Accra, Feb. 26, GNA – The Ministry of Education and sector agencies have been urged to roll out structured behavioural change communication programmes for students, focusing on discipline, study habits, and responsible digital use.
Also, to strengthen parent’s responsibility towards their children’s education, and guide households on regulating device use and supporting learning at home.
A joint communique issued and signed by the Ghana Reads Initiative (GRI), a non-governmental organisation that supports children’s literacy and inclusive education, and the Educational Times Newspaper in Accra on Friday, February 20, called for strengthened alignment between assessment and curriculum intent, ensuring fairness, consistency, and relevance to learner competencies.
The Communique was issued at the end of an education dialogue convened by the GRI and the Educational Times on the theme: “The Uninspiring 2025 WASSCE Results and Suggestions for Rectification.”
The dialogue was convened in response to widespread public concern regarding the performance of candidates in the 2025 West African Senior Secondary School Certificate Examination (WASSCE), particularly in the core subjects.
It discussed the broader implications for learning outcomes, human capital development, and national progress with participants from civil society, Ghana Commission for UNESCO, Ghana Library Authority, and students from second cycle institutions.
The communique called for the establishment of a Post-WASSCE Diagnostic Review, led by the West African Examination Council, National Council for Curriculum and Assessment, and the Ghana Education Service to generate subject-level insights and guide national remediation strategies.
It said they should deploy targeted remedial programmes in Mathematics, English Language, and Integrated Science, with emphasis on rural and peri-urban schools.
Also, to operationalise the Chief Examiners’ report as mandatory inputs into curriculum delivery, teacher support, and school improvement plans.
The communique urged strengthened measures to eliminate examination malpractices, including community accountability mechanisms and sanctions for institutional and individual complicity.
It said they should mobilise Parent-Teacher Associations and communities as learning partners, not conduits for malpractice, to promote discipline, attendance, and learner preparedness.
“Integrate technology responsibly for teaching, learning, and assessment, supported by curriculum reforms that prioritise understanding and application,” it added.
It urged stakeholders to review rigid certification and progression thresholds, including exploring flexible re-sit options that prevented total academic exclusion due to isolated subject failure.
GNA
Edited by Agnes Boye-Doe