Ferdinand | EducationGhana | June 21 | Major Boost for Teacher Education as PRINCOF Meets President Mahama
Principals of Ghana’s 49 Public Colleges of Education, led by PRINCOF, paid a courtesy call on President John Mahama to discuss teacher education, institutional development, and the future of Ghana’s education sector.
PRINCOF Delegation Meets President Mahama
Principals from Ghana’s 49 Public Colleges of Education, led by the leadership of the , have paid a courtesy call on the President of the Republic of Ghana, to discuss critical issues affecting teacher education and institutional development.
The meeting formed part of ongoing efforts to strengthen collaboration between government and Colleges of Education as the country seeks to improve the quality of teacher preparation and educational outcomes.
Focus on Strengthening Teacher Education
During the engagement, the principals highlighted the important role Colleges of Education play in producing qualified and competent teachers for Ghana’s basic education system.
Discussions reportedly focused on:
Enhancing teacher education and training
Strengthening institutional capacity in Colleges of Education
Improving infrastructure and learning resources
Supporting policy reforms in teacher preparation
Expanding opportunities for research and innovation in education
The meeting also provided an opportunity for the college leaders to share concerns and recommendations aimed at improving the delivery of teacher education nationwide.
Colleges of Education Remain Critical to National Development
The principals emphasized that Colleges of Education continue to serve as the foundation of Ghana’s teacher education system by preparing professional teachers for basic schools across the country.
With Ghana implementing major reforms such as the Standards-Based Curriculum and ongoing teacher professional development initiatives, the role of Colleges of Education has become increasingly important in ensuring quality teaching and learning.
The institutions are also expected to contribute significantly to the development of a skilled workforce capable of supporting national growth and transformation.
Dialogue on Institutional Development
A key aspect of the discussions centered on institutional development and strategies for strengthening the capacity of Colleges of Education.
Such interventions are expected to enhance the ability of Colleges of Education to meet evolving educational demands.
President Mahama Reaffirms Commitment to Education
The engagement provided a platform for constructive dialogue on the future of teacher education in Ghana.
The meeting underscored the shared commitment of government and educational institutions to improving teaching standards, strengthening Colleges of Education, and advancing quality education for all learners.
Education stakeholders continue to view investment in teacher preparation as one of the most effective ways of improving learning outcomes across the country.
Why the Meeting Matters
The meeting is significant because Colleges of Education remain central to Ghana’s educational transformation agenda.
As institutions responsible for preparing future teachers, their success directly affects:
Quality of classroom instruction
Learner achievement
Curriculum implementation
National human capital development
Strengthening these institutions is therefore viewed as a critical investment in Ghana’s future.
This powerful guide explains Exemplars in Ghana’s Standards-Based Curriculum (SBC). Learn their meaning, use in lesson planning, and how they improve classroom delivery and learner outcomes.
Introduction
Exemplars are a key but often misunderstood part of Ghana’s Standards-Based Curriculum (SBC). They provide practical classroom guidance that helps teachers translate curriculum expectationsinto meaningful learning activities.
While Content Standards and Indicators define what to teach, Exemplars show how to teach it effectively in real classroom situations.
What Exemplars Mean in the SBC
Exemplars are suggested teaching and learning activities that guide teachers in delivering lessons.
They are not rigid instructions. Instead, they serve as flexible examples that show how a Content Indicator can be achieved in the classroom.
In simple terms:
Exemplars explain how learning should happen.
Key Features of Exemplars
They are practical classroom activities
They are linked directly to Content Indicators
They are flexible and adaptable
They encourage learner participation
They support competency-based learning
Why Exemplars Are Important
Exemplars play a vital role in improving teaching and learning outcomes.
Exemplars are apowerful instructional tool in Ghana’s Standards-Based Curriculum. They bridge the gap between curriculum design and classroom practice by showing teachers how to deliver lessons effectively.
Teachers who understand and apply Exemplars properly can transform classroom learning into more interactive, practical, and meaningful experiences for learners.
Ferdinand | EducationGhana | June 21 | Comprehensive Guide to Assessment Types in Ghana’s Standards-Based Curriculum (SBC)
This comprehensive guide explains the types of assessment in Ghana’s Standards-Based Curriculum. Learn about assessment for, as, and of learning, categories of assessment, and when each is used in classroom practice.
Introduction
Assessment is a central component of Ghana’s Standards-Based Curriculum (SBC). It is not limited to examinations but forms an ongoing process that guides teaching, supports learning, and evaluates outcomes.
Under the SBC, assessment is designed to capture what learners know, what they can do, and how they apply knowledge in real-life situations. It is therefore continuous, structured, and competency-based.
Teachers are expected to integrate assessment into every stage of instruction to improve learner achievement and support effective decision-making.
Understanding Assessment in the SBC
Assessment refers to the process of collecting, interpreting, and using information about learners’ performance to improve teaching and learning.
It answers key questions such as:
What do learners know?
What can they do?
How well are they progressing?
In the SBC, assessment is not an end process but part of instruction itself.
Assessment FOR Learning
Assessment for learning is used to support and improve learning during instruction.
It is continuous and diagnostic in nature.
Purpose of Assessment for Learning:
Identify learning gaps
Provide immediate feedback
Improve teaching strategies
Support learner progress
When It Is Used:
During lesson delivery
After introducing a new topic
While learners are practicing tasks
Examples:
Class exercises
Oral questioning
Group discussions
Homework assignments
Teacher observation
Assessment for learning helps teachers adjust instruction in real time.
Assessment AS Learning
Assessment as learning focuses on learners actively monitoring their own learning process.
It promotes self-assessment and reflection.
Purpose of Assessment as Learning:
Develop learner independence
Encourage self-reflection
Build responsibility for learning
Improve metacognitive skills
When It Is Used:
During group work
While learners evaluate their own work
During peer assessment activities
Examples:
Self-assessment checklists
Peer review activities
Reflection journals
Group presentations with feedback
Assessment as learning helps learners take ownership of their progress.
Assessment OF Learning
Assessment of learning evaluates what learners have achieved at the end of a learning period.
It is summative in nature.
Purpose of Assessment of Learning:
Measure overall achievement
Grade learner performance
Provide accountability
Inform promotion decisions
When It Is Used:
End of term examinations
End of unit tests
National assessments (e.g., BECE)
Examples:
Written exams
Standardised tests
Final projects
End-of-term assessments
Assessment of learning provides a final judgment of performance.
Categories of Assessment in the SBC
Assessment in the SBC can also be grouped into broader categories.
Formative Assessment
Formative assessment is ongoing and used during instruction to improve learning.
Key Features:
Continuous
Diagnostic
Feedback-oriented
Examples:
Quizzes
Class exercises
Oral questioning
Homework
It mainly supports Assessment for Learning.
Summative Assessment
Summative assessment is used at the end of a learning period.
Key Features:
Evaluative
Final judgement
Score-based
Examples:
End-of-term exams
BECE
End-of-unit tests
It mainly reflects Assessment of Learning.
Diagnostic Assessment
Diagnostic assessment is conducted before instruction begins.
Purpose:
Identify prior knowledge
Detect learning difficulties
Plan instruction effectively
Examples:
Entry tests
Pre-assessment quizzes
Baseline assessments
Continuous Assessment in the SBC
Continuous Assessment (CA) is a structured process that combines formative and summative elements.
It runs throughout the term and contributes to final grading.
Key Features:
Ongoing throughout instruction
Includes tests, assignments, and projects
Tracks learner progress over time
Performance-Based Assessment
This form of assessment evaluates learners based on their ability to apply knowledge in real-life or practical situations.
Examples:
Projects
Experiments
Role plays
Presentations
It strongly aligns with competency-based learning.
When Each Type of Assessment Is Used
Assessment Type
When It Is Used
Purpose
Diagnostic
Before teaching
Identify readiness
Formative
During teaching
Improve learning
Summative
After teaching
Evaluate achievement
Continuous
Throughout term
Track progress
Performance-based
During/after instruction
Apply knowledge
Role of Teachers in SBC Assessment
Teachers are expected to:
Integrate assessment into every lesson
Provide timely and constructive feedback
Use multiple assessment methods
Track learner progress continuously
Support learner reflection and improvement
Assessment is no longer separate from teaching.
Common Challenges in Assessment Implementation
Teachers may face challenges such as:
Large class sizes
Heavy workload in recording assessments
Limited time for feedback
Difficulty balancing teaching and assessment
Despite these challenges, structured planning can improve efficiency.
Practical Tips for Teachers
To improve assessment practices:
Use short assessments frequently
Combine written, oral, and practical tasks
Encourage peer and self-assessment
Keep clear records of learner progress
Align assessment with Content Indicators and Performance Indicators
Assessment in Ghana’s Standards-Based Curriculum is a continuous, structured, and learner-centred process. The integration of Assessment for, as, and of learning ensures that teaching is responsive, inclusive, and focused on real learner development.
Teachers who effectively apply different forms of assessment are better positioned to improve learning outcomes and support holistic student development.
Lesson planning under Ghana’s Standards-Based Curriculum (SBC) follows a structured format designed to ensure clear progression, consistency, and effective delivery.
Two commonly misunderstood elements in the lesson plan template are Periods and Lessons. While they appear similar, they serve different planning purposes and help teachers organise instruction over time.
A proper understanding of these sections ensures accurate pacing, better curriculum coverage, and improved learner outcomes.
What Are Periods in the SBC Lesson Plan?
Periods refer to the number of teaching sessions allocated to a specific topic or sub-strand within a unit of work.
Each period represents a single classroom session, usually lasting about 30 to 60 minutes depending on the school level and timetable.
Key Features of Periods:
They represent teaching time allocation
They are part of a sequence of lessons
They show how a topic is spread over time
They support curriculum pacing and coverage
Example:
If a topic is planned for 4 periods, it means:
The topic will be taught across 4 separate class sessions
Each period builds on the previous one
Learning is gradual and structured
What Are Lessons in the SBC Lesson Plan?
Lessons refer to the specific instructional sessions within a sequence of periods, each focusing on a particular objective derived from the Content Standard.
Each lesson is usually numbered to show progression.
Example:
Lesson 1 of 4
Lesson 2 of 4
Lesson 3 of 4
Lesson 4 of 4
This structure shows that a broader Content Standard has been broken into smaller, teachable parts.
Relationship Between Periods and Lessons
Periods and Lessons work together to structure teaching over time.
Periods = Time allocation
Lessons = Instructional progression
Simple Explanation:
Periods show how long teaching will take
Lessons show what is taught in each session
Example Relationship:
A Content Standard may require 4 periods:
Period 1 → Lesson 1 of 4
Period 2 → Lesson 2 of 4
Period 3 → Lesson 3 of 4
Period 4 → Lesson 4 of 4
Each lesson focuses on a specific Content Indicator.
Why Periods Are Important in Lesson Planning
Periods help teachers to:
Manage instructional time effectively
Ensure full coverage of the curriculum
Avoid rushing or overloading lessons
Maintain lesson sequence and continuity
They support proper pacing of teaching and learning activities.
Why Lessons Are Important in the SBC Template
Lessons help teachers to:
Break down complex topics into manageable parts
Focus on one specific learning objective at a time
Track learner progress step by step
Align teaching with Content Indicators and Performance Indicators
They ensure clarity and structure in classroom instruction.
Lesson Progression: “Lesson 1 of 4” Explained
The phrase “Lesson 1 of 4” means:
The topic is divided into four instructional sessions
This is the first step in the learning sequence
It focuses on one specific Content Indicator
The lesson could be meant for four weeks hence each week has a particular specific objective to be achieved. The 4 stands for the four weeks and that’s the content standard or general objective to be achieve whilst the 1 stands for the first objective (indicator) for that particular week out of the four objectives.
Example:
A topic on “Fractions” may be divided as:
Lesson 1: Introduction to fractions
Lesson 2: Types of fractions
Lesson 3: Comparing fractions
Lesson 4: Application of fractions in real life
This ensures gradual learning progression.
In this context, the General Objective (Content standards ) will be to achieve all the four objectives within four weeks whilst the specific objectives (indicator) will be to achieve one for each week etc.
Common Mistakes Teachers Make
Teachers often struggle with:
Treating each period as an independent topic
Teaching all content in one lesson instead of spreading it
Ignoring the lesson sequence (1 of 4, 2 of 4, etc.)
Failing to align lessons with Content Indicators
These mistakes affect curriculum delivery and learner understanding.
Practical Tips for Teachers
To use Periods and Lessons effectively:
Always follow the lesson sequence provided in the curriculum
Do not overload a single period with multiple objectives
Ensure each lesson focuses on one clear Indicator
Maintain continuity from Lesson 1 to the final lesson
Periods and Lessons are essential components of the SBC lesson plan template that ensure structured and progressive teaching. While Periods focus on time allocation, Lessons focus on instructional sequencing.
Teachers who properly apply both components are better able to deliver well-paced lessons, achieve curriculum objectives, and improve learner understanding.
Content Standardsand Content Indicators are two closely related components of Ghana’s Standards-Based Curriculum (SBC). They guide what is taught, how it is broken down, and how learning is assessed in the classroom.
Many teachers confuse the two, yet they serve different but connected purposes. A clear understanding improves lesson planning, teaching clarity, and assessment accuracy.
What Are Content Standards in the SBC?
Content Standards are broad statements that describe what learners are expected to know, understand, and be able to do at a given stage of learning.
They represent the general learning goals of a subject and form the foundation of curriculum design.
Key Features of Content Standards:
They are broad and general
They span multiple lessons or units
They define long-term learning expectations
They are broken down into Content Indicators
They guide overall curriculum direction
Example of a Content Standard:
Demonstrate understanding of basic number concepts and their applications in real life
Content Standards answer the question:
“What should learners ultimately learn?”
What Are Content Indicators in the SBC?
Content Indicators are specific learning outcomes derived from Content Standards.
They break down Content Standards into smaller, teachable objectives for individual lessons or a series of lessons.
Key Features of Content Indicators:
They are specific and measurable
They guide daily lesson planning
They are directly linked to classroom instruction
They are further translated into Performance Indicators
They support continuous assessment
Example of a Content Indicator:
From the Content Standard above:
Identify and represent whole numbers in real-life contexts
Apply basic number operations to solve simple problems
Content Indicators answer the question:
“What exactly should be taught in this lesson?”
Key Difference Between Content Standards and Content Indicators
The difference can be clearly understood in terms of scope and function.
Content Standards = General learning goals
Content Indicators = Specific lesson objectives
Comparison Table:
Component
Meaning
Role in Teaching
Content Standards
Broad learning expectations
Guide curriculum direction
Content Indicators
Specific learning outcomes
Guide lesson delivery
Content Standards set the direction, while Content Indicators guide the teaching process.
How Content Standards and Indicators Work Together
In the SBC framework, teaching follows a logical progression:
Content Standards and Content Indicators work together to structure teaching and learning in Ghana’s Standards-Based Curriculum. While Content Standards provide the overall learning goals, Content Indicators break them into practical classroom objectives.
Teachers who understand this relationship are better able to plan effective lessons, deliver clear instruction, and improve learner achievement.
Strands and Sub-strands form the structural backbone of Ghana’s Standards-Based Curriculum (SBC). They help organise learning into clear, manageable sections that guide teachers in lesson planning and delivery.
Many teachers confuse the two terms, yet they play different roles in shaping how subjects are taught. A proper understanding ensures better lesson structure, clearer objectives, and improved learner outcomes.
What Are Strands in the SBC?
Strands are the major areas of learning within a subject. They represent broad themes that define what learners are expected to study over a period of time.
Strands are long-term in nature and span several weeks or even terms.
Key Features of Strands:
They are broad and thematic
They cover major areas of a subject
They run across several lessons
They are divided into Sub-strands
Example of Strands:
In English Language:
Listening and Speaking
Reading
Writing
Grammar Usage
In Mathematics:
Number
Algebra
Geometry
Measurement and Data
Strands provide the overall direction of learning.
What Are Sub-Strands in the SBC?
Sub-strands are smaller, more specific topics within a Strand.
They break down Strands into teachable units that guide daily lesson planning.
Key Features of Sub-Strands:
They are specific and focused
They form part of a larger Strand
They guide weekly or lesson-based teaching
They lead directly to Indicators and Performance Indicators
Example of Sub-Strands:
Under the Strand “Number” in Mathematics:
Fractions
Decimals
Whole numbers
Percentages
Under the Strand “Reading” in English:
Comprehension
Vocabulary development
Literary appreciation
Sub-strands make teaching more structured and manageable.
Key Difference Between Strands and Sub-Strands
The difference between Strands and Sub-strands can be understood in terms of scope.
Strands = Broad areas of learning
Sub-strands = Specific topics within those areas
Simple Comparison:
Component
Meaning
Scope
Strands
Major learning areas
Broad
Sub-strands
Topics within strands
Specific
Strands give direction, while Sub-strands provide detail.
How Strands and Sub-Strands Work Together
Strands and Sub-strands are connected in a hierarchical structure:
Strands define the subject areas
Sub-strands break them into topics
Indicators define lesson objectives
Performance Indicators show learner outcomes
This structure ensures smooth progression from curriculum design to classroom teaching.
Role of Strands in Curriculum Planning
Strands help teachers to:
Understand subject structure
Plan long-term instruction
Organise topics logically
Track curriculum coverage
They ensure teachers do not miss important areas of a subject.
Role of Sub-Strands in Lesson Planning
Sub-strands help teachers to:
Design weekly or daily lessons
Focus on specific topics
Develop Indicators and Performance Indicators
Structure classroom activities
They make teaching practical and lesson-based.
Importance of Understanding Both Concepts
A clear understanding of Strands and Sub-strands helps teachers to:
Deliver structured lessons
Avoid content confusion
Align teaching with curriculum goals
Improve learner understanding
Ensure complete syllabus coverage
Without this understanding, lesson planning becomes disorganised.
Common Challenges Teachers Face
Teachers often struggle with:
Confusing Strands with Sub-strands
Skipping curriculum structure during planning
Overloading lessons with multiple topics
Poor alignment with Indicators
These issues can affect teaching quality and learner performance.
Practical Tips for Teachers
To use Strands and Sub-strands effectively:
Always identify the Strand first before planning lessons
Break the Strand into Sub-strands systematically
Use Sub-strands to define lesson topics
Align each Sub-strand with Indicators and Performance Indicators
Strands and Sub-strands form the foundation of Ghana’s Standards-Based Curriculum structure. While Strands provide the broad learning framework, Sub-strands break them into manageable teaching units.
Teachers who understand this structure are better equipped to plan lessons effectively, deliver structured instruction, and improve learner outcomes.
Ferdinand | EducationGhana | June 21 | Powerful Guide to Understanding Content Standards in Ghana’s Standards-Based Curriculum
This powerful guide explains Content Standards in Ghana’s Standards-Based Curriculum. Learn what they mean, how they are used in lesson planning, and their role in classroom instruction and assessment.
Introduction
Content Standards are a key component of Ghana’s Standards-Based Curriculum (SBC). They define what learners are expected to know, understand, and be able to do at each stage of learning.
Unlike the old objectives-based curriculum, Content Standards in the SBC provide a broader framework for teaching and learning, ensuring consistency, progression, and competency development across all subjects.
A clear understanding of Content Standards is essential for effective lesson planning, teaching, and assessment in basic and secondary schools.
What Are Content Standards in the SBC?
Content Standards are broad statements that describe the expected learning outcomes for learners in a particular subject and level.
They show the knowledge, skills, and attitudes learners should acquire over a learning period.
In simple terms, Content Standards answer the question:
“What should learners know and be able to do by the end of a learning stage?”
Content Standards form the backbone of Ghana’s Standards-Based Curriculum. They define the long-term learning expectations that guide teaching, learning, and assessment across all subjects.
When teachers understand and apply Content Standards correctly, they are better able to design meaningful lessons, support learner development, and improve educational outcomes nationwide.
Ferdinand | EducationGhana | June 21 | Powerful Guide to Core Competencies in Ghana’s Standards-Based Curriculum Explained
This powerful guide explains the core competencies in Ghana’s Standards-Based Curriculum. Learn what they mean, why they matter, and how teachers can develop them in learners effectively.
Introduction
Core competencies are a central feature of Ghana’s Standards-Based Curriculum(SBC). They represent the essential skills, attitudes, and values that learners are expected to develop alongside academic knowledge.
Unlike traditional curricula that focus mainly on memorisation, the SBC places strong emphasis on what learners can do with what they learn. Core competencies therefore shape teaching, learning, and assessment across all subjects.
What Are Core Competencies?
Core competencies refer to transferable skills that learners develop throughout their education and apply in real-life situations.
They cut across all subjects and are not taught as separate topics. Instead, they are embedded in classroom activities,lessons, and assessments.
These competencies help learners become:
Critical thinkers
Problem solvers
Effective communicators
Responsible citizens
Key Core Competencies in the SBC
The Standards-Based Curriculum identifies several core competencies that guide teaching and learning.
Critical Thinking and Problem Solving
This competency helps learners analyse situations, evaluate information, and find solutions to problems.
Teachers develop this through:
Problem-solving tasks
Open-ended questions
Case studies
Communication and Collaboration
Learners are expected to express ideas clearly and work effectively with others.
Classroom strategies include:
Group work
Pair discussions
Oral presentations
Creativity and Innovation
This focuses on encouraging learners to think differently and generate new ideas.
Teachers support this by:
Project-based learning
Drawing and design tasks
Role play activities
Cultural Identity and Global Citizenship
This competency helps learners understand their identity while appreciating other cultures and global issues.
It promotes:
Respect for diversity
National values
Civic responsibility
Personal Development and Leadership
Learners are encouraged to develop self-awareness, discipline, and leadership skills.
This includes:
Responsibility for learning
Confidence building
Time management skills
Digital Literacy
This competency focuses on the effective use of technology for learning and problem solving.
It includes:
Basic ICT skills
Safe use of digital tools
Information searching skills
Why Core Competencies Matter
Core competencies are important because they:
Prepare learners for real-world challenges
Improve employability skills
Support lifelong learning
Enhance academic performance across subjects
They shift education from memorisation to practical application.
How Teachers Develop Core Competencies in Learners
Teachers play a key role in developing these skills.
They can do this by:
Using activity-based learning methods
Encouraging group work and collaboration
Asking higher-order thinking questions
Integrating real-life examples into lessons
Designing project-based tasks
Core competencies are best developed when learners are actively involved in the learning process.
Assessment of Core Competencies
Under the SBC, assessment is not only about tests and exams.
Teachers assess competencies through:
Observation of learner participation
Group work performance
Projects and assignments
Oral presentations
Continuous assessment tasks
The focus is on both knowledge and skill demonstration.
Challenges in Developing Core Competencies
Some challenges include:
Large class sizes
Limited teaching resources
Time constraints in lesson delivery
Inadequate teacher training in some areas
Despite these challenges, gradual improvement is possible through consistent practice.
Core competencies form the backbone of Ghana’s Standards-Based Curriculum. They ensure that learners are not only knowledgeable but also capable of applying skills in real-life situations.
Teachers who intentionally integrate these competencies into their teaching practice help shape learners who are creative, confident, and prepared for the future.
This best guide explains how to choose the right Senior High School after BECEin Ghana. Learn categories of schools, programme selection, CSSPS placement strategy, and mistakes to avoid.
Introduction
Choosing a Senior High School (SHS) after the Basic Education Certificate Examination(BECE) is one of the most important academic decisions in Ghana. The school a student enters often influences academic performance, subject interest, and long-term career direction.
Yet many students and parents make this decision with limited guidance, often relying on popularity, peer influence, or incomplete advice. A more structured approach is needed to improve outcomes under the Computerised School Selection and Placement System (CSSPS).
Understanding the CSSPS Placement System
The Computerised School Selection and Placement System (CSSPS), managed by the Ghana Education Service, is the official process used to place BECE candidates into Senior High Schools.
Students select schools before BECE results are released. Placement is then determined based on:
Student performance
School capacity
Available programmes
Selection choices made by candidates
Careful selection is therefore essential before results are released.
Categories of Senior High Schools in Ghana
SHSs in Ghana are grouped into categories based on demand, performance, and facilities.
Category A Schools
These are highly competitive schools with strong academic records and limited admission spaces. They are often first-choice institutions for high-performing students.
Category B Schools
These schools are moderately competitive and offer balanced academic opportunities with relatively better chances of placement.
Category C Schools
These schools are less competitive and generally have more available spaces, though many still produce strong academic results.
A balanced combination of these categories improves placement chances.
Choosing the Right Programme of Study
Programme selection is a critical part of SHS placement.
Students must choose schools that offer their preferred academic pathways, such as:
General Science
General Arts
Business
Technical and Vocational Education and Training (TVET)
A mismatch between interest and programme can lead to poor motivation and reduced academic performance.
Academic Performance and School Quality
School performance should be considered carefully when making choices.
Choosing the right Senior High School is not about prestige alone but about academic fit, programme alignment, and future opportunity. A well-informed decision improves placement success and supports long-term educational growth.
Introduction: GES Moves to Protect Equity in SHS Graduation Celebrations
The Ghana Education Service (GES) has introduced a strict directive prohibiting the display and presentation of extravagant gifts to students during post-WASSCE celebrations held on Senior High School (SHS) campuses.
The directive specifically targets public presentations of luxury gifts such as motor vehicles, large cash gifts, money bouquets and other expensive items presented to students immediately after completing the West African Senior School Certificate Examination (WASSCE).
According to GES, academic success should be celebrated, but schools must remain environments where achievement is associated with dedication, discipline and hard work rather than financial privilege.
The policy comes amid growing public discussions about the increasing visibility of expensive graduation gifts shared on social media, where some students receive cars, large amounts of money and other luxury items after completing their secondary education.
While many parents view such gifts as expressions of love and appreciation, GESbelieves that excessive public displays of wealth within school environments may undermine the principles of fairness, inclusion and equal opportunity that guide public education.
➡ Related: WASSCE 2026 Complete Guide for Candidates and Parents
➡ Related: Ghana Education Service Policies Affecting SHS Students
GES Announces Ban on Lavish Graduation Gifts at SHS Campuses
In a directive issued by the Ghana Education Serviceand signed by Daniel Fenyi, Head of Public Relations at GES, all Senior High Schools were instructed to prevent extravagant gift presentations and celebrations on school premises.
The directive does not prohibit parents from rewarding their children for academic achievement. Instead, it focuses on the location and nature of such celebrations, particularly activities organised within school compounds.
GES explained that schools must maintain a learning environment where every student feels respected and valued regardless of family income or social background.
The Service noted that while academic accomplishments deserve recognition, celebrations should not create situations where some students appear more successful because of the financial capacity of their families.
Schools have therefore been directed to ensure that graduation-related activities uphold the values of: Equity, Discipline, Respect, Inclusiveness, and Academic excellence.
➡ Related: Free SHS Programme in Ghana: Achievements, Challenges and Future Direction
➡ Related: Student Wellbeing and Inclusive Education in Ghana
What Gifts and Celebrations Are Prohibited Under the GES Directive?
The GES directive applies specifically to extravagant displays of wealth during school-based celebrations.
The prohibited activities include:
Prohibited Activity
Education Concern
Presentation of cars and motor vehicles
May create visible economic differences among students
Large cash gifts
May shift attention from academic achievement to wealth
Money bouquets
Can promote unhealthy competition
Public displays of expensive items
May create feelings of exclusion among learners
Celebrations focused on financial status
May weaken the values schools promote
The directive applies to all Senior High Schools under the Ghana Education Service.
School authorities are expected to communicate the policy clearly to parents, students and other stakeholders to ensure compliance.
Why GES Is Concerned About Expensive Gifts in Schools
The decision by GES reflects wider concerns about the relationship between education and social inequality.
Schools are not only places where learners acquire academic knowledge. They are also institutions where young people develop values, relationships and perceptions about themselves and others.
When expensive gifts become highly visible within school environments, there is a possibility that academic achievement may become associated with economic background.
GES has identified several concerns:
1. Creating Social Differences Among Students
Public schools bring together learners from different economic backgrounds.
Some students come from financially stable homes, while others face significant economic challenges.
When graduation celebrations become centred on luxury gifts, some learners may feel that their achievements are less valued because their families cannot provide similar rewards.
2. Shifting Attention Away From Academic Achievement
Education systems encourage students to value: Hard work, Commitment, KnowledgPersonal growth
However, excessive displays of wealth may unintentionally shift attention from academic accomplishment to material possessions.
A student who receives a vehicle may receive more public attention than another student who achieved excellent academic results through personal effort.
3. Reducing Unhealthy Pressure Among Parents
Social media has contributed to increasing visibility of graduation celebrations.
Parents may feel pressured to organise increasingly expensive celebrations because they compare their children’s achievements with others.
This can create unnecessary financial pressure and competition among families.
➡ Related: Education Quality and Social Equity in Ghana
➡ Related: Parenting and Student Success in Secondary Education
The Educational Meaning of Equity and Inclusion in Ghanaian Schools
The GES directive raises an important educational principle: schools must remain spaces where every learner has an equal sense of belonging.
Equity in education does not mean that all students have identical experiences outside school. Families will always differ in their economic circumstances.
However, schools have a responsibility to ensure that these differences do not determine how learners are valued within educational spaces.
An inclusive school environment recognises students based on:
Effort
Character
Achievement
Improvement
Contribution to the school community
rather than the wealth of their families.
From a curriculum and educational perspective, schools teach both academic content and social values. The way schools organise celebrations therefore communicates important lessons about what society considers valuable.
➡ Related: National Teachers’ Standards and Professional Values
➡ Related: Ghana’s Education System: Structure, Policies and Challenges
What Parents and Guardians Can Still Do After WASSCE 2026
The GES directive does not prevent parents and guardians from celebrating their children’s achievements.
Families remain free to organise celebrations outside school premises, including:
Homes
Churches
Community centres
Private event venues
Parents may also present gifts to their children privately.
The main concern of GES is that public school environments should not become places where economic differences are displayed in ways that may affect learner confidence and social relationships.
Parents can celebrate academic success by focusing on meaningful rewards such as:
Educational support
Career guidance
Books and learning resources
Personal development opportunities
What the Directive Means for WASSCE 2026 Candidates
For students completing the 2026 WASSCE, the directive means that schools will no longer permit extravagant gift presentations on campus after examinations.
Students can still celebrate completing their secondary education, but celebrations organised within school premises must align with GES expectations.
The policy does not reduce the importance of student achievement. Instead, it encourages schools and families to recognise success in ways that promote dignity and inclusion.
For many students, completing SHS represents years of effort, sacrifice and determination. Celebrating that achievement remains important, but the manner of celebration must support the values schools seek to develop.
➡ Related: WASSCE Results Checking Guide 2026
➡ Related: Career Opportunities After Senior High School in Ghana
School Heads Face Responsibility for Enforcing the Directive
GES has warned that school heads who allow prohibited activities on their campuses may face administrative sanctions.
School leaders are responsible for maintaining discipline and ensuring that school policies reflect national education standards.
They are expected to:
Inform parents and students about the directive
Monitor graduation activities
Prevent prohibited displays
Promote inclusive celebrations
The responsibility of school leaders extends beyond academic management. They also shape the culture and values of the school environment.
Broader Implications for Ghana’s Education System
The debate surrounding graduation gifts reflects wider questions about the purpose of education.
Education is not only about academic achievement. It is also about developing responsible citizens who understand fairness, respect and social responsibility.
The GES directive highlights the need for education stakeholders to balance:
Recognition of achievement
Respect for family choices
Protection of learner dignity
Promotion of equality
As Ghana continues to improve access to education through programmes such as Free SHS, maintaining inclusive school environments becomes increasingly important.
Schools must ensure that every learner feels that success is achievable regardless of economic background.
Frequently Asked Questions
Why did GES ban expensive graduation gifts at SHS campuses?
GES introduced the directive to prevent celebrations that may create social inequality and unhealthy competition among students.
Are parents prohibited from giving gifts to WASSCE graduates?
No. Parents may still reward their children, but extravagant public displays on SHS campuses are prohibited.
Are all SHS graduation celebrations banned?
No. The directive focuses on expensive gift presentations and celebrations that promote displays of wealth.
Can students celebrate after completing WASSCE?
Yes. Students can celebrate, provided the celebrations comply with GES guidelines.
Why does GES consider equity important in schools?
Schools serve students from different backgrounds. Maintaining equity helps ensure that every learner feels respected and valued.
Will school heads face punishment for ignoring the directive?
Yes. School heads who allow prohibited activities on their campuses may face disciplinary action.
Conclusion: GES Seeks to Protect the Educational Values of SHS Campuses
The Ghana Education Service directive banning extravagant post-WASSCE graduation gifts on SHS campusesrepresents an attempt to preserve fairness, inclusion and the educational values that schools are expected to promote.
Academic achievement should remain the central focus of graduation celebrations. While families have the right to appreciate their children’s efforts, schools must continue to provide environments where every learner feels recognised regardless of economic background.
The success of this policy will depend on cooperation among school leaders, parents, students and communities. When celebrations reflect achievement, discipline and personal growth rather than financial status, schools can continue to serve as spaces where all learners feel valued.
Source
Ghana Education Service (GES) Directive on Post-WASSCE Graduation Celebrations
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. His work focuses on Ghana’s education system, teacher education, curriculum development, assessment reforms and education policy analysis.
