law [Press release].
Ministry of Education. (2026, August 20). Statement on alleged sexual abuse at Bolgatanga Girls Senior High School.
Ghana Education Service. (2026, August 20). Immediate release on alleged sexual assault at Bolgatanga Girls Senior High School.
GES has clarified salary adjustment procedures for newly promoted teachers, directing them to ignore requests for application letters and other documents.
By Ferdinand Ellis | EducateGhana.com Published: August 22, 2026 Updated: August 22, 2026
Article Information
Item
Details
Topic
GES salary adjustment for newly promoted teachers
Institution
Ghana Education Service (GES)
Release
Immediate Release
Reference
GES/HQ/PR/26/155
Date
22 August 2026
Signed by
Daniel Fenyi, Head of Public Relations, GES
Affected group
Newly promoted teachers
Key directive
Teachers should ignore requests to submit documents for salary adjustment
Salary placement
Automatic placement on the appropriate salary scale
Status
GES says the existing practice has not changed
Introduction
The Ghana Education Service (GES) has clarified the procedure for salary adjustments for newly promoted teachers, directing affected teachers to disregard requests to submit application letters, promotion letters and other documents specifically for the processing of their new salaries.
The clarification is contained in an Immediate Release dated August 22, 2026, referenced GES/HQ/PR/26/155 and signed by Daniel Fenyi, Head of Public Relations at GES.
The statement follows concerns raised by some newly promoted teachers who had reportedly been instructed to submit documents to facilitate salary adjustments after their promotions. GES says the established practice remains unchanged. Teachers promoted to new ranks are normally placed automatically on the appropriate salary scale corresponding to their new positions.
GES Clarifies Salary Adjustment Process for Newly Promoted Teachers
GES explained that management had received concerns from some newly promoted teachers who had been directed to submit application letters together with their promotion letters and other documents for the processing of salary adjustments.
According to the Service, this requirement does not reflect the established procedure for newly promoted teachers.
The clarification is particularly important for teachers who have recently received promotion letters and may be uncertain about whether they must separately apply for their salaries to be adjusted to their new ranks.
➡ Related: GES Promotion 2026: 100 Questions, 2 Hours and 10 Key Areas
➡ Related: GES Releases 2026 Promotion Exam Framework: 10 Areas Candidates Must Study
Newly Promoted Teachers Are Automatically Placed on New Salary Scale
The GES release states that teachers promoted to new ranks are usually placed automatically on the appropriate salary scale to reflect their new ranks.
Management stressed that this existing practice has not changed.
This means that a teacher who has successfully been promoted should not ordinarily be required to submit a separate application for salary adjustment merely because the teacher has moved to a higher rank.
The clarification comes at a time when newly promoted teachers are dealing with several administrative processes associated with their promotion, including confirmation of promotion and the eventual reflection of the new rank in their employment and salary records.
Teachers Directed to Ignore Requests for Salary Adjustment Documents
One of the most important instructions in the GES statement is that teachers should ignore requests to submit documents for salary adjustments.
GES specifically referred to requests for documents connected with the processing of salaries to reflect newly attained ranks.
Teachers who have already received their promotion should therefore exercise caution before submitting personal documents to individuals or offices claiming that such documents are required for salary adjustment.
This does not mean that teachers should ignore legitimate administrative communication relating to their promotion. Rather, the GES directive concerns the specific request for teachers to submit documents as a condition for processing salary adjustments to their new ranks.
➡ Related: GES Promotion 2026: Complete Guide for Teachers
➡ Related: GES Promotion 2026: How to Check Promotion and Application Status
Why GES Issued the Warning
The warning follows reports that some regions and districts were allegedly requesting newly promoted teachers to provide documents for salary adjustment.
GES acknowledged that such requests had emerged in a few regions and districts and said management was engaging the affected areas.
The Service called for calm among teachers while it works with the regions and districts concerned to resolve the matter.
The clarification therefore appears to be intended to prevent confusion among newly promoted teachers and to ensure that different administrative practices at the regional or district level do not create unnecessary requirements for teachers.
➡ Related: GES Promotion 2025: Documents Required for Successful Applicants
➡ Related: GES Teacher Promotion: Salary, Rank and Conditions After Promotion
What Newly Promoted Teachers Should Do
Based on the August 22 GES release, newly promoted teachers should take the following steps:
1. Keep your promotion documents safely
Teachers should retain their promotion letters and other legitimate employment records. The GES directive does not mean promotion documents are unimportant.
2. Do not submit documents merely for salary adjustment
Where a teacher is specifically asked to submit an application letter, promotion letter, payslip or other documents for the purpose of processing salary adjustment, the teacher should take note of the latest GES directive.
3. Verify conflicting instructions
If a regional or district office issues an instruction that appears to conflict with the GES headquarters directive, teachers should seek clarification through the appropriate official GES administrative channels.
4. Monitor the payslip
Newly promoted teachers should monitor subsequent payslips to confirm that their new rank and corresponding salary placement are correctly reflected.
5. Keep evidence of promotion
Teachers should maintain copies of their promotion letters and relevant correspondence in case an administrative clarification becomes necessary later.
Does the GES Statement Cancel Regional or District Administrative Procedures?
The GES statement is significant because it comes from the Public Relations Unit at GES Headquarters and specifically addresses the issue of salary adjustment for newly promoted teachers.
It states that the existing automatic placement practice has not changed.
However, teachers should distinguish between salary adjustment and other legitimate administrative processes that may be required after promotion.
For example, an employer may require documentation for updating personnel records, verification or other administrative purposes. The August 22 statement specifically addresses requests for documents for salary adjustment purposes.
Teachers should therefore avoid interpreting the release as a blanket instruction to disregard every administrative request from GES, regional directorates or district offices.
What This Means for Teachers Awaiting Their New Salaries
The clarification should provide some relief to teachers who were concerned that they needed to personally initiate salary adjustment procedures after receiving their promotion letters.
GES’s position is that teachers promoted to new ranks are normally placed automatically on the appropriate salary scale.
The central issue now is implementation. Newly promoted teachers will want to see their new ranks and corresponding salary placements reflected correctly in the payroll system.
Where discrepancies occur, affected teachers should document the problem and seek clarification through the appropriate GES administrative channels rather than relying on unofficial instructions.
GES Calls for Calm as It Engages Affected Regions and Districts
GES has acknowledged that a few regions and districts are allegedly requesting the documents and says management is engaging them.
The Service has consequently appealed for calm among teachers.
The latest clarification also places responsibility on administrative structures to maintain consistency in implementing promotion-related salary procedures across the country.
For teachers, the immediate message is straightforward: do not rush to submit documents for salary adjustment simply because someone requests them. Verify the instruction against the latest GES directive.
GES Promotion 2026: What Teachers Should Remember
The salary clarification comes against the background of the ongoing 2026 GES promotion process.
GES recently opened applications for promotion to senior ranks including Principal Superintendent, Assistant Director II, Assistant Director I and Deputy Director. The Service also issued a separate framework for promotion examinations for higher directorate positions.
The promotion process involves several stages, and teachers should distinguish between applying for promotion, receiving a promotion, and salary placement after promotion.
The August 22 release concerns the third issue. It does not cancel the broader promotion requirements or application procedures.
➡ Related: GES Promotion 2026: Ranks, Qualifications and Application Deadline
➡ Related: GES Promotion Exam 2026: 100 Questions, 2 Hours and 10 Key Areas
Key Questions About GES Salary Adjustment
Do newly promoted teachers need to write an application letter for salary adjustment?
According to the August 22, 2026 GES release, no. Teachers are directed to ignore requests to submit documents for salary adjustments because promoted teachers are normally placed automatically on the appropriate salary scale.
Should teachers submit their promotion letters for salary adjustment?
GES says teachers should ignore requests to submit documents specifically for salary adjustment.
Has the automatic salary placement system changed?
No. GES expressly states that the existing practice has not changed.
What if a district office asks a teacher to submit documents?
The teacher should verify the instruction, particularly because GES Headquarters says it is engaging the few regions and districts allegedly requesting such documents.
Will the new rank affect the teacher’s salary?
Yes. Promotion to a new rank is expected to result in placement on the appropriate salary scale for that rank, subject to the applicable administrative and payroll processes.
EducateGhana.com Editorial Note
Newly promoted teachers should rely primarily on official GES communications when dealing with promotion, salary placement and payroll matters.
Teachers should also avoid paying individuals or intermediaries to process salary adjustments unless there is a clearly established and officially communicated requirement.
The latest GES release is particularly important because it directly addresses conflicting instructions reportedly being given to some newly promoted teachers.
The key message is clear: GES says newly promoted teachers do not need to submit documents for salary adjustment, and the automatic placement practice remains in force.
Source and Reference
Ghana Education Service. (2026, August 22). Immediate release: Automatic salary adjustments for newly promoted teachers (Ref. GES/HQ/PR/26/155). Public Relations Unit, Headquarters, Ghana Education Service.
YEN.com.gh. (2026, August 22). Ghana teacher promotions: GES clarifies salary issues for promoted teachers.
Suggested APA citation for this EducateGhana.com article:
Ellis, F. (2026, August 22). GES warns newly promoted teachers: No application documents required for salary adjustment. EducateGhana.com.
Author: Ferdinand Ellis Publisher: EducateGhana.com, Ghana’s Education Intelligence Platform
Successful 2025 GES promotion applicants must submit four documents, including a promotion letter, payslip and MMDE cover letter, for salary processing.
By: Ferdinand Ellis | EducateGhana.com Published: August 22, 2026 Category: GES / Teacher Promotion / Education News
Successful applicants from the 2025 Ghana Education Service (GES) promotion exercise have been directed to submit specified documents for the processing of their salaries following their promotion.
The directive, communicated through the Regional IPPD, requires successful applicants to prepare four key documents and submit three copies of each.
Article Information
Item
Details
Article Title
GES 2025 Promotion: Successful Applicants Directed to Submit Documents for Salary Processing
Category
GES / Teacher Promotion
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Published
August 22, 2026
Article Type
Education News / Notice
Geographical Focus
Ghana
Target Audience
Successful 2025 GES promotion applicants
Issuing Office
Regional IPPD
Purpose
Processing of salary following promotion
Documents Required
Four categories
Copies Required
Three copies of each document
Introduction
The Ghana Education Service has begun the next administrative stage for successful applicants of the 2025 promotion exercise, with applicants being directed to submit documents required for salary processing.
According to information from the Regional IPPD, successful applicants are expected to submit an application letter, promotion letter, current payslip and a cover letter from their Metropolitan, Municipal or District Education Directorate.
A subsequent clarification states that the application letter should be addressed to the Director-General of the Ghana Education Service through the relevant Regional and District offices.
Applicants have also been instructed to provide three copies of each required document.
The development is important for successful candidates because promotion does not end with the examination or release of promotion results. The necessary administrative processes must also be completed before the new salary arrangements can be processed.
Successful applicants are required to prepare four documents for the salary-processing stage.
The first is an application letter requesting the processing of the applicant’s salary following the promotion.
The second is the applicant’s promotion letter, which serves as documentary evidence of the promotion.
The third document is the applicant’s current payslip. This provides the relevant payroll information needed for processing.
The fourth is a cover letter from the MMDE, referring to the Metropolitan, Municipal or District Education office responsible for the applicant.
Applicants should ensure that all documents are properly prepared before submission to avoid unnecessary delays in the administrative process.
➡ Related: [How to Become a Professional Teacher in Ghana]
➡ Related: [Teacher Education and Training in Ghana: Complete Guide]
How to Address the Application Letter
A clarification issued after the initial communication provides specific guidance on the addressee and routing of the application letter.
The application should be addressed to the Director-General of the Ghana Education Service.
It should be routed through the applicant’s Region and District.
In practical terms, the addressing arrangement should reflect the administrative structure through which the application is being submitted.
Applicants should therefore avoid addressing the letter only to their District or Regional Director when the instruction specifically requires the Director-General as the main addressee.
A suitable structure may be presented as:
The Director-General Ghana Education Service Accra
Through: The Regional Director of Education [Name of Region]
Through: The Metropolitan/Municipal/District Director of Education [Name of MMDE]
Applicants should, however, follow any additional formatting or submission instructions issued by their respective Regional or District IPPD offices.
➡ Related: [GES Recruitment and Teacher Employment Guide]
➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]
Three Copies of Each Document Required
The Regional IPPD has clarified that applicants should submit three copies of each of the required documents.
This means successful applicants should prepare three copies of the application letter, three copies of the promotion letter, three copies of the current payslip and three copies of the relevant MMDE cover letter.
Applicants should keep a personal copy of their complete submission for their own records where possible.
They should also ensure that the copies are clear and legible.
Where an original document is required for verification, applicants should take the original along with the copies, unless their Regional or District office has issued different instructions.
Keeping evidence of submission can also be useful if an applicant later needs to follow up on the processing of the salary.
Successful applicants should first confirm that they have received or can access their official promotion letter.
They should then prepare the application letter addressed to the Director-General and routed through the appropriate Regional and District education authorities.
The applicant should obtain a current payslip and secure the required cover letter from the relevant MMDE.
All four documents should then be photocopied or reproduced in the required number of copies.
Applicants should arrange the documents carefully and submit them through the designated administrative channel provided by their Regional IPPD or education office.
Since administrative procedures can differ in practical implementation between regions and districts, applicants should also confirm the exact submission point and any additional requirements with their respective education office.
Why Salary Processing Matters After Promotion
Promotion within the Ghana Education Service has implications for an employee’s rank and remuneration.
However, administrative processing is necessary to ensure that changes arising from promotion are properly reflected in the relevant payroll records.
The submission of supporting documents allows the responsible administrative and payroll units to verify the promotion and process the associated salary adjustment.
Applicants should therefore treat the documentation stage as an important part of the promotion process.
Any discrepancy in an applicant’s name, rank, promotion date, payroll details or supporting documents could potentially require clarification before processing is completed.
Successful applicants should consequently check their documents carefully before submission.
Important Notice to 2025 Promotion Applicants
The current information specifically concerns successful applicants from the 2025 promotion exercise who are being asked to submit documents for salary processing.
It should not automatically be interpreted as a new application requirement for the separate 2026 GES promotion exercise.
This distinction is important because GES has also issued separate information concerning the 2026 promotion process and the ranks open for application.
Applicants should therefore ensure that they are following instructions applicable to their particular promotion year.
EducateGhana.com will continue to monitor official GES and IPPD communications for further clarification concerning deadlines, submission locations and subsequent payroll processing.
Required Documents at a Glance
No.
Document
Requirement
1
Application letter
Addressed to Director-General, GES
2
Promotion letter
Copy required
3
Current payslip
Current copy required
4
MMDE cover letter
From Metropolitan, Municipal or District Education office
Copies
All documents
Three copies each
Key Takeaways
The directive concerns successful applicants from the 2025 GES promotion exercise.
The documents are required for salary processing.
Applicants must submit an application letter.
The application should be addressed to the Director-General of GES.
The application should go through the Regional and District education offices.
Applicants must submit their promotion letter.
A current payslip is required.
An MMDE cover letter is also required.
Three copies of each document should be prepared.
Applicants should retain copies and evidence of submission for their records.
Source and Verification Note
This report is based on information communicated from the Regional IPPD concerning document requirements for successful 2025 promotion applicants.
EducateGhana.com recommends that applicants confirm the submission procedure, deadline and designated receiving office with their respective Regional or District Education Directorate before submitting their documents.
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 Ghana’s education system, teacher education, GES policies, curriculum, assessment and education-sector developments.
References
Ghana Education Service. (2026). Information on processing of salary for successful 2025 promotion applicants. Regional IPPD.
Ferdinand Ellis proposes a Master’s degree requirement for GES Director 1 and Director 2 entrants and calls for expanded study leave for postgraduate education.
Article Information
Item
Details
Article Type
Education Policy / Teacher Career Analysis
Main Topic
GES Director 1 and Director 2 aptitude test
Key Issue
Proposed Master’s degree requirement
Ranks Concerned
Director 1 and Director 2
Context
Maiden GES aptitude test
Policy Area
Teacher promotion and professional development
Author
Ferdinand Ellis
Publisher
EducateGhana.com
Last Updated: August 22, 2026 By: Ferdinand Ellis | EducateGhana.com
GES Director 1 and Director 2 Aptitude Test: Ferdinand Ellis Calls for Master’s Degree Requirement
Education researcher and policy analyst Ferdinand Ellis has called for consideration of a Master’s degree as a minimum academic requirement for teachers seeking entry into the Director 1 and Director 2 ranks of the Ghana Education Service (GES).
Ellis made the observation in relation to the upcoming maiden aptitude test for teachers seeking promotion to Director 1 and Director 2, following the decoupling of the two ranks by the Ghana Education Service.
His argument is based on the level of professional advancement expected of teachers who seek higher ranks within the Service. He believes teachers should meet high academic and professional standards as they progress through the GES career structure.
Ellis, however, clarified that his proposal does not necessarily mean that applicants must hold a Master’s degree specifically in educational management or administration.
The distinction is important because teachers promoted into the ranks may continue to perform classroom teaching duties rather than function exclusively as managers.
➡ Related: GES Promotion: Understanding Notional and Substantive Dates on Teachers’ Promotion Letters
➡ Related: GES Promotion 2025: Documents Teachers Need for Salary Processing
What Ferdinand Ellis Is Proposing
Ellis’s proposal centres on the idea that a Master’s degree should become a minimum academic threshold for eligible teachers seeking Director 1 and Director 2 ranks.
He argues that teachers aspiring to higher professional ranks should demonstrate evidence of continued academic development alongside their professional experience and performance.
His position is particularly relevant to the upcoming maiden aptitude test because the decoupling of the Director 1 and Director 2 ranks creates an opportunity to examine the standards that should govern entry into those positions.
The proposal is therefore broader than simply requiring teachers to obtain another qualification. It raises questions about what Ghana’s education system should expect from teachers seeking progression into its higher professional ranks.
➡ Related: Teacher Promotion in Ghana: How Career Progression Works
➡ Related: GES Promotion Exams and Interviews: What Teachers Should Know
Why Ellis Says a Master’s Degree Should Be Considered
Ellis argues that teachers seeking higher ranks should be encouraged to pursue postgraduate education as part of their professional and intellectual development.
He noted that the purpose of a Master’s degree should not necessarily be restricted to preparing a teacher for administrative management.
Teachers occupying senior ranks may continue to teach in classrooms, supervise students, conduct research, mentor colleagues or contribute to curriculum implementation. Consequently, advanced academic training can deepen their subject knowledge, research capacity and professional understanding.
For this reason, Ellis believes the GES could allow different types of Master’s degrees, rather than restricting applicants to one particular Master’s specialisation.
He nevertheless acknowledged that specialised qualifications could have value depending on the responsibilities attached to the rank.
The broader principle, in his view, should be knowledge enhancement and professional advancement.
Should the Master’s Degree Be Education-Related?
Ellis’s position leaves room for further policy discussion concerning the type of Master’s degree that should qualify a teacher for the Director 1 or Director 2 ranks.
He does not argue that every applicant must necessarily possess a Master’s degree in educational administration, educational leadership or management.
This is because a teacher seeking promotion may remain primarily involved in teaching and learning. A teacher of Mathematics, Science, English, French or another discipline could therefore benefit from postgraduate study directly related to the subject or professional area.
An education-related Master’s degree could also provide broader knowledge of curriculum, assessment, pedagogy, educational research and professional practice.
The appropriate policy could therefore allow a range of Master’s degrees while establishing clear standards for relevance and quality.
➡ Related: Why Teachers Need Continuous Professional Development
➡ Related: Master’s Degree Options for Ghanaian Teachers: Education, Curriculum and Related Fields
Director Ranks Do Not Necessarily Mean Full-Time Management
One of the important clarifications in Ellis’s argument is that teachers who attain the Director 1 or Director 2 ranks may not necessarily become managers in the conventional administrative sense.
Some may continue to teach in schools and perform other professional responsibilities.
This distinction matters when determining the type of postgraduate qualification that should be required.
If the ranks are treated purely as managerial positions, educational management or public administration could become the obvious postgraduate pathway.
However, if teachers at these ranks continue to engage substantially in classroom teaching and professional practice, a broader approach to postgraduate qualifications may be more appropriate.
Such an approach could recognise subject specialisation, curriculum studies, pedagogy, assessment, educational psychology, research and other areas that strengthen professional knowledge.
Ellis Calls for a Review of Study Leave With Pay
Ellis also linked the debate to the GES study leave with pay policy.
He believes the Service should consider expanding opportunities for teachers to pursue higher academic qualifications through study leave with pay.
According to his proposal, study leave with pay should not remain heavily focused on first-degree acquisition at a time when a Bachelor’s degree has increasingly become the foundation qualification for entry into the teaching profession.
The changing qualification landscape, he argues, requires a corresponding review of opportunities for postgraduate academic development.
Ellis believes teachers should have opportunities to pursue Master’s degrees and PhDs as part of their professional growth and knowledge advancement.
➡ Related: GES Study Leave With Pay: Eligibility, Requirements and Application Guide
➡ Related: Teacher Professional Development in Ghana: What Needs to Change?
A Possible Master’s or PhD Study Leave Pathway
Ellis suggested that the GES could consider a system under which eligible teachers receive study leave with pay to pursue either a Master’s degree or a PhD, rather than automatically providing study leave for both qualifications.
Under such a model, a teacher could make a career-based decision about which postgraduate qualification would provide the greatest benefit.
A teacher who already possesses a Bachelor’s degree and meets the relevant requirements could pursue a Master’s degree, while another teacher who already holds a Master’s degree could potentially pursue a PhD.
Such a policy would need clear eligibility criteria, funding considerations, institutional capacity and workforce planning.
It could also help the Service identify areas where advanced qualifications are most needed.
Why High Standards for Higher Ranks Matter
Ellis’s proposal is ultimately linked to the principle that higher professional ranks should require higher standards.
The introduction of the Director 1 and Director 2 aptitude test provides an opportunity for the GES to strengthen the relationship between promotion, professional competence and academic development.
A teacher’s years of service alone may not provide sufficient evidence of readiness for higher professional responsibility.
Academic qualifications, professional performance, knowledge, aptitude, experience and demonstrated competence could collectively provide a stronger basis for promotion.
The challenge for policy makers will be to design a system that rewards merit while also giving teachers realistic opportunities to acquire the qualifications expected of them.
➡ Related: GES Teacher Promotion: Qualification, Experience and Performance Requirements
➡ Related: How Ghana Can Strengthen Career Progression for Teachers
The Maiden Director 1 and Director 2 Aptitude Test
The discussion comes as the GES prepares for the maiden aptitude test for teachers seeking the Director 1 and Director 2 ranks.
The decoupling of the ranks means the promotion structure is being treated separately, creating renewed attention around the requirements and assessment procedures for teachers seeking advancement.
The aptitude test is expected to form part of the assessment process for eligible applicants.
The development has therefore generated wider discussion about what should constitute readiness for teachers aspiring to higher ranks.
For Ellis, academic advancement should form part of that conversation.
What the Proposal Could Mean for Teachers
If a Master’s degree requirement were eventually introduced, teachers seeking Director 1 and Director 2 ranks would need to plan their professional development differently.
Teachers could increasingly view postgraduate education as part of their long-term career progression rather than as an optional qualification pursued only for academic interest.
It could also encourage teachers to develop stronger research, analytical and professional skills.
However, any such requirement would need to be introduced carefully. Teachers who are already in the promotion pipeline would need clear transitional arrangements, while future applicants would need sufficient notice to meet the new standards.
EducateGhana Analysis
Ferdinand Ellis’s proposal raises an important policy question for the GES: Should promotion to the higher professional ranks be based primarily on experience and performance, or should advanced academic qualifications form part of the eligibility framework?
There is a reasonable case for considering a Master’s degree because postgraduate education can strengthen teachers’ research capacity, subject knowledge, analytical skills and understanding of educational practice.
At the same time, requiring a particular type of Master’s degree could unnecessarily narrow the professional development pathways available to teachers.
A teacher’s postgraduate qualification does not always have to be in educational management. Depending on the teacher’s professional role, a Master’s degree in curriculum studies, educational psychology, assessment, a subject discipline, special education, educational technology or another relevant area could contribute meaningfully to professional competence.
The stronger policy approach may therefore be to establish minimum postgraduate qualification requirements while allowing a reasonable range of recognised disciplines.
The study leave with pay proposal also deserves serious consideration. If a Bachelor’s degree is now the normal entry qualification for many teaching positions, postgraduate education could become the next logical stage of professional development.
However, expanding study leave with pay would require careful workforce planning. The GES would need to balance teachers’ academic development with the need to maintain adequate staffing levels in schools.
A possible pathway allowing eligible teachers to pursue either a Master’s degree or PhD through study leave with pay could provide a structured approach. Such a system would require transparent eligibility criteria and clear national priority areas.
Ultimately, the debate should be about building a better qualified, more knowledgeable and professionally competent teaching workforce, while ensuring that promotion remains merit-based and accessible to teachers who demonstrate the required standards.
Frequently Asked Questions
1. What is the Director 1 and Director 2 aptitude test?
It is an upcoming GES assessment for teachers seeking promotion to the Director 1 and Director 2 ranks following the decoupling of the two ranks.
2. Is a Master’s degree currently mandatory for Director 1 and Director 2?
The proposal discussed by Ferdinand Ellis is a policy recommendation. It should not be presented as an existing GES requirement unless the Service officially announces such a requirement.
3. What type of Master’s degree does Ellis propose?
Ellis has not restricted the proposal to a specific Master’s specialisation. He has indicated that the GES could allow different types of Master’s degrees, while recognising that specialisation may also be beneficial.
4. Must a teacher seeking a higher rank study educational management?
Not necessarily under Ellis’s proposal. His argument recognises that some teachers may continue teaching in classrooms and may therefore benefit from postgraduate study in their subject or another education-related field.
5. Why does Ellis support a Master’s degree requirement?
He believes teachers seeking higher ranks should meet high academic and professional standards and should demonstrate continued knowledge development.
6. Does Director 1 or Director 2 automatically mean the teacher becomes a manager?
Not necessarily. Teachers at higher ranks may still perform classroom and other professional duties depending on their postings and responsibilities.
7. What does Ellis say about study leave with pay?
He believes the GES should consider expanding study leave with pay opportunities to include postgraduate education such as Master’s degrees and PhDs.
8. Why does Ellis want the study leave policy reviewed?
He argues that the Bachelor’s degree has increasingly become a foundation requirement for teacher recruitment, making postgraduate development more important for career and knowledge advancement.
9. Could teachers pursue either a Master’s degree or PhD on study leave with pay?
Ellis suggested that there could be a system allowing eligible teachers to pursue either a Master’s degree or PhD, rather than automatically granting study leave with pay for both.
10. Has the GES officially adopted Ellis’s proposal?
No. The views discussed in this article represent Ferdinand Ellis’s policy position and should not be interpreted as an official GES directive.
Conclusion
The upcoming maiden GES aptitude test for Director 1 and Director 2 has opened a wider discussion about the standards that should govern progression to higher professional ranks within the Service.
Ferdinand Ellis believes that a Master’s degree should be considered a minimum requirement for eligible entrants, although he does not insist that the qualification must be in educational management.
His proposal allows room for subject-based, education-related and other relevant postgraduate qualifications, particularly because teachers promoted to the ranks may continue to teach rather than function solely as managers.
He has also called for a review of study leave with pay, arguing that the policy should increasingly support Master’s and PhD education as teachers advance professionally.
The broader question is now one for education policy makers: How can GES combine rigorous promotion standards with meaningful opportunities for teachers to acquire the advanced knowledge expected at higher career levels?
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, education policy, assessment and evidence-based educational reform.
Suggested Citation:
Ellis, F. (2026). GES Director 1 and Director 2 aptitude test: Should a Master’s degree be required? EducateGhana.com.
