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Best Strategies Teachers Can Use to Improve Lesson Delivery Under Ghana’s SBC

By
Ferdinand Ellis
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Ferdinand  | EducationGhana  | June 20 | Best Strategies Teachers Can Use to Improve Lesson Delivery Under Ghana’s SBC

This best-practice guide explains how teachers can improve lesson delivery under Ghana’s Standards-Based Curriculum. Learn practical classroom strategies, planning techniques, and assessment methods for better learner outcomes.

Introduction

Lesson delivery under Ghana’s Standards-Based Curriculum (SBC) requires more than subject knowledge. It demands structure, clarity, learner participation, and consistent alignment between curriculum expectations and classroom practice.

Many teachers understand the curriculum content but struggle with how to translate it into effective classroom delivery. This article outlines practical strategies that can improve teaching quality and learner achievement in Ghanaian schools.

Understanding Lesson Delivery Under the SBC

Lesson delivery refers to how teachers present content, engage learners, and assess understanding during instruction.

Under the SBC, lesson delivery is guided by:

Teachers are expected to move away from lecture-based teaching and focus on active learning.

Aligning Lessons With Curriculum Components

Effective delivery begins with correct alignment of curriculum elements.

Teachers must ensure that:

When alignment is weak, teaching becomes unfocused and assessment becomes unreliable.

Using Performance Indicators to Drive Instruction

Performance Indicators are central to lesson delivery under the SBC.

They are written as:

“Learners can…”

Example:
Learners can compare fractions using mathematical symbols.

Teachers should use Performance Indicators to:

  • Structure lesson objectives
  • Guide teaching activities
  • Measure learner understanding

This ensures that instruction remains outcome-focused.

Applying Activity-Based Learning in the Classroom

The SBC encourages active participation rather than passive listening.

Effective activity-based methods include:

  • Group discussions
  • Pair work
  • Role play
  • Practical demonstrations
  • Problem-solving tasks

These methods help learners apply knowledge in real situations.

Using Exemplars Effectively

Exemplars are suggested teaching and learning activities provided in the curriculum.

Teachers should:

  • Adapt exemplars to classroom conditions
  • Avoid copying them mechanically
  • Use them to promote learner engagement
  • Link them directly to Performance Indicators

Exemplars are guides, not fixed instructions.

 

Improving Questioning Techniques

Strong questioning improves thinking and understanding.

Teachers should move from recall questions to analytical questions.

Example:

Instead of asking:
What is evaporation?

Ask:
Why does evaporation occur faster in hot environments?

This approach develops critical thinking and deeper understanding.

Integrating Core Competencies

Core competencies must be embedded in every lesson.

These include:

  • Critical thinking and problem-solving
  • Communication and collaboration
  • Creativity and innovation
  • Digital literacy
  • Cultural Identity and National Integration

Teachers should design activities that naturally develop these skills during instruction.

Managing Time Effectively During Lessons

Time management is essential for successful lesson delivery.

Teachers should:

  • Plan clear lesson stages
  • Allocate time for each activity
  • Avoid over-teaching one concept
  • Reserve time for assessment and feedback

Poor time management affects curriculum coverage and learner understanding.

Strengthening Continuous Assessment Practices

Assessment under the SBC is continuous and integrated.

Teachers should use:

  • Class exercises
  • Oral questioning
  • Observation
  • Group tasks
  • Short quizzes

Assessment must always align with Performance Indicators to ensure accuracy.

For reference, teachers may consult:
https://ges.gov.gh

 

Using Teaching and Learning Materials (TLMs)

TLMs improve understanding and learner engagement.

Examples include:

  • Charts and diagrams
  • Real objects
  • Flashcards
  • Simple models
  • Digital tools

Teachers should use locally available materials where formal resources are limited.

Managing Large Classes Effectively

Large class sizes remain a challenge in many schools.

Practical solutions include:

  • Group-based instruction
  • Peer learning strategies
  • Rotational activities
  • Clear classroom routines

These approaches help maintain order and participation.

Common Mistakes Teachers Should Avoid

Many challenges in lesson delivery come from avoidable mistakes such as:

  • Ignoring Performance Indicators
  • Over-relying on textbooks
  • Poor lesson planning
  • Limited learner participation
  • Weak assessment alignment

Avoiding these improves teaching effectiveness significantly.

Internal Resources

External References

Conclusion

Improving lesson delivery under Ghana’s Standards-Based Curriculum requires intentional planning, learner-centred strategies, and strong alignment between curriculum components and classroom practice.

Teachers who consistently apply Performance Indicators, use Exemplars effectively, and engage learners actively will achieve better classroom outcomes and improved learner performance.

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Essential Lesson Planning Guide for Teachers Under Ghana’s 2019 Standards-Based Curriculum

By
Ferdinand Ellis
-
Ghana’s Standards- powerful Based Curriculum lesson Explained: A Complete Guide for Teachers

Ferdinand  | EducationGhana  | June 20| Essential Lesson Planning Guide for Teachers Under Ghana’s Standards-Based Curriculum

This essential lesson planning guide helps teachers understand how to prepare effective lesson plans under Ghana’s Standards-Based Curriculum. Learn Strands, Indicators, Performance Indicators, and Exemplars.

Understanding Lesson Planning in the Standards-Based Curriculum

Lesson planning under Ghana’s Standards-Based Curriculum (SBC) requires a structured approach that connects curriculum expectations to classroom practice. Unlike traditional methods that focused mainly on content delivery, the SBC emphasizes competencies, learner outcomes, and measurable performance.

Effective lesson planning ensures that teachers move systematically from curriculum design to classroom instruction and assessment.

This guide explains the essential components and practical steps needed for successful lesson preparation in Ghanaian classrooms.

The Purpose of Lesson Planning in the SBC

Lesson planning is not a routine administrative task. It is a professional tool that helps teachers:

  • Organise instruction logically
  • Align teaching with curriculum expectations
  • Improve learner engagement
  • Ensure assessment accuracy
  • Track learner progress effectively

A well-prepared lesson ensures that teaching is focused, structured, and outcome-driven.

Key Curriculum Components for Lesson Planning

Lesson planning under the Standards-Based Curriculum is guided by several interconnected components.

Strands: The Learning Foundation

Strands represent the broad areas of learning within a subject. They define the major knowledge domains learners must master.

Examples include:

  • Number (Mathematics)
  • Reading (English Language)
  • Matter and Energy (Science)

Strands provide the overall direction for instruction.

Sub-Strands: Breaking Learning into Units

Sub-strands are specific topics within each strand. They help teachers organise content into teachable units.

For example:

  • Strand: Number
  • Sub-strand: Fractions

Sub-strands guide the sequence of instruction across lessons.

Content Standards: The General Learning Goal

Content Standards describe the broad learning expectations for learners.

They function as general objectives that are achieved over multiple lessons.

Example:

Learners demonstrate understanding of fractions and their applications in real-life situations.

A Content Standard is not achieved in one lesson but through a series of structured lessons.

Indicators: The Specific Lesson Objectives

Indicators are the specific objectives of a lesson or set of lessons.

They describe what learners should know and be able to do.

Example:

  • Identify fractions
  • Compare fractions
  • Solve simple fraction problems

Indicators are measurable and guide lesson delivery.

Performance Indicators: The Learner Outcome Statement

Performance Indicators explain how learners demonstrate achievement of an Indicator.

They are often written in the format:

“Learners can…”

Example:

Indicator: Compare fractions
Performance Indicator: Learners can correctly compare two fractions using symbols such as >, <, or =.

Performance Indicators form the basis for assessment during the lesson.

Exemplars: Teaching and Learning Activities

Exemplars are suggested teaching and learning activities that support learners in achieving the Performance Indicator.

They may include:

  • Group work
  • Discussion activities
  • Practical demonstrations
  • Projects
  • Hands-on tasks

Teachers are encouraged to adapt exemplars based on classroom context and available resources.

Lesson Sequencing in the Standards-Based Curriculum

Lesson planning often follows a structured sequence such as:

Lesson 1 of 4, Lesson 2 of 4, Lesson 3 of 4, Lesson 4 of 4

This indicates that a Content Standard is broken into multiple lessons over a period of instruction.

Example:

  • Lesson 1: Identify fractions
  • Lesson 2: Classify fractions
  • Lesson 3: Compare fractions
  • Lesson 4: Solve fraction problems

Each lesson builds progressively toward full mastery of the Content Standard.

Step-by-Step Lesson Planning Process

Step 1: Identify Curriculum Focus

Select the Strand and Sub-strand from the syllabus.

Step 2: Select Content Standard

Identify the general objective to be achieved over several lessons.

Step 3: Break into Indicators

Select the specific objective for the lesson.

Step 4: Write Performance Indicators

Translate indicators into learner-centred outcome statements.

Step 5: Select or Adapt Exemplars

Choose appropriate learning activities that support understanding.

Step 6: Plan Assessment

Design assessment tasks aligned with Performance Indicators.

Assessment in Lesson Planning

Assessment under the SBC is continuous and integrated.

Teachers use:

  • Oral questioning
  • Written exercises
  • Observation
  • Practical tasks
  • Group presentations

Assessment must always reflect whether learners achieved the Performance Indicator.

Common Challenges in Lesson Planning

Teachers often encounter challenges such as:

  • Confusion between Indicators and Performance Indicators
  • Over-reliance on textbook activities
  • Time constraints in lesson preparation
  • Limited instructional resources

Understanding the curriculum structure helps reduce these challenges significantly.

Practical Tips for Effective Lesson Planning

Teachers are encouraged to:

  • Align all lesson components with Indicators
  • Use simple and clear Performance Indicator statements
  • Adapt Exemplars to local context
  • Focus on learner participation
  • Integrate core competencies naturally

Consistency improves teaching quality and learner achievement.

Conclusion: Strengthening Classroom Practice Through Effective Planning

Lesson planning under the Standards-Based Curriculum is a structured process that connects curriculum expectations to real classroom learning.

When teachers clearly understand Strands, Sub-strands, Content Standards, Indicators, Performance Indicators, and Exemplars, they are better positioned to deliver meaningful instruction and improve learner outcomes.

Effective lesson planning is not only a professional requirement but also a key driver of educational success in Ghana’s schools.

 

NACCA ASSESSMENTClear Guide to Understanding Periods and Lessons in Ghana’s SBC Lesson Plan Template Clear Guide to Understanding Strands vs Sub-Strands in Ghana’s Standards-Based Curriculum

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The Best Complete Guide to Ghana’s Standards-Based Curriculum Structure for Teachers

By
Ferdinand Ellis
-
BECE 2026 Results Release Date Confirmed GES Announces 2026 BECE School Selection Exercise as Training for Education Directors Begins 7th School Sanitation Solutions Challenge 2026 Launched for P6 to JHS 2 Students BECE Ferdinand  | EducationGhana  | June 21 |  Powerful Guide to Understanding Content Standards vs Content Indicators in Ghana’s SBC ghanaUnderstanding the Structure of Ghana's Standards-Based Curriculum: Updated Guide for Teachers BEST

Ferdinand  | EducationGhana  | June 20 |  Understanding the Structure of Ghana’s Standards-Based Curriculum: Updated Guide for Teachers

To effectively implement Ghana’s Standards-Based Curriculum (SBC), teachers must understand how the various curriculum components work together within lesson planning and classroom instruction.

The curriculum follows a logical progression that moves from broad learning expectations to specific classroom outcomes and assessment evidence.

 

The Complete Guide to Ghana’s Standards-Based Curriculum Structure for Teachers provides a comprehensive framework for educators to effectively implement geometry and measurement concepts in the classroom.

This section emphasizes the importance of fostering spatial reasoning and understanding measurement techniques, essential for students’ mathematical development.

Teachers are encouraged to utilize a variety of instructional strategies, aligning with the standards to enhance student engagement and mastery of these critical skills. Through this guide, educators will gain valuable insights into best practices and resources tailored to the Ghanaian educational context. Geometry and Measurement

The Curriculum Planning Structure

The Standards-Based Curriculum is organized as follows:

Strand → Sub-Strand → Content Standard → Indicator → Performance Indicator → Exemplar → Assessment

Each component serves a specific purpose in teaching and learning.

 

Get the Standard-based Curriculum Teachers Resources Pack HERE

Strands

Strands are the broad themes or major learning areas within a subject.

For example, in English Language, strands may include:

  • Oral Language
  • Reading
  • Writing
  • Grammar Usage

In Mathematics, strands may include:

  • Number
  • Algebra
  • Geometry and Measurement
  • Statistics and Probability

Strands represent the major areas learners are expected to master.

Check Out The JHS 1 and 2 Mathematics Term 3 Lesson Plan HERE

Sub-Strands

Sub-Strands are the specific topics under each strand.

For example:

Strand: Reading

Sub-Strand: Reading Comprehension

Or

Strand: Number

Sub-Strand: Fractions

Sub-Strands help teachers organize content into manageable units of instruction.

 

Check Out JHS 1 and 2 Creative Arts Term 3 Lesson Plan HERE

Content Standards (General Objectives)

Content Standards describe the broad learning expectations that learners should achieve after studying a topic.

In practical classroom terms, Content Standards function similarly to the traditional general objectives.

For example:

Content Standard:
“Demonstrate understanding of fractions and their applications in everyday situations.”

A Content Standard is usually achieved over several lessons rather than within a single lesson.

Indicators (Specific Objectives)

Indicators describe the specific learning outcomes learners are expected to achieve during a lesson or series of lessons.

In lesson planning, Indicators serve as the specific objectives.

For example:

  • Identify proper fractions.
  • Compare fractions using symbols.
  • Solve simple fraction problems.

A single Content Standard may have multiple Indicators.

Performance Indicators (Expected Learning Outcomes)

Performance Indicators are a newer and very important component of the lesson planning structure.

They describe how learners demonstrate achievement of the Indicator.

Performance Indicators are often written using the phrase:

“Learners can…”

followed by the expected behaviour or skill.

For example:

Indicator:
Compare fractions using symbols.

Performance Indicator:
Learners can correctly compare two fractions using greater than (>), less than (<), and equal to (=) symbols.

The Performance Indicator provides clear evidence of learning and helps the teacher determine whether the lesson objective has been achieved.

It answers the question:

“What should learners be able to do by the end of the lesson?”

This makes Performance Indicators critical for both classroom assessment and learner evaluation.

Understanding Lesson Sequencing

Another important feature of the curriculum is the lesson numbering system.

Teachers often see entries such as:

Lesson 1 of 4

Lesson 2 of 4

Lesson 3 of 4

Lesson 4 of 4

This means that the Content Standard is expected to be achieved through four separate lessons.

For example:

Content Standard

Demonstrate understanding of fractions and their applications.

Lesson 1 of 4

Indicator:
Identify fractions.

Performance Indicator:
Learners can identify fractions from diagrams and real-life situations.

Lesson 2 of 4

Indicator:
Classify fractions.

Performance Indicator:
Learners can distinguish between proper and improper fractions.

Lesson 3 of 4

Indicator:
Compare fractions.

Performance Indicator:
Learners can compare fractions correctly using mathematical symbols.

Lesson 4 of 4

Indicator:
Apply fractions to solve problems.

Performance Indicator:
Learners can solve simple real-life problems involving fractions.

By the end of all four lessons, learners are expected to have achieved the overall Content Standard.

Exemplars (Teaching and Learning Activities)

Exemplars are the suggested teaching and learning activities that help learners achieve the Performance Indicator.

Examples include:

  • Group discussions
  • Practical activities
  • Investigations
  • Demonstrations
  • Role play
  • Projects
  • Problem-solving tasks

Teachers may modify exemplars to suit learner needs and available resources.

Assessment

Assessment measures whether learners have achieved the Performance Indicator.

Assessment methods may include:

  • Oral questioning
  • Observation
  • Exercises
  • Homework
  • Projects
  • Practical activities
  • Quizzes

Assessment should always align directly with the Performance Indicator.

What Teachers Must Remember

When preparing lessons under the Standards-Based Curriculum:

  • Content Standard = General Objective
  • Indicator = Specific Objective
  • Performance Indicator = Expected Learning Outcome (“Learners can…”)
  • Exemplar = Teaching and Learning Activity
  • Assessment = Evidence that learning has occurred

In simple terms, the Performance Indicator shows exactly how learners demonstrate that they have achieved the Indicator, while the Exemplar provides the activities that help learners reach that outcome.

Understanding this relationship enables teachers to prepare more effective lesson plans, deliver meaningful instruction, and assess learner achievement accurately.

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Ghana’s Standards-Based Curriculum Explained: A Complete Guide for Teachers

By
Ferdinand Ellis
-
Ghana’s Standards- powerful Based Curriculum lesson Explained: A Complete Guide for Teachers

Ferdinand  | EducationGhana  | June 20 | Ghana’s Standards-Based Curriculum Explained: A Complete Guide for Teachers

Understand Ghana’s standards-based curriculum with this comprehensive guide for teachers. Learn about its structure, key features, assessment methods, classroom strategies, and practical implementation tips.

Understanding Ghana’s Standards-Based Curriculum

Ghana’s Standards-Based Curriculum (SBC) represents one of the most significant reforms in the country’s education system. Introduced to improve learning outcomes and equip learners with practical skills for the modern world, the curriculum shifts education from memorization and content coverage to competency development and real-world application.

For teachers, successful implementation requires a clear understanding of the curriculum structure, instructional expectations, assessment approaches, and learner-centred teaching methods.

The curriculum was developed through the collaborative efforts of the Ghana Ministry of Education, the Ghana Education Service (GES), and the National Council for Curriculum and Assessment (NaCCA).

Why Ghana Introduced the Standards-Based Curriculum

The curriculum reform emerged from concerns about learner performance and the need to align education with 21st-century demands.

Traditional teaching methods often emphasized recalling information rather than applying knowledge to solve problems. The Standards-Based Curriculum seeks to address this challenge by focusing on what learners can do with what they know.

Key goals of the curriculum include:

  • Improving literacy and numeracy outcomes
  • Developing critical thinking and problem-solving skills
  • Encouraging creativity and innovation
  • Promoting lifelong learning
  • Preparing learners for the world of work and citizenship

The reform aligns with international educational trends and global development goals aimed at improving the quality of education.

 

Key Features of Ghana’s Standards-Based Curriculum

The curriculum introduces several important changes that affect classroom teaching and learning.

Competency-Based Learning

The curriculum focuses on developing competencies rather than simply covering content.

Learners are expected to demonstrate their ability to apply knowledge, skills, values, and attitudes in practical situations.

Learner-Centred Teaching

Teachers are expected to facilitate learning rather than dominate classroom instruction.

This approach encourages:

  • Active participation
  • Inquiry-based learning
  • Exploration and discovery
  • Collaborative learning

 

Integrated Learning Experiences

The curriculum promotes connections between concepts and disciplines, helping learners understand how knowledge applies in real-life contexts.

Continuous Assessment

Assessment is integrated into daily teaching and learning rather than relying solely on end-of-term examinations.

Understanding the Structure of the Standards-Based Curriculum

A proper understanding of the curriculum framework is essential for lesson planning and classroom implementation.

Major Curriculum Components

Content Standards

Broad statements describing what learners should know and understand.

Strands

Major areas of learning within each subject.

Sub-Strands

Specific topics that fall under each strand.

Indicators

Expected learning outcomes that learners should achieve.

Core Competencies

Cross-cutting skills that learners are expected to develop throughout their education.

Teachers are required to align lesson objectives, learning activities, and assessments with these curriculum components.

The Changing Role of Teachers Under the New Curriculum

The Standards-Based Curriculum requires a shift from traditional teacher-centred instruction to facilitative teaching.

Teachers are expected to:

  • Guide learning experiences
  • Encourage critical thinking
  • Support collaborative learning
  • Adapt instruction to learner needs
  • Provide continuous feedback

This new role places greater emphasis on creating engaging and interactive learning environments.

Effective Classroom Strategies for Implementing the Curriculum

Successful implementation depends largely on the instructional approaches used in the classroom.

Activity-Based Learning

Lessons should actively engage learners through:

  • Group discussions
  • Experiments
  • Simulations
  • Role play
  • Project work

Differentiated Instruction

Teachers should recognize learner diversity by:

  • Adjusting learning activities
  • Providing additional support where necessary
  • Extending learning opportunities for high-performing learners

Use of Teaching and Learning Materials

Effective use of teaching resources improves understanding and retention.

Examples include:

  • Charts and diagrams
  • Models and manipulatives
  • Real-life objects
  • Digital learning tools

Higher-Order Questioning Techniques

Teachers should move beyond recall questions and encourage analytical thinking.

For example:

Instead of asking, “What is photosynthesis?”

Ask, “Why is photosynthesis important for life on Earth?”

Assessment in the Standards-Based Curriculum

Assessment is designed to support learning rather than merely measure achievement.

Common Assessment Methods

  • Class exercises
  • Homework assignments
  • Group activities
  • Projects
  • Presentations
  • Observations
  • Practical tasks

Assessment results should be used to identify learning gaps and provide timely feedback.

Recording and Reporting Learner Progress

Teachers are expected to maintain accurate records of learner performance.

Effective reporting should:

  • Highlight strengths
  • Identify areas for improvement
  • Provide actionable feedback
  • Support learner growth

Common Challenges Teachers Face During Implementation

Although the curriculum offers many benefits, implementation has presented challenges in some schools.

Frequently reported challenges include:

  • Inadequate teaching and learning materials
  • Large class sizes
  • Limited infrastructure
  • Insufficient professional training
  • Time constraints in completing lessons

These challenges can affect the quality of curriculum delivery if not addressed effectively.

Practical Solutions and Professional Development for Teachers

Teachers can improve implementation by adopting practical strategies and pursuing continuous professional growth.

Recommended actions include:

  • Using locally available teaching materials
  • Collaborating with colleagues
  • Participating in professional learning communities
  • Attending Continuous Professional Development (CPD) programmes
  • Engaging in self-directed learning

Continuous learning helps teachers stay updated with curriculum changes and emerging best practices.

How the Standards-Based Curriculum Benefits Learners and National Development

When effectively implemented, the curriculum contributes to both learner success and national development.

Benefits for learners include:

  • Improved understanding and retention
  • Stronger critical thinking skills
  • Enhanced creativity and innovation
  • Better communication and collaboration skills
  • Greater readiness for higher education and employment

The curriculum also supports Ghana’s broader goals of improving human capital development and educational quality.

Conclusion: Making the Standards-Based Curriculum Work

The Standards-Based Curriculum offers a significant opportunity to improve teaching and learning in Ghana’s schools. Its success depends largely on teachers’ ability to understand its principles and apply them effectively in the classroom.

By embracing learner-centred approaches, competency-based instruction, and continuous assessment, teachers can help learners develop the knowledge, skills, values, and attitudes needed to thrive in a rapidly changing world.

Effective implementation requires commitment, continuous learning, collaboration, and support from teachers, school leaders, parents, and education stakeholders.

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June 16: Gambia Education Ministry Delegation Visits NTC Ghana to Learn Teacher Licensing and Professional Standards

By
Ferdinand Ellis
-
Gambia Education Ministry Delegation Visits NTC Ghana to Learn Teacher Licensing and Professional Standards

Ferdinand  | EducationGhana  | June 19 | Gambia Education Ministry Delegation Visits NTC Ghana to Learn Teacher Licensing and Professional Standards

A delegation from The Gambia Ministry of Education has visited Ghana’s National Teaching Council (NTC) to study teacher licensing, registration, Continuous Professional Development (CPD), and professional teaching standards.

Gambia Delegation Visits NTC Ghana for Educational Benchmarking

The National Teaching Council (NTC) has hosted a delegation from The Gambia Ministry of Education as part of efforts to strengthen teacher professionalism and education quality across West Africa.

The benchmarking visit, which took place on Tuesday, June 16, 2026, provided an opportunity for education officials from The Gambia to understudy Ghana’s teacher regulation systems and adopt best practices that could support reforms within the Gambian education sector.

The visit highlights Ghana’s growing reputation as a leader in teacher professionalization, licensing, and standards-based education management within the sub-region.

Focus Areas of the Benchmarking Visit

During the engagement, officials from The Gambia were taken through several key operational areas of the National Teaching Council.

The delegation received detailed presentations on:

  • Teacher registration procedures
  • Teacher licensing processes
  • Professional Teacher Examination administration
  • Continuous Professional Development (CPD) framework
  • National Teachers’ Standards implementation
  • Teacher compliance and professional regulation systems

The sessions allowed participants to gain practical insights into how Ghana regulates the teaching profession and maintains professional standards among educators.

NTC Shares Ghana’s Experience in Teacher Professionalization

Welcoming the delegation, Mr. Benjamin Manyeh, Deputy Registrar responsible for General Services at the National Teaching Council, expressed the Council’s readiness to share its experiences and expertise.

According to him, Ghana’s journey in implementing teacher licensing, professional standards, and continuous professional development has generated valuable lessons that could benefit other countries seeking to strengthen teacher quality.

He encouraged the visiting delegation to take advantage of the learning opportunity and assured them of NTC’s commitment to supporting educational improvement efforts within the region.

Why Ghana’s Teacher Licensing System Attracts International Interest

Over the past few years, Ghana has implemented significant reforms aimed at improving teacher quality and accountability within the education sector.

Key initiatives include:

  • Mandatory teacher licensing
  • Continuous Professional Development (CPD) requirements
  • National Teachers’ Standards (NTS)
  • Professional Teacher Licensure Examinations
  • Teacher ranking and career progression reforms

These initiatives have positioned Ghana as one of the countries actively pursuing professional regulation of teaching as a recognized profession.

As a result, education institutions and governments across Africa continue to show interest in learning from Ghana’s experiences.

Strengthening Regional Cooperation in Education

The visit also reflects growing collaboration among African countries in addressing common educational challenges.

Through partnerships, knowledge sharing, and benchmarking exercises, countries can learn from successful reforms and adapt them to their local contexts.

Education experts believe such collaborations can contribute significantly to improving teacher effectiveness, learner outcomes, and overall education quality across the continent.

What the Visit Means for Teacher Development in Africa

The exchange between Ghana and The Gambia demonstrates the increasing importance of teacher professionalism in achieving quality education goals.

As countries work towards meeting global education targets, strong teacher regulatory frameworks, continuous learning opportunities, and professional accountability systems are becoming essential components of educational development.

The benchmarking exercise is therefore expected to contribute to policy development and capacity building efforts within The Gambia’s education sector.

Conclusion

The visit by The Gambia Ministry of Education delegation to the National Teaching Council underscores Ghana’s growing influence in teacher professionalization and educational reform in Africa.

By sharing its experiences in teacher licensing, professional standards, and Continuous Professional Development, Ghana continues to contribute to regional efforts aimed at strengthening education systems and improving learning outcomes across West Africa.

FB IMG 1781872450049Major Boost for Teacher Education as PRINCOF Meets President Mahama Clear Guide to Understanding Periods and Lessons in Ghana’s SBC Lesson Plan Template

 

 
 
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Tragic Loss at Mfantsipim School: Final-Year Student Passes Away Before 2026 WASSCE Exams

By
Ferdinand Ellis
-
future Tragic Loss at Mfantsipim School: Final-Year Student Passes Away Before 2026 WASSCE Exams

Ferdinand  | EducationGhana  | June 16 | Shock at Mfantsipim School as Final-Year Student Dies Days Before Final WASSCE Paper

The Mfantsipim School community is in mourning following the unexpected death of a final-year student just days before the crucial 2026 WASSCE paper. This incident has sent shockwaves through the school and the wider educational community. Read more to understand the impact of this tragic event on students and staff.

Mfantsipim School Mourns WASSCE Candidate

Mfantsipim School has been thrown into mourning following the death of a 17-year-old final-year student, Emmanuel Arthur, who died just days before completing his West African Senior School Certificate Examination (WASSCE) in Cape Coast.

The tragedy has deeply affected the school community, especially as students approach the final stages of the 2026 examination period.

Death of WASSCE Candidate Raises Concern in Cape Coast

Emmanuel Arthur was preparing to sit his final WASSCE paper when news of his death emerged. His passing, occurring just days before the end of the examination period, has intensified grief among classmates and teachers.

The incident has also renewed public concern about academic pressure and emotional well-being among senior high school students in Ghana.

Discovery of Body at Uncompleted Building in Ola North

According to the Central Regional Police Command, the incident was reported on June 11, 2026, after a carpenter discovered a body in an uncompleted building at Ola North in the Cape Coast Metropolis.

Police officers were immediately deployed to the scene to begin investigations and secure the area.

Items Recovered at the Scene of the Incident

During the police operation, several personal belongings were retrieved from the scene.

These included:

These items helped investigators in identifying the deceased.

Mfantsipim School Confirms Identity of Student

Authorities at Mfantsipim School were later contacted by police investigators and confirmed that the deceased was one of their final-year students.

Family members were also informed and assisted in the identification process as part of standard procedures.

Police sources indicated that the body was in an advanced state of decomposition before it was conveyed to the Cape Coast Teaching Hospital for examination.

Police Investigation Into Death Continues

The Central Regional Police Command has confirmed that investigations into the circumstances surrounding the death are still ongoing.

Authorities have urged the public to avoid speculation and allow due process to guide the findings of the investigation.

Student Mental Health and Academic Pressure Concerns

The incident has sparked renewed discussions on student mental health, especially during high-stakes examinations such as the WASSCE.

Education stakeholders continue to highlight the need for stronger support systems to help students manage academic stress and personal challenges.

Calls for Stronger Guidance and Counselling in Schools

There are growing calls for enhanced counselling services across senior high schools in Ghana.

Stakeholders argue that early intervention, peer support systems, and accessible counselling services are essential in protecting student welfare and improving learning outcomes.

Conclusion: A Call for Stronger Student Welfare Systems

The death of Emmanuel Arthur, occurring just days before his final WASSCE paper, has cast a shadow over Mfantsipim School and the wider education community in Ghana.

As investigations continue, attention is increasingly focused on strengthening student support systems to ensure the well-being of learners across all senior high schools.

 

 

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Shocking BECE 2026 Malpractice: 7 Invigilators Arrested on Day One, WAEC Reveals

By
Ferdinand Ellis
-
BECE 2026 Examination Guide for Candidates and Parents: Everything You Need to Know BECE 2026 Important Dates Ghana: GES Confirms Results Release, School Selection and SHS Reopening Schedule Clear Guide to how dramatically improve Understanding Periods and Lessons in Ghana’s SBC Lesson Plan Template

Ferdinand  | EducationGhana  | May 05 |  Shocking BECE 2026 Malpractice: 7 Invigilators Arrested on Day One, WAEC Reveals

WAEC has disclosed that seven invigilators were arrested for examination malpractice on the first day of BECE 2026. Five cases involved mobile phones, while two involved prepared answers.

The West African Examinations Council (WAEC) has revealed that seven invigilators were arrested for various examination malpractice offences on the first day of the 2026 Basic Education Certificate Examination (BECE).

The arrests occurred across three regions and involved both active invigilators and other examination officials, according to WAEC’s Head of Public Affairs, John Kapi.

WAEC Reports 7 Arrests Across Three Regions

Speaking in an interview with 3News on the opening day of the examination, Mr. Kapi disclosed that the incidents were recorded in the Central, Bono, and Ashanti Regions.

According to him, the Central Region recorded three cases, while Bono and Ashanti Regions recorded two cases each, bringing the total number of arrests to seven.

The revelation comes as hundreds of thousands of candidates across Ghana began writing this year’s BECE under heightened examination security measures.

Mobile Phone Violations Dominate Malpractice Cases

Mr. Kapi explained that five of the seven cases involved mobile phone infractions.

He further disclosed that two other suspects were caught preparing answers intended to be distributed to candidates inside examination halls.

According to WAEC, the offences undermine the integrity of the examination process and violate established examination regulations.

The examination body has repeatedly warned teachers, invigilators, and examination officials against engaging in any activity that could compromise the credibility of national examinations.

WAEC Questions Why Teachers Continue to Risk Sanctions

Expressing concern over the incidents, Mr. Kapi said it remains difficult to understand why some teachers continue to engage in examination malpractice despite numerous warnings and stakeholder engagements.

He noted that WAEC’s regional representatives have conducted extensive sensitisation programmes involving teachers, chiefs, security personnel, Parent-Teacher Associations (PTAs), parents, and other stakeholders.

According to him, both WAEC and the Ministry of Education have consistently communicated the serious consequences awaiting individuals who engage in examination malpractice.

Mr. Kapi stated that the Director-General of WAEC had repeatedly emphasised the sanctions that would be imposed on teachers found culpable, while the Minister for Education had publicly condemned all forms of examination malpractice.

Despite these efforts, he said some teachers continue to involve themselves in activities that threaten the integrity of the examination system.

BECE 2026 Proceeds Smoothly Despite Challenges

Despite the reported malpractice cases, WAEC indicated that the first day of the examination was largely successful across the country.

Mr. Kapi noted that no candidate was prevented from writing the examination due to administrative difficulties.

However, he acknowledged that some examination centres, particularly in parts of the Western Region, experienced delays in receiving examination materials.

He explained that the late arrival of question papers and other materials constituted one of the major operational challenges encountered during the morning session.

According to him, WAEC is working to address these logistical issues to ensure smoother administration of subsequent examination papers.

WAEC Assures Improved Coordination in Subsequent Papers

WAEC has assured candidates, parents, teachers, and other stakeholders that measures are being put in place to address the challenges experienced on the opening day.

The Council expressed confidence that logistical difficulties affecting some centres would be resolved as the examination progresses.

With the BECE continuing across the country, examination officials are expected to intensify monitoring efforts to prevent further malpractice cases and maintain the credibility of the assessment process.

Why Examination Malpractice Remains a Major Concern

Examination malpractice continues to be one of the biggest threats to the credibility of Ghana’s educational assessment system.

Education experts have consistently warned that cheating undermines fairness, affects public confidence in examination results, and weakens the quality of educational outcomes.

As BECE 2026 progresses, stakeholders are expected to closely monitor developments while supporting efforts to promote integrity and transparency throughout the examination period.

Conclusion

The arrest of seven invigilators on the first day of BECE 2026 highlights WAEC’s ongoing efforts to protect the integrity of national examinations. While the examination has largely proceeded smoothly, the incidents serve as a reminder that examination malpractice remains a significant challenge requiring continued vigilance from all stakeholders.

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How to Apply for GES Recruitment in Ghana: Complete Step-by-Step Guide for Teachers

By
Ferdinand Ellis
-
GES apply

Ferdinand  | EducationGhana  | May 4 |How to Apply for GES Recruitment in Ghana: Complete Step-by-Step Guide for Teachers

Learn how to apply for GES recruitment in Ghana with this complete guide. Discover eligibility requirements, documents needed, and step-by-step application procedures for successful placement into the Ghana Education Service.

Understanding GES Recruitment in Ghana

The Ghana Education Service (GES) recruitment process is the official pathway through which trained teachers are employed into public basic and secondary schools across Ghana. It is a competitive exercise that attracts thousands of applicants each year.

Success in the process depends not only on qualifications but also on careful attention to instructions, documentation, and timing. Many applicants are disqualified due to avoidable errors such as incomplete forms or incorrect information.

What GES Recruitment Means for Teachers

GES recruitment is the formal system used to employ qualified teachers into the public education sector. It ensures that schools are staffed with trained professionals who meet national teaching standards.

The process is usually announced officially by the Ghana Education Service, and applicants are expected to follow all published guidelines strictly.

Eligibility Requirements for GES Recruitment

To qualify for recruitment into GES, applicants must meet key professional and academic requirements.

Basic eligibility criteria include:

  • Completion of a recognised teacher education programme
  • Possession of valid academic certificates
  • Successful completion of the Ghana Teacher Licensure Examination
  • Completion of National Service (where applicable)
  • Demonstration of good conduct and professional ethics

Applicants who fail to meet these conditions are likely to be disqualified during screening.

 

Documents Required for GES Application

Before applying, candidates must prepare all required documents in advance.

Required documents include:

All documents should be clear, properly scanned, and formatted according to official instructions when the portal opens.

 

Step-by-Step Guide to GES Recruitment Application

The application process is conducted online through an official recruitment portal when vacancies are announced.

Step 1: Access the official recruitment portal

Applicants must visit the designated GES recruitment website once applications are opened.

Step 2: Complete the online application form

Personal details, academic qualifications, and professional information must be entered accurately.

Step 3: Upload supporting documents

Applicants must upload scanned copies of all required documents in the specified format.

Step 4: Review and submit application

All information should be carefully reviewed before final submission to avoid errors.

Step 5: Shortlisting and verification

Qualified applicants are shortlisted and may be invited for document verification.

Step 6: Appointment and posting

Successful candidates receive appointment letters and are posted to schools across the country.

 

Common Mistakes to Avoid During Application

Many applicants lose their chances due to simple but serious mistakes.

Key mistakes include:

  • Incorrect personal information
  • Blurred or incomplete document uploads
  • Missing application deadlines
  • Ignoring official instructions

Attention to detail is critical throughout the entire process.

 

Posting and Placement in GES

After successful recruitment, teachers are posted to schools based on national staffing needs.

Posting decisions may consider:

  • Subject specialization
  • Regional staffing gaps
  • Availability of vacancies

Applicants are expected to accept postings to any location where their services are required.

 

Final Tips for a Successful GES Application

To improve your chances of success:

  • Apply early when the portal opens
  • Double-check all information before submission
  • Keep copies of all submitted documents
  • Follow official updates from GES regularly
  • Ensure a stable internet connection during application

Preparation and accuracy significantly increase the likelihood of successful recruitment.

 

Conclusion

GES recruitment remains one of the most important entry points into Ghana’s public education system. Applicants who understand the process, prepare adequately, and follow instructions carefully stand a much better chance of success.

A well-prepared application demonstrates professionalism and readiness to contribute effectively to teaching and learning in Ghana.

 

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How to Pass BECE 2027 in Ghana: Complete Study Guide, Subject Tips and Exam Success Strategies

By
Ferdinand Ellis
-
BECE 2026 Results Release Date Confirmed GES Announces 2026 BECE School Selection Exercise as Training for Education Directors Begins 7th School Sanitation Solutions Challenge 2026 Launched for P6 to JHS 2 Students BECE Ferdinand  | EducationGhana  | June 21 |  Powerful Guide to Understanding Content Standards vs Content Indicators in Ghana’s SBC ghanaUnderstanding the Structure of Ghana's Standards-Based Curriculum: Updated Guide for Teachers BEST

Ferdinand  | EducationGhana | April 24 | How to Pass BECE 2027 in Ghana: Complete Study Guide, Subject Tips and Exam Success Strategies

 Learn how to pass BECE 2027 in Ghana with this complete study guide. Discover effective study plans, subject-by-subject preparation strategies, revision techniques, and exam-day tips to boost your chances of gaining admission to your preferred SHS.

How to Pass BECE 2026 in Ghana

The Basic Education Certificate Examination (BECE) is one of the most important milestones in the academic journey of every Junior High School (JHS) student in Ghana. Performance in the examination determines placement into Senior High Schools (SHSs), STEM schools, Technical and Vocational institutions, and other second-cycle programmes through the Computerized School Selection and Placement System (CSSPS).

Every year, thousands of students sit for the examination, yet the difference between high-performing candidates and average performers often comes down to preparation, consistency, and examination strategy.

If you are preparing for BECE 2027, this guide provides practical steps that can help you maximize your performance and improve your chances of gaining admission into your preferred school.

Understand the BECE Examination Structure

Before beginning serious preparation, students must understand how the examination is structured.

The BECE is administered by the West African Examinations Council (WAEC) and assesses candidates in core learning areas.

Core Subjects

  • English Language

  • Mathematics

  • Integrated Science

  • Social Studies

Students may also write subjects such as:

  • Computing

  • Career Technology

  • Creative Arts and Design

  • Ghanaian Language

  • Religious and Moral Education

  • French (where applicable)

Most papers consist of:

  • Objective (Multiple Choice) Questions

  • Structured and Essay Questions

Understanding the format helps students focus their preparation on the skills required by examiners.

Create a Study Timetable and Follow It Consistently

One of the biggest mistakes students make is studying without a plan.

A study timetable helps candidates:

  • Cover the entire syllabus

  • Allocate time fairly among subjects

  • Identify weak areas

  • Track progress

Sample Daily Study Schedule

Morning

  • Revise previous lessons

  • Review difficult concepts

Afternoon

  • Learn new topics

  • Solve exercises

Evening

  • Attempt past questions

  • Review mistakes

Even two to three hours of focused study daily can produce significant improvements over time.

 

Master Past Questions

Past questions remain one of the most effective preparation tools available to BECE candidates.

 

Why Past Questions Matter

They help students:

  • Understand WAEC question patterns

  • Identify frequently tested topics

  • Improve speed and accuracy

  • Build confidence before the examination

Students should attempt at least five years of past questions under examination conditions.

 

How to Pass English Language

English Language contributes significantly to overall performance because it affects comprehension across other subjects.

Focus Areas

  • Reading comprehension

  • Grammar

  • Vocabulary

  • Essay writing

  • Summary writing

 

Success Tips

  • Read newspapers and educational articles daily.

  • Learn five new words every day.

  • Practise essay writing weekly.

  • Review common grammatical errors.

Students who read regularly generally perform better in comprehension and composition sections.

 

How to Pass Mathematics

Mathematics rewards understanding and regular practice.

Key Topics

  • Fractions and decimals

  • Percentages

  • Algebra

  • Geometry

  • Mensuration

  • Statistics

  • Graph work

 

Success Tips

  • Practise calculations daily.

  • Learn and memorize formulas.

  • Show complete workings.

  • Review corrections carefully.

The more questions students solve, the more confident they become.

 

How to Pass Integrated Science

Integrated Science requires both understanding and application.

Key Topics

  • Human body systems

  • Energy

  • Matter

  • Environment

  • Agriculture

  • Basic physics concepts

 

Success Tips

  • Learn definitions accurately.

  • Use diagrams where necessary.

  • Relate concepts to real-life situations.

  • Revise scientific terms frequently.

Students should focus on understanding concepts rather than memorizing facts alone.

 

How to Pass Social Studies

Social Studies examines candidates’ understanding of society and national development.

Important Areas

  • Governance

  • Human rights

  • Citizenship

  • Environmental management

  • National development

 

Success Tips

  • Understand concepts thoroughly.

  • Use Ghanaian examples when answering questions.

  • Practise structured responses.

  • Revise current social issues.

Many Social Studies questions require application rather than simple recall.

 

Develop Effective Study Habits

Good study habits often separate top-performing students from average candidates.

Recommended Habits

  • Study in a quiet environment.

  • Take short notes.

  • Revise regularly.

  • Avoid unnecessary distractions.

  • Attend classes consistently.

  • Ask questions whenever concepts are unclear.

Consistency is more effective than occasional intensive study sessions.

 

Manage Your Time During the Examination

Many students know the answers but lose marks because of poor time management.

Examination Hall Tips

  • Read instructions carefully.

  • Start with questions you know.

  • Allocate time for each section.

  • Avoid spending too much time on difficult questions.

  • Review answers before submitting.

Always leave a few minutes at the end to check for mistakes.

 

Avoid These Common BECE Mistakes

Every year, candidates lose marks due to avoidable errors.

Common Mistakes

  • Waiting until the last minute to study

  • Ignoring weak subjects

  • Memorizing without understanding

  • Failing to practise past questions

  • Poor handwriting

  • Not reading questions carefully

  • Leaving questions unanswered

Avoiding these mistakes can significantly improve examination performance.

 

Stay Healthy During Preparation

Academic success depends partly on physical and mental well-being.

Healthy Preparation Tips

  • Sleep adequately

  • Eat balanced meals

  • Drink enough water

  • Exercise regularly

  • Take short study breaks

  • Avoid excessive stress

A healthy body supports effective learning and concentration.

 

Final Revision Strategy Before BECE 2026

During the final weeks before the examination:

Focus On

  • Key concepts and formulas

  • Past questions

  • Mock examinations

  • Personal notes and summaries

 

Avoid

  • Learning entirely new topics

  • Staying awake all night

  • Last-minute panic

The final revision period should strengthen existing knowledge rather than introduce completely new material.

 

Final Thoughts

Passing BECE 2027 is achievable for every student who prepares consistently and strategically. Success does not depend on luck or last-minute cramming. It comes from discipline, effective study habits, regular revision, and confidence.

Students who begin early, practise frequently, manage their time well, and maintain a positive attitude will significantly increase their chances of obtaining excellent grades and securing admission to their preferred Senior High School.

Remember: every topic studied today is an investment in your future success.

 

 

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