Schools in Ghana today are completely different than what they used to be a few years back. The transformations are occurring in the silent form in the classrooms, in the development of the curriculum, and the training of the teachers, yet they have a strong effect that goes beyond the school buildings.
These changes affect the way children learn basic skills, the way parents facilitate learning at home and the way communities value learning. With revised curricula and new programs that are meant to enhance access and quality, the system is changing with a clear vision of equipping students to face the future.
It is crucial to learn about these developments not only to teachers and policymakers but also to all people who are concerned about the future generation of Ghana.
Keeping in touch with what is new serves to demonstrate the progress that is being made and the work that remains to be done, giving a more accurate picture of where the education system is headed and what it involves for learners across the country.
Read the whole article to learn more.
1. Curriculum Reform and Structural Redefinition
The implementation of the Standards-Based Curriculum (SBC) is one of the most prominent education changes in Ghana over the last few years, which is frequently discussed in Ghana education news.
Ghana, under the Pre-Tertiary Education Act (2020), has amended the definition of basic education to incorporate two years of kindergarten, six years of primary and three years of junior high school. Senior high school or Technical and Vocational Education and Training (TVET) has become part of secondary education.
The National Council on Curriculum and Assessment (NaCCA) has produced a curriculum in key phases 1-5. Changes to the key phases 1-3 (foundation to upper primary) curriculum have been in force since September 2019, with key phase 4 (Junior High) being implemented in stages since the 2021/22 academic year.
The new senior high and senior high technical and STEM curricula are being implemented beginning with the next academic year, 2024-2025. These modifications put more emphasis on competencies like critical thinking, problem solving and creativity as opposed to rote learning.
2. Increased Investment and New Funding Initiatives
Ghana has also experienced significant infusions of funds to finance these reforms, particularly in the primary and foundational education.
One of the major developments is the SCALE partnership of $80 million that will integrate local, private, and philanthropic funds to scale up the Ghana Accountability for Learning Outcomes Project (GALOP).
The expansion will spread the coverage of schools and kindergartens, and enhance learning resources, teacher support, and governance across regions. Along with that funding comes an impetus to evidence-based decision-making.
New structures, such as the Ghana Education Evidence and Data Lab (GEEDLab) and the so-called Communities of Excellence, are being introduced. These are meant to make sure that reforms are tracked, that information is utilized to drive change and that the gains are long-lasting.
3. Legal, Policy and Institutional Changes
Legal and institutional reforms are also underway, as well as curriculum and funding changes. For instance, a new NaCCA Board has been commissioned to spearhead curriculum reforms with regard to accountability and local stakeholder involvement.
Additionally, Ghana’s legal education system is being reevaluated to be redesigned. It is proposed that law faculties should be able to teach clinical training and bar practice, which would lessen their reliance on an independent law school and change the routes to becoming a qualified lawyer.
Furthermore, the educational environment is still being influenced by some policies, including the Free Senior High School (Free SHS), which was established in 2017. Gaining access has become easier.
4. Focus on Quality, Equity and Teacher Capacity
Reforms are not only focusing on what is being taught, but also on the quality of teaching and the accessibility of that teaching. Special attention is given to teacher preparation and training, especially with the introduction of new curricula.
Professional Learning Community (PLC) workshops are being conducted continuously to enable teachers to adjust to the new SHS, STEM, and SHTS curriculum. There is also a persistent worry about inequities.
Although many learners leave basic school with literacy and numeracy rates that are not as high as they need to be, particularly in remote or disadvantaged communities, initiatives like the NST (National Standardized Test) and those within GALOP aim to identify struggling learners at an early age and offer them special attention.
Challenges and What to Watch
Despite such developments, there are impediments. A lack of infrastructure (classrooms, laboratories), a shortage of teachers, and a disproportionate allocation of resources still hinder progress.
Certain mission schools and rural regions have been cited as slow to adapt due to a shortage of funds or insufficient supervision. Additionally, implementing such wide-ranging reforms requires strong coordination among multiple stakeholders, including the Ministry of Education, NaCCA, Ghana Education Service (GES), as well as local communities, non-profits, and private partners.
The effectiveness of these institutions in coordinating training, monitoring, and feedback will determine the success of the reforms.
Why These Developments Matter
These unfolding shifts matter because they are about more than policy documents.
They affect how children experience school, including whether classrooms are equipped, whether their teachers know how to engage them in critical thinking, whether assessments accurately reflect real learning, and whether students leave school prepared for tertiary studies, work, or life more generally.
For people interested in education news, these reforms show both promise and pressing needs. They suggest that Ghana is moving toward a more competency-based, equitable, and evidence-driven system. But turning that vision into reality will require consistent investment, local engagement, and transparent accountability.
Conclusion
Ghana’s education system is undergoing a significant transformation, driven by curriculum reforms, increased funding, and a renewed focus on teacher development. These changes are designed to make learning more practical, equitable, and aligned with the skills students need to thrive.
Yet, challenges such as infrastructure gaps and uneven access persist. The progress made so far shows commitment, but sustaining momentum will depend on consistent investment, strong monitoring, and collective responsibility from all stakeholders in shaping the country’s educational future.
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