Publications
Research On The Free Senior High School (FSHS) Policy Implementation
The FSHS policy implementation in Ghana is one sensitive process that has assumed a lot of twists and turns generating serious debate in the public space. In view of this, and in order for our research findings to be taken seriously and applied by education authorities and leaders irrespective of their political clouts, the research team (comprising officials from both collaborating institutions, that is, the Institute for Educational Planning and Administration (IEPA) and GNECC went to the research field to examine the FSHS policy implementation processes with one single but yet overarching research purpose.
Monitoring Report on the 2021, 2022 Computerised School Selection and Placement Systems (CSSPS) and SHS1 students reporting to Schools.
In February 2022, the results of the recent Basic Education Certificates Examination (BECE) for the year 2021 were revealed. It was stated that 138 students had their subject results cancelled for examination malpractices, among other reasons, out of the results provided. The exam drew a total of 572,167 candidates, with 287,730 (50.3%) males and 284,437 (49.7%) females participated in the examination. There were 61 candidates with visual impairment and 321 with hearing impairment among the registered candidates. In addition, 86 applicants required extra examination due to other conditions. The overall number of entries was 7.61 % greater than the 531,707 entries in 2020.
An Independent Civil Society Audit of School Infrastructure in Rural Areas and Urban Slams
Civil Society Organisations have increasingly expressed concerns about the imbalances in the distribution of school infrastructure. Many governments in responding to these only adopt lip service to provide facilities or selectively identify schools to offer the facilities. Under the guise of establishing model schools, they skew facilities to just one school in the community. There is very little evidence of audit reports on school infrastructure in Ghana. As part of the preparation of their District Education Strategic Plan, some district education offices undertook a school mapping activity to assess the situation of infrastructure in the schools. The information captured raised concerns for action in their strategic plans but did not yield the expected results. Consequently, the state, quality and quantity of school infrastructure required for effective teaching and learning vary among schools at the basic level, particularly with very little intention to address concerns about inclusion.
Tracking of Supply and Utilization of School Resources in Pre-Tertiary Schools: A Study in Greater Accra, Central and Volta Regions
The study investigates the supply and utilization of school resources in pre Tertiary schools in the Central, Volta and Western Regions of Ghana. Specifically, it seeks to find out the available resources and if they differ among the school categories, the state of the available resources, teachers’ access to the available resources and the effects of the non-availability of these resources on teaching and learning. The study used pragmatist paradigm approach mainly through Mixed-Methods Explanatory Sequential design. The availability of these school resources play a major role in teaching and learning. It is observed that these resources are either not available or if available are not accessible or in a bad state. Irrespective of the divergent views of researches, this study seeks to track the supply, utilization of school resources and the effects on teaching and learning if not available.
BECE Observation Report
The main objectives of this study were the following:
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Promote Accountability: The data exercise seeks to foster transparency and accountability in the BECE by providing an independent assessment of the examination process, procedures, and outcomes.
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Assess Examination Integrity: GNECC aims to evaluate the integrity of the BECE, ensuring that it is conducted fairly, free from any form of malpractice or irregularities, and adhering strictly to WAEC's guidelines.
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Monitor Inclusivity: By observing the examination process, GNECC intends to assess the inclusivity of the BECE, ensuring that it accommodates the diverse needs of all students, including those with disabilities and from marginalized communities.
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Inform Evidence-Based Advocacy: The data exercise will generate valuable data and insights that will serve as evidence for GNECC's advocacy efforts in collaborating with policymakers
Opportunities to Learn What Matters: Evidence of Curriculum Implementation from Ghana’s Kindergarten and Primary Classroom
This report, produced by GNECC as part of the multi-country NEST study on the Breadth of Learning Opportunities (BOLO), examined how fully Ghana's basic schools implement the Standards-Based Curriculum, comparing what stakeholders believe matters, what the written curriculum intends, and what is actually taught across eight learning domains. Using a mixed-methods design across eight regions and 30 schools, the study combined 90 classroom observations with surveys and interviews of teachers, parents, headteachers, and officials to assess where classroom practice aligns with or falls short of curriculum policy.
The findings revealed a clear alignment gap between policy and practice: literacy is over-taught relative to the curriculum, while numeracy, science, and especially technology are significantly under-delivered, with the widest gaps in rural areas and higher grades. The report concludes that closing this gap requires addressing the systemic resource, training, and structural barriers that keep Ghana's broad curricular vision from reaching the classroom.
Enhancing Educational Opportunities for Girls and Children with Special Educational Needs and Disabilities (SEND) in Ghana
This study, conducted by GNECC with support from Education Out Loud (Oxfam Denmark, financed by the Global Partnership for Education), investigated the role of improved educational financing mechanisms in enhancing access to quality education for girls and children with SEND in Ghana.
The findings showed that financial hardship remains the most significant barrier (26% of responses), compounded by sociocultural challenges such as early marriage (cited by 43% as the most pressing concern), child labour, and restrictive gender roles, alongside persistent infrastructure and teacher shortages in rural areas. While most adults were aware of financing mechanisms, less than half of learners were, and existing support largely limited to free supplies rather than scholarships or fee waivers was seen as helpful but insufficient by 85% of respondents. The report concludes that sustainable progress requires a holistic approach: expanding and diversifying financing, tackling sociocultural barriers through community sensitization, simplifying and improving transparency in financing mechanisms, investing in inclusive infrastructure and teacher training, strengthening policy implementation, and building robust, disaggregated data systems to guide targeted interventions.
Learning What Matters in Ghana: Expanding a Breadth of Skills An Exploration of Foundational Learning in Ghana
This study, conducted by GNECC in partnership with the Center for Universal Education at the Brookings Institution under the Network for Education Systems Transformation (NEST), examined the current state of foundational learning (FL) in Ghana's lower basic schools. It sought to assess the dimensions of access, quality, and relevance to determine whether and how Ghana's education system enables children to develop the breadth of skills including literacy, numeracy, and socioemotional competencies they need to thrive.
The central research question guiding the study was: what are the key barriers and enablers to achieving access, quality, and relevance in foundational learning for children in Ghana?
Using a mixed-methods approach involving 317 participants across eight regions and 16 districts, the study drew on the Center for Universal Education's 3C framework capacity, commitment, and cohesion to analyze the extent to which Ghana's education stakeholders are equipped, motivated, and aligned to expand meaningful learning opportunities. The findings were intended to generate practical, evidence-based insights for national policymakers and civil society organizations working to strengthen education outcomes and to inform GNECC's continued advocacy for a more effective and equitable education system in Ghana.