Education in Ghana plays a crucial role in shaping the nation’s development by equipping individuals with the knowledge, skills, and values necessary for personal growth and national progress. The Ghanaian education system has undergone significant changes over the years, adapting to the needs of society and global standards.
It is structured progressively, beginning from Kindergarten through to tertiary education, each stage designed to prepare learners for the next level of academic or professional pursuit.
This article provides a detailed overview of the various academic qualification levels in Ghana, for both public and private schools, including the duration, curriculum structure, and certifications awarded at each stage. It also traces the historical evolution of the education system, highlighting the major reforms and milestones that have shaped its current form.
Early Childhood / Pre-Primary Education
Early childhood or pre-primary education in Ghana involves three levels: Creche, Nursery, and Kindergarten. Creche, nursery, and kindergarten schools cater for children from the ages of 3 months to 6 years. Private basic schools run creche, nursery and kindergarten, while public basic schools typically begin from kindergarten.
Crèche, also known as day care, is the earliest form of child care and education in Ghana, designed for infants and toddlers typically from the age of three months to about two years. It is primarily offered by private institutions and serves working parents by providing a safe and nurturing environment for their young children during the day. Crèche programmes focus on basic care routines such as feeding, napping, and hygiene, alongside gentle stimulation activities like music, tactile play, and interaction to support sensory and emotional development. While not part of the formal education structure, crèche plays a vital role in early childhood development by fostering trust, attachment, and basic communication skills at a critical stage of a child’s growth.
Nursery school in Ghana typically caters to children aged two to four and serves as the initial phase of early childhood education before kindergarten. Though not formally part of the public education system, many private institutions offer nursery programmes that focus on basic socialisation, emotional development, and the cultivation of fine motor skills through play-based learning. Activities often include singing, storytelling, drawing, and simple group tasks designed to introduce children to structured learning environments. While nursery attendance is not compulsory, it provides a valuable foundation for children, helping them to transition smoothly into the more structured setting of kindergarten.
Kindergarten, commonly referred to as KG, spans two years for children aged four to six. During these years, young learners engage in a broad-based curriculum organised into six core areas: language and literacy development; creative activities such as drawing and basic writing; mathematics focusing on number work; environmental studies; movement and drama encompassing music and dance; and physical development through structured play and exercise. This foundational stage is designed to foster early social skills, basic numeracy and literacy, and an appreciation for creative and physical activities before entering formal schooling.
Two years of kindergarten (KG) education for children in Ghana is free and compulsory in public schools. While gender parity has been achieved at the KG level, about 400,000 eligible children remain unenrolled, and many enrolled are not in the correct age group. Although 85% of KG teachers are trained, most lack adequate skills in play-based learning, and there is a shortage of suitable teaching materials. Still, 70% of enrolled children are developmentally on track, and the same proportion of school-age children, including those with special needs, attend KG. The government invests nearly 6% of its education budget in KG education.
For these reasons, Montessori schools in Ghana typically offer the best pre-primary education, but are also relatively expensive as they are privately owned.
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Primary Education
Primary education in Ghana covers six years, typically for pupils aged six to twelve. Instruction is delivered primarily in English, but Ghanaian languages and cultural studies also form an integral part of the curriculum.
Core subjects include English language, mathematics, integrated or general science, and social studies. In addition, learners receive instruction in information and communication technology (ICT), pre-vocational skills (such as basic agricultural and technical activities), religious and moral education, and physical education, which incorporates Ghanaian music and dance traditions.
There is no formal certificate issued at the end of primary school; instead, pupils progress directly to junior high school. That is the case for public basic schools, however, private schools that offer primary education, usually referred to as international schools, have a different system.
International schools in Ghana typically follow internationally recognised curricula, such as the British National Curriculum, the International Baccalaureate Primary Years Programme (PYP), or an American-style elementary programme. Primary education in these schools generally spans seven to eight years, beginning with a Reception or Preparatory class for five-year-olds and continuing through Year 6 or Grade 6 for eleven- or twelve-year-olds.
Class sizes tend to be smaller than in local public schools, often capped at twenty to twenty-five students, which allows for more individualised attention. Teachers are usually recruited from a variety of backgrounds—many hold teaching credentials from the UK, Europe, North America, or well-established Ghanaian teacher training colleges—and receive regular professional development in inquiry-based and student-centred pedagogies.
The primary curriculum places strong emphasis on literacy and numeracy while integrating subjects such as science, social studies, foreign languages (often French or Mandarin), information and communication technology, and creative arts. Extracurricular activities, including music, drama, and sports, are woven into the school day to promote holistic development and global citizenship.
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Junior High School
Junior High School (JHS) in Ghana lasts three years and concludes with the Basic Education Certificate Examination (BECE). Students, usually aged twelve to fifteen, follow a curriculum that builds on primary education and prepares them for secondary schooling.
Subjects taught in JHS in Ghana include English language, a Ghanaian language and culture, mathematics, integrated science, social studies, design and technology, ICT, French and religious and moral education. Performance in the BECE determines placement into various secondary and vocational programmes.
Junior High School Education is also free in all public schools in Ghana. Private International High Schools refer to JHS as Lower Secondary (11-13 years). Lower secondary (Junior High School) in international schools in Ghana typically spans three years, from ages 12 to 15, and features a curriculum designed to balance global standards with local context.
Core academic subjects include English language and literature, mathematics, and the sciences, often taught as separate Biology, Chemistry, and Physics courses. Humanities offerings such as history, geography, and sometimes a local studies component ensure students remain connected to Ghana’s culture and history. Modern foreign languages, most commonly French or Spanish, are compulsory, and many schools introduce a third language option. Information and communication technology is integrated across subjects, while dedicated ICT classes build digital literacy and coding skills. Creative and performing arts—drama, visual arts, and music—alongside physical education, contribute to well-rounded development.
At the lower secondary (Junior High School) level in international schools in Ghana, the type of academic certification awarded varies depending on the curriculum the school follows.
For schools using the British system, students typically complete Cambridge Lower Secondary (formerly known as Cambridge Checkpoint). At the end of this stage, students may take the Cambridge Checkpoint exams in core subjects such as English, Mathematics, and Science. These exams are diagnostic in nature and not formal qualifications, but provide detailed feedback on students’ strengths and areas for improvement, helping guide their progression into the IGCSE programme.
In schools following the International Baccalaureate (IB) framework, students in this age group are enrolled in the Middle Years Programme (MYP). Assessment in the MYP is continuous and based on a combination of classwork, projects, and teacher evaluations, with students receiving an MYP Certificate or record of achievement at the end of the programme, especially if they complete the optional MYP eAssessment.
For international schools offering an American curriculum, students do not usually receive a formal external certificate at the junior high level. Instead, academic progress is monitored through grade point averages (GPA) and internal assessments, and students transition into high school with a transcript of their academic record.
Overall, while lower secondary in international schools may not always result in a formal qualification, the assessments and certifications at this stage are important preparatory tools for senior-level credentials like the IGCSE, IB Diploma, or American high school diploma.
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Senior High School
Senior High School (SHS) in Ghana extends over three years. Pupils study a set of core subjects—English language, mathematics, integrated science (covering biology, chemistry, physics and environmental studies), and social studies (including history, economics, geography and government).
In addition, students choose three or four elective subjects aligned with one of five tracks: agricultural science, general arts or science, business, vocational, or technical programmes. At the end of SHS, learners sit the West African Senior School Certificate Examination (WASSCE), which awards grades from A1 (excellent) to F9 (fail) and determines eligibility for tertiary education based on accumulated points.
Senior High School education is free in Ghana for public schools. Private senior high school students pay tuition fees in addition to other costs such as boarding and feeding fees. Some private shs which are categorised as International Schools have a different curriculum and academic qualification levels.
At the secondary level, international schools in Ghana often offer the British IGCSE (International General Certificate of Secondary Education), the International Baccalaureate Middle Years Programme (MYP) and Diploma Programme (DP), or an American high school diploma track with Advanced Placement (AP) courses. Secondary education usually runs from Year 7 or Grade 7 through Year 11 or Grade 12, catering to students aged twelve to eighteen.
In the IGCSE system, students study a broad range of subjects in Years 10 and 11 before taking external examinations administered by examination boards such as Cambridge Assessment International Education. For those following the IB Diploma Programme, Years 12 and 13 are dedicated to a rigorous two-year course that combines six subject groups with the core components of Theory of Knowledge, Creativity-Activity-Service, and the Extended Essay.
American-style high school programmes similarly require a minimum number of credits across core and elective subjects and encourage participation in AP classes and community service. International schools in Ghana often feature well-resourced science laboratories, libraries stocked with international and local publications, and modern sports facilities. Graduates leave equipped with globally recognised qualifications that facilitate entry into universities worldwide.
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Tertiary Education
Tertiary education in Ghana comprises universities, colleges of education, polytechnics, and specialised training institutes. Public and private universities offer bachelor’s degrees—generally four-year programmes—followed by one- to two-year master’s degrees and research-based doctoral studies that may last three years or more.
Colleges of education provide three-year Diploma in Basic Education (DBE) courses to prepare teachers for basic schools; those DBE holders may later enrol in two-year programmes to qualify for secondary teaching. The Colleges of Education Act, 2012 (Act 847) significantly transformed teacher education in Ghana by granting autonomous tertiary status to Colleges of Education, previously considered post-secondary institutions.
Before the Act, these colleges awarded the Certificate ‘A’ or the Diploma in Basic Education (DBE) in affiliation with universities. With the enactment of Act 847, Colleges of Education were formally integrated into Ghana’s tertiary education system, enabling them to offer diploma and, through university affiliation, bachelor’s degree programmes in education. This change aligned teacher training with national and international standards, improved academic quality, and expanded opportunities for professional development.
As a result, graduates from Colleges of Education now earn a Bachelor of Education (B.Ed) degree, enhancing their qualification level and positioning them more competitively within the educational sector. The Act also established a regulatory framework to ensure quality assurance, curriculum modernisation, and capacity building across teacher training institutions in Ghana.
This change applies to the academic qualifications of nurses who attend nursing training colleges in Ghana. The transformation of nursing education in Ghana was largely shaped by its integration into the tertiary education system, formalised through policy reforms and regulatory oversight rather than a single act like the Colleges of Education Act. Historically, nursing and midwifery training institutions operated under the Ministry of Health, awarding non-tertiary professional certificates and diplomas. However, beginning in the early 2000s, reforms led to the upgrading of these institutions into tertiary-level Nursing and Midwifery Training Colleges (NMTCs), allowing them to offer diploma and, more recently, bachelor’s degree programmes through affiliations with public universities.
This shift meant that nursing students now graduate with a Diploma in Nursing or a Bachelor of Science in Nursing, depending on the programme and institution, rather than just a professional certificate. The Nursing and Midwifery Council (NMC) of Ghana continues to regulate curricula, examinations, and licensing, but academic awards are issued under the auspices of affiliated universities. This upgrade has improved the academic and professional standing of nurses, aligned training with global healthcare standards, and enhanced career progression opportunities, including pathways into postgraduate education and specialisation. The transition also emphasised a stronger foundation in research, ethics, and clinical competence, contributing to improved healthcare delivery in Ghana.
Polytechnic education in Ghana also underwent a major transformation with the passage of the Polytechnic Act, 2007 (Act 745) and later the Technical Universities Act, 2016 (Act 922), which redefined the role and status of polytechnics within the national tertiary education framework. Originally, polytechnics awarded the Higher National Diploma (HND), but now award Bachelor of Technology (B.Tech) degrees, alongside continued HND and post-HND top-up programmes.
Admission into these tertiary institutions is primarily based on WASSCE results, with applicants usually required not to exceed a total aggregate of 36.
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History of Education in Ghana
Education in Ghana has evolved from informal, community-based learning in pre-colonial times to a structured national system today.
In the nineteenth century, informal apprenticeships and oral transmission of skills prevailed until European colonisation introduced castle schools, first at Elmina and Cape Coast, focused on reading, writing and Christian doctrine. Missionaries from British, Danish and Basel societies established formal elementary and secondary schools along the coast and in the Ashanti regions throughout the 1800s.
After independence in 1957, Ghana inherited a British-style 6-5 system: six years of primary schooling followed by five years of secondary education. From the mid-1970s until 1990, this structure persisted, with the lower secondary segment divided into three years of junior secondary and two years leading to O-level examinations. Educational reforms in 1987 introduced the current 6-3-3-4 system—six years of primary, three years of junior high, three years of senior high, and four years of tertiary study—to promote basic education completion and improve national literacy and skills acquisition.
Over the years, Ghana has continued to refine its curricula, expand access through free compulsory basic education, and diversify post-secondary pathways to include vocational, technical and teacher training programmes.
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