education strategic plan ghana pdf

Education Strategic Plan 2018–2030

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• Ministry of Education, Ghana (Author)

Coverghana.com.gh

New Ghana Education Reforms | Education Strategic Plan (ESP 2018-2030)

Education Minister Dr, Yaw Osei Adutwum with Ghanaian pupils

Table of Contents

The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018.

These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals (SDG 4) and lead to the improvement of learning outcomes, especially at the pre-tertiary levels.

Priorities of Education Reforms in Ghana  

The three main priorities of the education reforms are:

• Improved learning outcomes
• Enhanced accountability
• Equity at all levels of the education sector.

Objectives for Education Reforms in Ghana

The main objective for embarking on these key reforms is to;

• make our educational system relevant to changing national development priorities and renewed goals and aspirations.
• to ensure that our educational system adjusts to context and time; as well as advancement in technologies, industry, creativity and knowledge economy.
• T hese new reform initiatives exist to provide clear performance standards to guide teaching, learning, assessment and grading of students. The reforms will professionalize teaching and ensure standards.

The Ministry of Education is coordinating the implementation of these reform initiatives through the National Education Reform Secretariat to ensure alignment and coordination of reforms within the framework of the Education Strategic Plan.

The secretariat is also to ensure accountability for each reform owner, build capacity of reform owners and identify and resolve blockages, obstacles and bottlenecks to the implementation of the reforms.

The 12 key Educational Reforms Areas

Policy on Teacher Education Reforms led by the NCTE through T-TEL

Leads to the conversion of the Colleges of Education into University Colleges and the rollout of a new Bachelor of Education teacher education curriculum to improve the quality of new teachers for the basic education sector.

Pre-Tertiary Curriculum Reform through NaCCA

Leads to the design and implementation of a new pre-tertiary education curriculum with Standards and Assessment frameworks.

Legal, Institutional and Regulatory Reforms

Leads to the creation of a new agency that combines the functions of the National Accreditation Board (NAB) and the National Council for Tertiary Education (NCTE).

Tertiary Education Reform

Leads to the conversion of the National Film and Television Institute (NAFTI) and the Ghana Institute of Journalism (GIJ) into one University; and the consolidation of the Kumasi Campus of the University of Education Winneba and a few existing COEs into a Technical Teacher Training University, in addition to other governance and regulatory reforms.

Technical, Vocational Education and Training (TVET) Reforms

Realignment of all Technical and Vocational Institutions (TVIs) to be under MOE and creates a Technical and Vocational Education Service (TVES) to govern them. Operationalization of Pre-Tertiary Teacher Professional and Management Development Framework through NTC

Leads to the establishment of a teacher licensing and registration system in Ghana, and a framework for teacher career progression based on the acquisition of skills and competencies.

Introduction of a new school supervision and inspection system through NIB

Leads to the establishment of a new inspection framework, inspection tools and revised inspection protocols, in partnership with Education Development and OFSTED.

Basic Education Decentralisation Reform

Leads to the devolution of Basic Education to District Assemblies, impacting the functions of the GES, NTC, NaCCA and NIB.

Ghana Partnership School

Leads to MOE and GES partnering with non-state actors to manage and deliver effective education service in public senior high schools.

GES Institutional and Human Resource Reform

Leads to the streamlining of GES’s operations to increase efficiency and reduce the redundancies resulting from Basic Education decentralisation, and a comprehensive reform of HR systems.

ICT in Education Reforms

Seeks to develop early desire and competences in children to use ICT, equip pre-tertiary learners with ICT skills, infuse ICTs into education management, and transform teacher development and tertiary education through technology-based training.

Secondary Education Reform (4 Pillars)

With the Free SHS Programme, MOE seeks to absorb all fees paid at the senior high school level, and additionally to expand physical infrastructure, improve quality, and promote skill development and equity.

These reforms are aligned to the Education Strategic Plan (2018-2030), and are designed to strengthen the sector institutions to overcome their capacity gaps, and accomplish the goals outlined in the Education Sector Plan. The end goals of these reforms are “ to deliver quality education service at all levels that will equip learners in educational institutions with the skills, competencies and awareness that would make them functional citizens who can contribute to the attainment of the national development goals.” 

The Ministry of Education intends to deliver these reform initiatives through a coordinated approach and is expected to create linkages and co-dependencies between the different sub-sectors for the successful implementation of the ESP.

The National Education Reform Secretariat (NERS) was therefore set up and charged with the mandate to ensure that these reforms are not just delivered at a national level (through the production of a curriculum or legal and policy documents) but that they are effectively implemented throughout the system so that they have a positive impact on learning outcomes in schools.

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Ghana Education Strategic Plan 2018-2030

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Ghana began to implement an 'extended basic education' system which makes senior high school (SHS) education free and inclusive from September 2017. This free senior high school (free SHS) initiative implies the Ghana government has redefined basic education to include the upper segment of secondary education and therefore all junior high school students now proceed to SHS to take programmes in general secondary education (GSE) or technical/vocational education and training (TVET). The free SHS, which is an inclusive basic education initiative, involves a new way of thinking about pre-tertiary education as a means of ensuring all students experience some form of GSE and/or TVET and be successful in acquiring the combination of basic knowledge, skills and competencies that will ensure they succeed in the 21st century. The success of the free SHS initiative will depend on the use of a curriculum, including a national examination system, which will make the educational provisions equitable and inclusive. This paper discusses a curriculum and an examination system that should be put in place to ensure all students succeed in acquiring the combination of basic knowledge, skills and competencies needed to be successful adults. The authors argue that not all free SHS products will qualify to take the West African Senior School Certificate Examination (WASSCE) because it is largely a university entrance examination meant for the upper 30% segment of SHS candidates. The WASSCE tests largely academic knowledge for identifying those who can cope with university programmes, and for that reason, many candidates in the lower 40% segment of the stretched ability band will find the examination difficult and perform poorly in it. In order to meet the needs of all in the free SHS system, there is an urgent need for the Ministry of Education, with the support of the National Council of Curriculum and Assessment (NaCCA), to design and implement an inclusive SHS curriculum (or syllabus) and examination system, that will ensure teachers use inclusive and equitable teaching approaches to provide opportunities for all free SHS students to succeed. It is recommended that in addition to the WASSCE, a minimum competency and differentiated examination (i.e., Senior School Leaving Certificate Examination (SSLCE)) is instituted for all students completing free SHS. The SSLC should have grades equivalent to the WASSC grades, to make it mandatory for tertiary institutions to accept the qualifications for admission into programmes that do not require rigorous academic work. Finally, it is recommended that the BECE is replaced by the Junior High National Standards Assessment Test (JHNSAT), which will also be a minimum competency and differentiated examination, which will be taken by all JHS students at the end of Year 2 in four core subjects.

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