National Education Dialogue Report Identifies 8 Key Themes in 31 Recommendations to Reform Basic Education in Ghana

By
Ellis Ferdinand
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national basic education in ghana
basic education in ghana

Ferdinand | EducationGhana | June 06 |  National Education Dialogue Report Identifies 8 Key Themes in 31 Recommendations to Reform Basic Education in Ghana

The final report of the National Education Dialogue Committee has spotlighted eight strategic focus areas within its 31 recommendations aimed at transforming basic education in Ghana.

The committee, chaired by renowned educationist Prof. George K. T. Oduro, presented its report to the government today, outlining a holistic plan to reposition basic education as a foundation for lifelong learning, national development, and global competitiveness.

The 148-page report, titled “Transforming Education for a Sustainable Future”, draws on nationwide stakeholder consultations and evidence-based analysis. Below are the eight key themes that emerged from the recommendations for basic education:

1. Curriculum Enhancement

The report emphasizes the need to modernize and localize the basic education curriculum. It recommends the integration of practical, inquiry-based learning, Ghanaian languages, and life skills to improve learner engagement and relevance. The proposed curriculum overhaul also prioritizes environmental education, civic responsibility, and digital literacy to meet the demands of a rapidly evolving world.

2. Teacher Professional Development

Recognizing that no education system can rise above the quality of its teachers, the committee advocates for continuous professional development. This includes periodic in-service training, mentorship programs, and strengthening Colleges of Education to produce well-equipped and motivated teachers. The report recommends a national teacher development framework that links training with career progression and student learning outcomes.

3. Infrastructure Improvement

To create a conducive learning environment, the report calls for investment in school infrastructure, including the provision of classrooms, water and sanitation facilities, disability-friendly structures, and learning materials. It recommends a decentralized maintenance system that empowers local governments and school management committees to address infrastructural challenges efficiently.

4. Inclusive Education

The committee stresses the importance of inclusive education policies to ensure that no child is left behind. It highlights the need to mainstream special education needs (SEN) in regular schools, train teachers on inclusive pedagogies, and improve data collection on children with disabilities, girls, and marginalized groups to inform interventions.

5. Assessment and Evaluation

The report recommends a shift from high-stakes exams to continuous and formative assessments that support learner growth. It encourages the Ghana Education Service (GES) to review national assessment systems, align them with learning standards, and build teacher capacity in using assessment data to improve teaching and learning.

6. Community and Stakeholder Engagement

One of the most significant recommendations is to strengthen collaboration between schools, families, and communities. The committee suggests the revival and empowerment of School Management Committees (SMCs) and Parent-Teacher Associations (PTAs), and greater involvement of local leaders and civil society in monitoring school performance and accountability.

7. Technology Integration

To bridge the digital divide, the report proposes mainstreaming ICT in teaching, learning, and administration. Recommendations include the provision of digital devices, teacher training in EdTech, and leveraging platforms such as Learning Management Systems (LMS) to support blended learning, especially in rural areas. The committee also calls for partnerships with telecom companies to enhance connectivity.

8. Policy and Governance

Lastly, the report recommends strengthening governance structures in basic education to enhance transparency, coordination, and accountability. It advocates for clear policy directives, school performance audits, and a robust monitoring and evaluation framework across the GES and District Education Offices.

 

📘 Why It Matters

These 31 recommendations underscore a paradigm shift from access to quality and relevance in Ghana’s basic education system. With basic education serving as the bedrock of national development, these proposals—if implemented—could significantly enhance learning outcomes, equity, and system efficiency.

 

🧭 What’s Next?

Education stakeholders await the government’s white paper on the committee’s findings. The Ministry of Education, led by Hon. Haruna Iddrisu, has signaled its commitment to engaging further with stakeholders to develop a phased implementation plan.

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