Government’s key projects and programmes in Education Sector since 2016

Ghanaian Basic School students

Ghanaian Basic School students

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President Akufo-Addo’s government through the Ministry of Education (MoE) has touted key projects and programmes in the Education Sector since 2016.

The key projects and programmes in the Education Sector are classified under;

1. Free Senior High School Policy

2. Ghana Accountability for Learning Outcomes Project (GALOP)

3. The Secondary Education Improvement Project (SEIP)

4. Education Reform

5. Technical and Vocational Education and Training (TVET)

6. ICT in Education Reform.

According to the Education Minister, Dr. Yaw Osei Adutwum, education has for long been recognized as a basic tool for the economic development of any nation.

He explained that, this is predicated on the notion that it empowers any nation to rise to the challenges of social and economic transformation and technological change.


As stated in Article 25 1b of the 1992 Constitution, “Secondary education in its different forms including technical and vocational education, shall be made generally available and accessible to all by every appropriate means, and in particular, by the progressive introduction of free education.”

Goal 4 of the United Nations Sustainable Development Goals (SDGs) states: “By 2030, ensure that all girls and boys complete free equitable and quality primary and secondary education leading to relevant and effective learning
outcomes.” Today 1,259,000 students are enrolled in Senior High Schools across the Country.

It has therefore been a priority of the government and the Ministry of Education to ensure that education is made free from basic to secondary to afford more children in Ghana the opportunity to access quality education.

In September 2017, the Ministry achieved a major milestone with the implementation of the Free Senior High School program. That year, there was 11% increase in enrolment, breaking records from previous years.

In the 2017/18 academic year, a new record was set with the highest enrolment ever seen in the country: over 470,000 students enrolled in Senior High School.


The Ghana Accountability for Learning Outcomes Project (GALOP) is a fve-year project with the objective to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana.


GALOP is focused on the 10,000 lowest performing Basic Schools (Kindergarten, Primary and Junior High Schools) and all 28 Special Schools. It also focuses on strengthening the accountability of the entire education system.


GALOP supports the equitable quality education commitment through targeted interventions to the most disadvantaged schools and children across the country.


• Enhanced capacity of teachers through continuous professional development.

• Enhanced capacity of heads of schools to effectively manage schools for improved outcomes.

• Provision of learning Grants as additional resources to the Capitation Grants.

• Enhanced capacity of School improvement support Officers (SISOs) to strengthen school inspections and supervision.

• Enhanced capacity of District Education Directorates through education management training and provision of District Grants.

• Development and distribution of Teaching and Learning Materials (TLMs) on the national curriculum.

• Promote equitable deployment of trained teachers and incentivize teachers’ deployment to rural areas

• Strengthen School Management Committees (SMCs) to promote school-community engagement.


The Secondary Education Improvement Project (SEIP) is a US$ 196 million World Bank credit facility (US$ 156 million initial and US$ 40 million additional financing) to the Government of Ghana to improve secondary education in the country.

The project development objective is to increase access to Senior Secondary Education in underserved districts and improve quality in low-performing Senior High Schools. The project supports the Government’s Day Senior High Schools program through two components:

• Support to increase Access with Equity and Quality in Senior High School

• Management, Research and Monitoring and Evaluation


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.


Over the years, the TVET sector has faced many challenges, but as a vital engine to our country’s industrialization agenda, the Ministry is committed to ensuring that citizens have the practical skills necessary for success.

With initiatives such as One District, One Factory, we’re helping to build an educated, skilled, confident society ready for the modern workplace.

Over the years, the TVET sector has suffered an image crisis over a public perception of being the refuge of students who are not academically endowed.

Together with obsolete machinery, a fragmented TVET landscape, an outdated curriculum, a lack of standardization, duplication of roles amongst agencies and poor investment, this sector has lagged.

Government believes that TVET is key to the country’s industrialization agenda as it provides the manpower for practical skills necessary for its industrial drive, as exemplified by its One District, One Factory initiative.


By ensuring effective regulation, coordination, standardization and quality of instruction in TVET, the Cabinet has agreed to realign all Technical and Vocational Institutions (TVI) under the Ministry of Education.

The Cabinet approved a five-year strategic plan for TVET transformation, including the introduction of:

• The TVET Service Bill for enactment and operationalization including the Amendment of Legislation for Council for TVET (CTVET).

The National Vocational Training Institute (NVTI).

The National Board for Professional and Technician Examinations (NABPTEX).


  • The overall purpose of the ICT in Education Reform is to develop the desire and competences in children to use ICTs, equip pre-tertiary learners with ICT skills, infuse ICT into education management, and transform teacher development and tertiary education through technology-based training.
  • The ICT in Education Reform falls in line with the Education Strategic Plan and Sustain able Development Goals (2018-2030).
  • The National Policy on ICT will guide the efforts of all stakeholders towards improving educational outcomes and benefit the whole society.
  • The ICT in Education Policy will encompass all current ICT initiatives that have been rolled out and future ICT initiatives under a common set of objectives.
  • The ICT in Education Policy seeks to standardize and enhance the implementation and post-implementation stage of ICT in Education interventions.
  • The ICT in Education Policy will generate greater commitment and acceptance from stakeholders by being transparent with procedures and guidelines relating to the implementation of ICT in Education interventions.
  • The Reform will create an Open University Framework.
  • Those unable to pursue regular Tertiary courses due to various reasons will benefit from the Open University System.
  • The Open University system will provide students with methods of learning not limited in time and space.
  • The Open University system when established will provide opportunities for Ghanaians to attain University education while continuing with the task of nation building and carrying out other family responsibilities.


1. Free Senior High School

2. Improved efficiency and governance of Tertiary Education – (GTEC)

3. Introduction of Double track – Leapfrogging strategy

4. Research and book allowance
increased by 200%

5. Enrollment increased from 800,000 to 1,250,000

6. Revamped and strengthened the Pre-Tertiary/Accountability agencies

7. Performance in 2020 WASSCE (411 out of 455 students achieved 8A1)

8. NaSIA – to improve school inspection and supervision

9. 4-Year Bachelor of Education (B.Ed) programmes at Colleges of Education

10. NaCCA – to improve the learning outcomes through school curriculum, assessment and reporting.

11. All TVET institutions harmonized under MoE

12. NTC – to improve Teacher Professionalism and licensing


The Ministry of Education has released a list of twenty-three (23) key transformational agenda for the education sector.

According to the Ministry, the transformational agenda covers both private and public sector of the country’s education system.

The document released by the Ministry contains the following transformational agenda.

1. Private sector support for education transformation

2. National Education Institute

3. Open University Ghana

4. Whole school reform

5. Learning Grant – GALOP

6. 10% international students to be enrolled in institutions in Ghana.

7. Partnership for Excellence (both domestic and international).

8. Increase the science to humanities ratio from the current 40:60 to 60:40 to support the targets that have been set.

9. Develop National Secondary Education Policy

10. Increase Gross Tertiary Enrolment Ratio from 18.8% to 40%.

11. Create STEM pipeline to feed Tertiary Education

12. Introduce STEM pathways/Non-Traditional

13. Pathways (Visual Arts)

14. National Assessment (NSAT for P4), PISA, TIMSS

13. No Guarantor Policy

14. Similar/National Schools Ranking

15. Completion of 11 STEM high schools and 20 STEM

16. Construction of 50 No. 4 storey 24-unit classroom blocks, 14 science labs, computer labs, canteen and dormitories

17. Construction of 50 model Junior High Schools

18. Construction of Adult Learning centres

19. GATE program

20. Refurbish and equip regional special education assessment centres.

21. Counseling

22. Skilling of High school students with industry certification to prepare them for the world of work.

23. TV channel for MoE


1. Construction of 21st Century STEM model schools (SHS/JHS) with State of the art labs 12 for each school.

2. Construction of 50 model Junior High School and provision of Library and Science Laboratories.

3. Upgrade 24 existing Category A and B Senior High Schools with State of the Art Laboratories.

4. Continuation of Infrastructure developmental programmes across all levels of education KGs, classroom blocks, dormitories and provision of Teacher accommodation.

5. Construction of STEM Technical High Schools

6. Improve teaching and learning environment of existing primary and Junior High Schools and provide STEM equipment libraries and SMART Classrooms where appropriate.

7. Construction of Adult Learning centres in all region to enhance Complimentary Basic Education.

8. Refurbish and equip regional special education assessment centres for special needs children.

9. Construction and operationalization of three specialist National Education Institute to train school Leaders, managers and Master Teachers and the new Education Leadership

10. Construction of facilities for Open University Ghana, and its operationalization

11. Establishment of education TV Channel to support e-learning through satellite and TV Programs


1. Review 2018-2021 Education sector medium term plan and develop 2022-2025 Plan to capture all emerging issues including Covid, Education resilience, 21st century skill requirements etc.

2. TA to support relevant Research activities and efforts in MoE/Agencies.

3. Appropriately qualifed and experienced Teachers/Consultants to facilitate operationalization of new STEM Schools and STEM Teacher Preparation.

4. Development of distance learning Infrastructure/online platforms, content, learning TV/radio facilities, virtual schools for students as well as training of Teachers to ensure robust/resilient education system.

5. Development of Legislative Instruments to guide the Operationalization of new enabling ACTS.

• Education Regulatory Bodies ACT, 2020 (Act 1023)

•. Pre-Tertiary Education ACT, 2020 Act 1049

•. Complimentary Agency ACT, 2020 (Act 1055)

• Ghana Tertiary Education Commission

• Commission for TVET


The Ministry of Education (MoE) was established in 1957 to formulate and coordinate education policies, set standards, and monitor and evaluate their

The MoE works to ensure that quality education is accessible for all Ghanaians, in order to support human capital and national development.

The MoE is committed to ensuring that all Ghanaians are prepared to succeed in the world of work. It achieves this through the development of an educational system that focuses on promoting problem solving and creativity and building critical skills through academic, technical and vocational programs.

The MoE also;

• Initiates, review and advise government policies and plans for the sector.

• Undertake such research as may be necessary for the effective implementation of the government policies.

• Evaluates, monitor and co-ordinate the implementation of sector policies and strategies by the state and non-state actors in education.

• Set standards and provide strategic direction for delivery of quality and
accessible education in the country.

• Mobilizes and allocate resources for service delivery from the local and international partners.

• Provide the framework for the development and management of the human resources for the educational sector.

• Provides the framework for the effective and efficient procurement, distribution, management and use of the sector goods, works and services.

• Makes proposals for the review and enactment of the sector’s legislation.

• Promotes adult education and the acquisition of technical and vocational skills.

• Establishes an effective system for database management for the sector.


Building a highly educated and skilled nation where every Ghanaian can achieve their potential.


The Ministry of Education exists to ensure quality and accessible education for all.

Through the formulation, coordination, monitoring, and evaluation of policies with motivated staff and appropriate systems, Ghana’s education system will meet the needs of the labor market, improve human
development and increase integration.



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