top of page


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:

  1. 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.

  2. 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.

  3. 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.

  4. 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

bottom of page