Access has been a historic strength of Ghana\u2019s education system, although issues remain with over-age enrolment. While there is some recent encouraging progress in reading, basic education learning outcomes remain low. Since 2017, Ghana has embarked on an ambitious set of reforms, including development of teacher standards, introduction of a new curriculum, establishment of fee-free senior secondary education, an overhaul of pre-service teacher education and reforms to improve accountability and learning outcomes across basic schools.<\/p>\n
Fieldwork findings show that Ghana is generally considered to be doing well on \u2018clarity of national vision, leadership and roles\u2019 and \u2018effective and appropriate curriculum\u2019 but that \u2018adequate resources focused on foundational literacy and numeracy\u2019 and \u2018community and parental engagement\u2019 are areas of concern. While there are good examples of effective supportive supervision and teacher delivery of the new curriculum, these are also areas where consistency and improvement are needed if Ghana is to achieve the Education Strategic Plan 2018\u20132030 objectives.<\/p>\n
This country report is written in partnership with the Ministry of Education and the Association for the Development of Education in Africa (ADEA) and is part of the Spotlight series<\/a>, aiming to highlight positive practices related to improving foundational learning in Africa. Five country reports were developed in total to feed into the continental Born to Learn report<\/a>, covering also the Democratic Republic of the Congo<\/a>, Mozambique, <\/a>Rwanda<\/a> and Senegal <\/a>along with a series of case studies from all African regions.<\/p>\n","protected":false},"excerpt":{"rendered":"Access has been a historic strength of Ghana\u2019s education system, although issues remain with over-age enrolment. While there…\n","protected":false},"author":2,"featured_media":68653,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[28],"tags":[1143,39520,79,1557],"class_list":{"0":"post-68652","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-ghana","8":"tag-education","9":"tag-educational-foundations","10":"tag-ghana","11":"tag-priority-africa"},"share_on_mastodon":{"url":"https:\/\/pubeurope.com\/@africa\/116027334525765560","error":""},"_links":{"self":[{"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/posts\/68652","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/comments?post=68652"}],"version-history":[{"count":0,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/posts\/68652\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/media\/68653"}],"wp:attachment":[{"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/media?parent=68652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/categories?post=68652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.europesays.com\/africa\/wp-json\/wp\/v2\/tags?post=68652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}