goals of ghana education service

The Ghana Education Reform Agenda

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. The three main priorities of the education reforms are: Improved learning outcomes, enhanced accountability and equity at all levels of the education sector.

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.  It is also to ensure that our educational system adjusts to context and time; as well as advancement in technologies, industry, creativity and knowledge economy. These 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.

Empowering The Next Generation

National Council for Curriculum and Assessment

National Teaching Council

The 12 key Education Reform areas are:

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.

• Reform Agenda
• 12 Key Reforms
• Establishment
• Reform Secretariat

Delivery Approach

• Delivery Approach Routines
• Communication Support
• Technical Assistance(TA) Gaps
• Accounting to the Ministers

Establishment/Functions of Reform Secretariat

Coordination: Alignment and coordination of reforms within the Framework of the ESP to ensure synergies and linkages

Accountability: Clear ownership and accountability for each reform through a named reform owner working with RS (Performance Reporting through Performance Management Framework)

Capacity Building: Each Reform Owner (RO) is able to access to capacity development and advice facilitated by the Reform Secretariat to support implementation

Problem-Solving: Identification and resolution of bottlenecks, obstacles to implement priority reforms and learning outcomes

Reform Secretariat Funding

Grant agreement signed between GoG and DFID in the sum of £2,682,700.00 to support Education Beyond Aid (EBA)-Ghana as follows:

Complementary Basic Education- £1,100,00.00

Reform Secretariat-£1,582,700.00

Secretariat Inaugurated in Dec 2018

Governance Structure

1.reform steering committee (rsc), reform steering committee (rsc).

• Chaired by the Minister of Education
• Provides the highest level of accountability to drive reforms
• Meets quarterly to review progress against each of initiatives
• Committee will receive and discuss reports
• Reform Coordinator is the secretary and provides progress reports and analysis

2. National Education Reform Secretariat (NERS)

National education reform secretariat (ners).

• Led by National Reform Coordinator
• NERS reports directly to the Minister of Education
• Responsible for organizing RSC meetings
• NERS ensure that ROs develop roadmaps, with SMART KPIs, milestones, clear activities and targets

3. Reform Technical Working Group (TWG)

Reform technical working group (twg).

• TWG is composed of all Reform Owners and agencies
• Coordinated and Chaired by National Reform Coordinator
• TWG meets monthly to oversee and coordinate all technical activities for each Reform Initiative
• Flags and address areas of concern
• Discuss mitigation measures and plan for action

4. Reform Owners

• Reform Owners are the agencies responsible for the implementation of Reform Initiative
• Develop roadmap on prioritized KPIs
• Implement roadmap
• Work closely with NERS to address implementation gaps
• Collect data to evidence performance
• Receive Technical support from NERS

Prioritization and Resourcing

Prioritize deliverables in the ESP based on resources, time, capacity and relevance:

• Priority Level I:  Minister’s Result Framework
• Priority Level II:  Key Reform Initiatives
• Roadmaps:  2-6 KPIs

Data, Information & Routines

Develop good data and metrics to measure what matters:

• Monitoring plan:  Collect regular and reliable data
• Report Template:  Monthly reporting, Analyse data
• Feedback Mechanism:  Feedback to trigger discussion and inform decision

Analysis of data to mitigate challenges and risks:

Analysis and Understanding of Delivery Issues

• Stakeholders actively engaged in analysing delivery issues and owning outcomes.
• TWG:  Monthly technical working meetings, Quarterly
• Accounting to Minister:  Accounting to Minister Forums
• Collaboration and Harmonization Meetings

Accountability for performance

• Accounting to Minister forum:  Quarterly face-to-face with the Hon. Minister
• Performance Agreement:  Mid and End of year Performance Evaluation
• Learning and improving:  lessons learned and course correct Strike the right balance between planning and delivery, recognizing which areas can achieve rapid results and others where it may take a longer time.

Accounting to the Minister

Further comments and feedback should be sent to:.

Email: [email protected] / [email protected]

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• Partnership and Affiliation
• Physical Education
• School Health Education
• Ghana Education Service Development Institute (GESDI)
• Science Education

Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020.

This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.

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Objectives of Ghana Education Service (GES)

The objectives of the Ghana Education Service (GES) are in accordance with the National Policy Objectives espoused in the Education Strategic Plan (ESP).

The key objectives of the Service are as follows:

1. Increase inclusive and equitable access to and participation in education at all levels.

The four (4) main programmes under the Ghana Education Service (GES)

2. Ensure provision of life skills training and management of personal hygiene, family life, gender, health, HIV/AIDS/STIs, etc.

3. Improve the quality of teaching and learning.

4. Improve the Management of education service delivery.

GES Proposed Periods Allocation and Length of School Day

Meanwhile, Basic Education has been redefined to include Secondary Education as part of the Government’s new policy initiative on Pre-tertiary Education.

SOURCE: Coverghana.com.gh

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Global Education Monitoring Report

Press release

Ministry of Education commits to prioritising five key policy areas to improve children’s learning in Ghana

Accra, 12 October 2020 – The Ministry of Education has today launched a new report providing an in-depth, topical analysis of foundational learning in primary education in Ghana. Entitled Spotlight on Basic Education Completion and Foundational Learning: Ghana , it is one of five country reports and a continental report on Africa produced in partnership with UNESCO’s Global Education Monitoring (GEM) Report and the Association for the Development of Education in Africa (ADEA). Launched along with a campaign supported by the Ministry, #BorntoLearn, this new initiative offers a diagnosis of the current state of foundational education in Ghana and identifies policy solutions that are critical for improving educational outcomes for all students in the country.

The report celebrates the great progress made toward accessible, high-quality education in Ghana. New data shows that 77% of children are now completing primary school, a figure considerably higher than 57%, where it stood two decades ago. Since 2017, the country has pursued ambitious reforms, including the introduction of free senior high school for all pupils, and the innovative ‘one teacher, one laptop’ scheme introduced to ease the burden which the COVID-19 pandemic placed upon the education system. The report also notes the recent transformation of the Ghanaian approach to pedagogy, which places collaborative, student-centred learning at the forefront of curriculum.

Despite this progress, the report finds that significant challenges regarding the quality of education, remain prevalent. The majority of children (almost 80%) still do not acquire basic skills in literacy and numeracy by the time they reach the end of primary school. The report identifies the inconsistent delivery of education across the country as a particularly detrimental issue, with public schools in disadvantaged and rural areas bearing the brunt of weak provision.

The recommendations of the report have been designed with both the recent positive developments to the Ghanaian education system, and its ongoing challenges, in mind. They are structured around five key policy areas which are identified as having the potential to strengthen and improve learning in Ghana:

• Improve teacher and school training: Introduce structured materials and support for professional learning sessions focusing on phonics and teaching at the right level. Provide structured, on-the-job education leadership training for all basic education schools.
• Invest in more textbooks: Ensure that textbooks and other teaching and learning materials reach classrooms.
• Look at innovative funding mechanisms: Explore new resourcing mechanisms for basic education, including results-based financing.
• Enhance coordination across government: Assist Regional, Metropolitan, Municipal and District Education Offices to prioritize objectives and oversee their achievement, providing supportive supervision to this end.
• Encourage local involvement : Consider ways of decentralizing decision making and enhancing local accountability.

Knowing how to read, write and make basic maths calculations sets the groundwork for success in school and beyond. Our vision in Ghana is for all learners to have these important skills when they finish primary school. There is still much work to be done, this is why the process through Spotlight is so critical in identifying the policy areas that we need to focus on to ensure we deliver the best educational outcomes for children and young people in Ghana

If children are equipped with foundational skills in mathematics and reading from an early age, they are more likely to reach their potential later in school and in life. The Spotlight Reports have looked at the positive practices happening in Ghana and across the continent to improve children’s learning. A new peer-learning mechanism has been launched alongside this report hosted by the AU called the ‘Leveraging Education Analysis for Results Network (LEARN)’. We look forward to Ghana participating and sharing with other countries on the continent the lessons they have learnt as they have implemented their own policies on foundational literacy and numeracy

About the Global Education Monitoring Report:

Established in 2002, the GEM Report is an editorially independent report, hosted and published by UNESCO to monitor progress on education in the Sustainable Development Goals (SDGs) and monitor the implementation of national and international strategies to help hold all relevant partners to account for their commitments.

About the Spotlight report 

The Spotlight on Primary Education and Foundational Learning in Africa report, Born to Learn, is the result of a partnership between the Global Education Monitoring (GEM) Report, the Association for the Development of Education in Africa (ADEA) and the African Union. The report, which was launched alongside the #BorntoLearn campaign, analyses the current situation of foundational learning, recognises ongoing challenges, and identifies key policy solutions to improve the access to, and quality of, education across Africa. 

# Born to Learn Campaign

The Minister of Education of Ghana has supported the #BorntoLearn launching alongside the report, showing his support for the recommendations in the publication and calling for others to do so too.

Media Contacts:

Kate Redman, UNESCO Paris. Tel: +33 671786234 [email protected]

Gina Dafalia, UNESCO. Tel: +447375318760 [email protected]

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• Increase inclusive and equitable access to and participation in education at all levels Ensure provision of life skills training and management of personal hygiene, family life, gender, health, HIV/AIDS/STIs, etc.
• Improve the quality of teaching and learning
• Improve the Management of education service delivery
• Pre-tertiary education management including Headquarters Divisions, Regional and District directorates
• Basic Education, comprising Kindergarten, Primary and Junior High Schools Secondary Education comprising SHS and TVET
• Special and Inclusive Education
• To provide and oversee Basic Education, Senior High Education, Technical Education as well as Special Education
• To register, supervise and inspect private pre-tertiary educational institutions
• To submit to the Minister the recommendations for educational policies and programmes
• To promote the efficiency and full development of talents among its members
• To register teachers and keep an up-to-date register of all teachers in the public system To carry out such other functions as are incidental to the attainment of the functions specified above.
• To maintain professional standards and the conduct of its personnel
• Re-alignment of the Teacher Education Division of GES as an agency under the Ministry of Education (now known as the National Teaching Council)
• Re-alignment of the Curriculum Research and Development Division of GES as an agency under the Ministry of Education (now known as the National Council for Curriculum and Assessment)
• Re-alignment of the Inspectorate Division of GES as an agency under the Ministry of Education (now called the National Inspectorate Board) » Re-alignment of the Technical/Vocational Education Division (TVED) of GES as an agency under the Ministry of Education (to be named Ghana Technical Education Service)
• Creation of a new division of GES (to be called Management Service Division) which shall include Special and Inclusive Education, Guidance and Counselling and School Health Education Programme (SHEP)
• United Nations Children’s Fund (for Education Programme)
• United States Agency for International Development (for Partnerships for Education Project: Social Impact, Learning, Innovation, Improving Reading Performance in Primary Schools)
• United Kingdom for International Development (for Complementary Basic Education Programme)
• Belgium/TELEVIC (for Supply and Installation of Integrated E-learning Lab for 240 SHSs)
• Kreditanstalt Wiederaufbau (KfW)-( for Supporting Vocational Training: Voucher Programme)
• World Bank- (for Ghana Secondary Education Improvement Project)
• Kuwait-(for Expansion and Development of 26 Existing SHS Project)
• Basic Education, comprising Kindergarten, Primary and Junior High Schools
• Secondary Education comprising SHS and TVET

Ghana Ministry of Education

Ghana Education Service and Ministry of Education: Navigating the Pillars of Ghana’s Educational Excellence

Ghana’s commitment to fostering educational excellence is embodied in the strategic roles played by two pivotal institutions: the Ghana Education Service (GES) and the Ministry of Education. These entities are cornerstone to the nation’s efforts in providing quality formal education and supporting vocational training and one of them is a nursing essay writing by essayservice.com ensuring that the youth of Ghana are well-equipped to contribute meaningfully to the country’s development.

The Role and Scope of the Ghana Education Service (GES)

The Ghana Education Service (GES) operates under the auspices of the Ministry of Education, playing a crucial role in implementing government educational policies and programmes across pre-tertiary levels. Established following the GES Act of 1995 (Act 506), which was subsequently amended to align with the needs of the times, the GES is tasked with overseeing primary schools, secondary education, and pre-tertiary education in Ghana. For individuals or educational professionals looking to delve deeper into the structure, objectives, and achievements of the GES, and seeking to share this knowledge through a well-organized and informative presentation, the phrase do my powerpoint presentation becomes highly relevant. This agency is responsible for ensuring that all Ghanaian children of school-going age, irrespective of their background, have equitable access to free and compulsory basic education.

A fifteen-member council called the GES Council, as mandated by the forth Republican Constitution, governs the service. This council is instrumental in steering the direction of educational policies, setting professional standards, and ensuring that the educational services provided are of the highest quality. The GES is not just an implementation arm but also a body that fosters innovation, improves reading performance, and supports teachers through training and development programs.

The Ministry of Education: Shaping the Educational Landscape in Ghana

The Ministry of Education Ghana stands as the central body responsible for formulating educational policies and ensuring their effective implementation across the country. It is charged with the broad mandate of providing strategic direction and oversight for all educational activities within Ghana, ranging from basic education through to higher education. The Ministry’s work encompasses promoting technical education, special education, and inclusive education, ensuring that all segments of the Ghanaian population have access to educational opportunities.

Under the guidance of the Ministry, significant strides have been made towards enhancing the infrastructure of schools, promoting the integrated e-learning lab for schools, and ensuring that vocational training and technical education are aligned with the nation’s developmental needs. The Ministry also plays a pivotal role in international development partnerships, securing support and resources for the advancement of Ghana’s educational objectives.

When it comes to enhancing educational strategies, NoCramming also explores the realm of Goal Setting for Ghana Education Service. This focus underscores the importance of finding writing services that offer strategic insights and plans tailored to improving educational outcomes within specific contexts like Ghana, aiding educators and policymakers in their mission to elevate learning experiences.

Collaborative Initiatives: GES and the Ministry of Education Working Together

The synergy between the GES and the Ministry of Education has been pivotal in rolling out several collaborative initiatives aimed at bolstering Ghana’s educational framework. One such initiative is the School Health Education Programme, which aims at enhancing student well-being by integrating health education into the school curriculum. This initiative reflects the understanding that a healthy student population is fundamental to achieving educational goals.

Another noteworthy collaboration is the Complementary Basic Education Programme, designed to provide educational access to children who have been unable to enter or complete formal schooling. This program underscores the commitment of both entities to inclusive education, ensuring that every child of school-going age in Ghana has the opportunity to receive quality education.

Enhancing Student Well-Being: The School Health Education Programme

The School Health Education Programme stands as a testament to the holistic approach adopted by Ghana’s educational authorities towards student development. Recognizing the interdependence of health and education, this programme seeks to instill healthy lifestyle practices among students, addressing issues such as nutrition, physical activity, and mental health. By fostering a healthy school environment, the initiative not only contributes to improved academic performance but also prepares students for a healthy adulthood.

Expanding Educational Access: The Complementary Basic Education Programme

The Complementary Basic Education Programme is a critical component of Ghana’s strategy to ensure that every child has access to basic education. Targeting children who have missed out on formal education, this programme provides an alternative pathway to mainstream schooling, offering flexible learning schedules that accommodate the unique circumstances of each child. This initiative exemplifies the commitment of the GES and the Ministry of Education to leave no child behind, promoting equitable access to education for all.

Transforming Ghana’s Education System: Future Directions and Goals

Looking ahead, the GES and the Ministry of Education are committed to transforming Ghana’s education system to meet the evolving needs of the global landscape. Future directions include the emphasis on STEM (Science, Technology, Engineering, and Mathematics) education, the expansion of vocational training and technical education, and the enhancement of teacher training to uphold high professional standards. These goals are aligned with the vision of equipping Ghanaian students with the skills and knowledge necessary to thrive in the 21st century.

Success Stories and Achievements: Impact of GES and Ministry of Education

The collaborative efforts of the GES and the Ministry of Education have yielded significant achievements, including the widespread implementation of the integrated e-learning lab, improvements in reading performance among primary school students, and the successful rollout of the voucher programme to support vocational training. These successes reflect the positive social impact of their initiatives, contributing to the development of a well-educated and skilled workforce ready to face the challenges of the future.

Navigating Resources and Support: How GES and the Ministry Empower Educators

Empowering educators is a critical focus of the Ghana Education Service and the Ministry of Education. Through the provision of resources, training programs, and support systems, teachers are equipped with the tools necessary to deliver high-quality education. The implementation of professional development initiatives ensures that educators are up-to-date with the latest teaching methodologies and educational technologies, fostering an environment of continuous learning and improvement.

The concerted efforts of the Ghana Education Service and the Ministry of Education are pivotal in steering Ghana towards educational excellence. By fostering collaboration, prioritizing student well-being, expanding access to education, and setting ambitious future goals, these institutions are laying the groundwork for a transformative educational system. Their achievements and ongoing initiatives serve as a beacon of hope, demonstrating the power of education to change lives and shape the future of a nation.

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Inclusive education policy, ensuring that children with special needs have access to quality education.

The Inclusive Education Policy defines the strategic path of the government for the education of all children with special educational needs. This policy builds upon sections in the 1992 Constitution, the National Development Agenda, the Education Strategic Plan and International Commitments to achieve national as well as international goals for creating an environment for addressing the diverse educational needs of Ghanaians. 

This policy is the outcome of a series of discussions and consultations between numerous stakeholders in the education sector. The contribution of state actors particularly the Ministry of Education, the Ghana Education Service, the Ministry of Health, the National Council for Persons with Disability and the Ministry of Gender, Children and Social protection are acknowledged.  

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