functions of ghana education service

THE MINISTRY OF EDUCATION

The Ministry of Education is responsible for all policies on education, including apprenticeships and wider skills acquisition in Ghana. We work to provide education that ensure opportunity is equal for all, no matter what their background or family circumstances.

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

Key Programs

ghana education reforms

2018-2030 – Empowering the next generation.

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.

moe projects

Get in touch.

Fill all information details to get in touch with the Ministry of Education

Our Latest News

Empowering Education: Transforming Junior High Schools in Ghana

Celebrating Excellence: Prempeh College Triumphs at the World Robotics Olympiad

ACU Vice-Chancellor Summit 2024

“Celebrating a Visionary: Otumfuo Osei Tutu II’s Transformative Leadership Marks 25 Years at KNUST Chancellor’s Week”

Know the Mandate, Mission and Vision Statements – Ghana Education Service

Do you know the core principles that drive the Ghana Education Service and its commitment to shaping a brighter future for the youth of Ghana?

The Mission statement is a brief summary of our purpose, core values, and our primary objectives. It is like the reason why we are existing and the scope of our activities. Think of our vision statement as “what we do, for whom, and why”.

MISSION STATEMENT

To ensure that all Ghanaian children of school-going age are provided with inclusive and equitable quality formal education and training through effective and efficient management of resources to make education delivery relevant to the manpower needs of the nation.

The Vision statement statement declares the aspirations and long-term objectives of GES. It tells what we aim to be in future or the impact we aim to achieve.

VISION STATEMENT

Ghana Education Service seeks to create an enabling environment in all educational institutions and management positions that will facilitate effective teaching and learning and efficiency in the management for the attainment of the goals of the Service.

GES has been given some special official authority, purpose and directives. These directives gives the Service its legal authority and power to carry out its functions and responsibilities. They are the mandates of the Service.

GES MANDATE

GES is responsible for the implementation of approved national pre-tertiary educational policies and programs to ensure that all Ghanaian children of school-going age irrespective of tribe, gender, disability, religious and political affiliations are provided with inclusive and equitable quality formal education.

PROGRAMMES UNDER THE GES

To enable the GES achieve these set principles, it runs well structured programmes. There are four (4) main programmes under the GES. These are:

• Pre-tertiary education management including Headquarters Divisions , Regional and District directorates
• Basic Education, comprising Kindergarten , Primary and Junior High Schools
• Secondary Education comprising Senior high School ( SHS ) and Technical and Vocational Education Training ( TVET )
• Special and Inclusive Education

To realise all the aspirations and visions, GES has sectored its operations under Divisions and Units that makes the performance of key functions and activities smooth.

Read this to know more about the DIVISIONS AND UNITS of the GES.

your credible info site...

Other People Like These Stories

‘Robber Barons’: The Richest and Most Feared People in the World

Ghana’s Black Princesses placed in Group E of the 2024 FIFA U-20 Women’s World Cup to be held in Colombia

Breaking: NDC Announces Official Out-Door its Running Mate for the 2024 General Election

2 thoughts on “ know the mandate, mission and vision statements – ghana education service ”.

• Pingback: FUNCTIONS OF THE GHANA EDUCATION SERVICE (GES) – GH EDUCATE

I need these kinds of information on GES.

Leave a Reply Cancel reply

Your Message Is Confidential. Areas with this mark * are compulsory.

Save my name, email, and website in this browser for the next time I comment.

Coverghana.com.gh

General functions of ges headquarters, regions and districts.

November 20, 2022 Nicholas Kelvin Agboni Education 0

Table of Contents

The Ghana Education Service (GES) operates from its National Level or Headquarters through Regional Education Directorates to the District/Municipal/Metropolitan Directorates of the Service.

The GES Headquarters, Regions and Districts perform specific responsibilities assigned to it.

The following functions are stated in the Section 3 of the Ghana Education service Act (ACT 506) of 1995.

General Functions of GES National Level or Headquarters

1. Responsible for implementation of approved national policies and programmes relating to pre-tertiary education.

2. Provide and oversee Basic Education, Senior High Education, Technical Education as well as Special Education.

3. Register, supervise and inspect private pre-tertiary educational institutions.

4. Submit recommendations to the Minister of Education for educational policies and programmers.

5. Promote the efficiency and full growth of talents amongst its members.

6. Register teachers and updating the register of all teachers in the public system (now the work of NTC).

7. Maintain professional standards and conduct of its personnel.

8. Carry out other functions that influence the attainment of the functions specified above.

Functions of GES at the Regional Level

1. Co-ordination of work of District Education Directorates.

2. Inspection and Supervision of pre-tertiary educational institutions.

3. Monitoring and evaluating of schools and colleges.

4. Posting of teachers to second cycle schools.

5. Appointment of Boards of schools and colleges.

6. Collection and use of educational data.

7. Auditing of schools accounts to ensure judicious use of funds.

8. Pre-service and in-service education and training of teachers.

9. Works closely with the regional Co-coordinating Council of the region.

Functions of GES at the District/Municipal/Metropolitan Level

1. Oversee the second cycle institutions within the district on behalf on the Regional Directorate.

2. Appointments, postings, transfers and discipline of teachers in the district.

3. Recommend teachers promotions below the grade of principal superintendent.

4. Construct and build syllabi for pre-tertiary schools and institutions.

5. Control payments of teachers’ salaries and entitlements.

6. Appointments of management committees for the basic educational institutions.

7. Coordinates the work of the Districts Education oversight committees (DEOC).

8. Disbursement of government education grants

9. Distribute books and materials supplied by the government

10. Build, equip and maintain schools with the financial assistance of the government, education units and other private bodies

11. Collection and submission of accurate data and statistics on all schools both public and private, for the purposes of planning, budgeting, monitoring and evaluation at the district, regional and national levels

12. Advising the district chief executive or district assembly on all educational matters.

13. Management and supervision of personnel and all schools both public and private (Basic, senior high schools, vocational and technical institutions.)

14. Preparation and submission of quarterly and annual reports on all educational activities in the district according to guidelines issues by the GES council and MoE to the Director-General.

15. Preparation of annual budgets of the district in accordance with the current accounting framework and submission of same to the director-general through the regional director.

16. Any other duties that may be assigned by the regional director or by the Director-General.

SOURCE: Coverghana.com.gh

• General Functions of GES Headquarters
• General Functions of GES Headquarters; Regions and Districts
• Regions and Districts

Be the first to comment

Leave a reply cancel reply.

Copyright © 2024 | WordPress Theme by MH Themes

Need Help? Talk to an Expert +233 (0) 302909071

NaCCA is an entity mandated by the Education Regulatory Bodies Act, 2020 (Act 1023) to develop national curriculum and assessment standards for pre-tertiary education institutions other than technical and vocational education and training institutions.

How we started

The National Council for Curriculum and Assessment (NaCCA) was first established following the 2007 education reforms as an Advisory Board to the Curriculum Research and Development Division (CRDD) of the Ghana Education Service. The goal was to help manage and implement the Curriculum Policy of the Ministry of Education (MOE) towards the attainment of educational objectives and development goals of the nation.

As a result, CRDD was reconstituted as a statutory Council by the Education Act of 2008, Act 778. Currently, the legislative instrument which the council operates under is the Education Bodies Regulatory Act of 2020, Act 1023- with the mandate to ensure curriculum and assessment standards at the pre-tertiary level excluding technical and vocational education.

NaCCA HALL OF HEADS

PROF. EDWARD APPIAH

Director-General, NaCCA

December 2021

MR. JOHN MENSAH ANANG

Ag. Director-General, NaCCA

January 2021-December 2021

DR. PRINCE HAMID ARMAH

May 2019-January 2021

MRS. FELICIA BOAKYE-YIADOM

Executive Secretary, NaCCA

March 2017 – May 2019

MR. CHARLES AHETO-TSEGAH

February 2017 – March 2017

Mission of NaCCA

To develop a curriculum that ensures Ghana’s children are lifelong learners with heightened sense of national identity and global citizenship.

Vision of NaCCA

Delivering a world class curriculum for quality educational provision for all Ghana’s children.

This provision finds expression in the progressive realisation of best practices with exceptionally high standards in the development of curriculum.

Core Values

As an institution, all we do and say is reflected in the acronym PPRICE P -Professionalism P- Passion R- Respect I -Integrity C- Collaboration E- Excellence

Introduction

The Ghana Education Service (GES) was established, as part of the Public Service of Ghana, in 1974 by NRCD 247 and was subsequently amended by NRCD 252, 357 and SMCD 63. Under the forth Republican Constitution of Ghana, these earlier legislations have been amended by Acts of Parliament, including Act 506 (1994) and Act 778 (2008). The GES is governed by a fifteen-member Council called the GES Council.

Vision Statement

The Ghana Education Service (GES) seeks to create an enabling environment in all educational institutions and management positions that will facilitate effective teaching and learning and efficiency in the management of the attainment of the goals of the Service.

Mission Statement

To ensure that Ghanaian children of school-going age are provided with quality formal education and training through effective and efficient management of resources to make education delivery relevant to the manpower needs of the nation.

Mandate of GES

GES is responsible for the implementation of pre-tertiary educational policies of the Government to ensure that all Ghanaian children of school-going age irrespective of tribe, gender, disability, religious and political affiliations are provided with good quality formal education.

Objectives of GES

The objectives of GES are in accordance with the National Policy Objectives espoused in the Education Strategic Plan (ESP). The key objectives of the Service are as follows:

• Increase inclusive and equitable access to and participation in education at all levels
• Ensure provision of life skills training and management of personal hygiene, family life, gender, health, HIV/AIDS/STIs, etc.
• Improve the quality of teaching and learning
• Improve the Management of education service delivery

There are four (4) main programmes under the GES and these include:

• Pre-tertiary education management including Headquarters Divisions, Regional and District directorates
• Basic Education, comprising Kindergarten, Primary and Junior High Schools
• Secondary Education comprising SHS and TVET
• Special and Inclusive Education

Meanwhile, Basic Education has been redefined to include Secondary Education as part of the Government’s new policy initiative on Pre-tertiary Education.

The functions of GES are as follows:

• To provide and oversee Basic Education, Senior High Education, Technical Education as well as Special Education
• To register, supervise and inspect private pre-tertiary educational institutions
• To submit to the Minister the recommendations for educational policies and programmes
• To promote the efficiency and full development of talents among its members
• To register teachers and keep an up-to-date register of all teachers in the public system
• To carry out such other functions as are incidental to the attainment of the functions specified above.
• To maintain professional standards and the conduct of its personnel

Type of organization

Company Offices

• Ghana (headquarters)
• Box M 45, Ministries

Ghana’s schools don’t teach enough about geoscience: why kids need to know how the planet works

Senior lecturer, University of Ghana

Disclosure statement

Marian Selorm Sapah does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Ghana provides support as an endorsing partner of The Conversation AFRICA.

View all partners

Over the last few decades Ghana has seen a rise in environmental degradation such as pollution, deforestation and land degradation. These have been driven by urbanisation, industrialisation, carbon emissions and waste burning. Environmental problems have an impact on public health and the economy. One path to finding solutions is geoscience education, but it’s lacking in the curriculum of Ghana’s schools. Geoscientist Marian Selorm Sapah has published research on the subject. She explains that geoscience education is closely related to everyday experiences, and it can help develop the skills that people need to make wise decisions about the world we live in.

What is geoscience education?

Geoscience education is the study and teaching of earth sciences. The disciplines include geology, hydrology, atmospheric science, environmental science and marine science. Geoscience education conveys knowledge about Earth’s structure, processes and history. It explains the interactions between the planet and all who live on it.

Geoscience education aims to improve scientific literacy and critical thinking among students. It uses a variety of teaching methods. These range from hands-on fieldwork to laboratory experiments and the use of technology and simulations. The field also concerns itself with issues such as climate change, sustainability, natural resource management and natural hazards.

Why should geoscience be in Ghana’s education curriculum?

My review of the level of geoscience education in Ghana’s schools showed that it is inadequate particularly at the basic and high school levels. A survey is now underway to put numbers to this. However, as reported in the paper, out of about 129 tertiary institutions in Ghana, only seven offer geoscience programmes. The Department of Earth Science at the University of Ghana, for example, has graduated only about 350 students over the last four years.

Teaching geoscience in the formal educational curriculum in Ghana at basic and high school levels would offer several benefits.

Relevance: Subject areas are closely related to the natural environment and to students’ daily lives.

Environmental awareness and literacy: Geoscience education can improve environmental literacy. It enables students to understand challenges such as climate change, natural resource management and pollution. Meeting these challenges is the starting point for sustainable development and human development.

Economic and resource management: Ghana is rich in natural resources, including minerals and hydrocarbons. Geoscience education can equip students with the knowledge and skills necessary for sustainable mining and management of these resources . This is vital for economic development with the least possible damage to the environment.

Disaster preparedness and mitigation : Ghana faces various natural hazards . These include flooding, coastal erosion, landslides and earthquakes. Geoscience is the basis to develop strategies to avoid or manage disasters .

Alignment with global development goals : Integrating geoscience into the curriculum supports the United Nations’ Sustainable Development Goals . This is particularly true for those related to quality education and climate action. Educating the next generation in geosciences will equip them to combat climate change and promote sustainability .

Overall, adding geoscience education to Ghana’s education curriculum can help to develop a scientifically literate population capable of overcoming environmental challenges.

Has it been done anywhere? How has it worked?

Geoscience education is well established at all levels of formal education in countries such as the US, Australia, Canada and the UK. These countries have strong traditions of geological research and education. Their curricula vary , but the International Geoscience Education Organisation and the International Union of Geological Sciences Commission on Geoscience Education have developed an international geoscience syllabus for schools. It’s based on existing curricula around the world and countries can adapt it.

These efforts have led to the development of a skilled workforce . It has had an impact on scientific progress, global cooperation , environmental protection, proper management of natural resources, and other societal and economic benefits.

How should it be done?

In my paper I have recommended a collaboration between the skilled geoscience workforce and relevant government agencies. These include the Ghana Education Service, Ministry of Education, and the Ministry of Environment, Science and Technology. Together they can build stronger geoscience education in Ghana.

incorporate geoscience courses into the curricula of teacher training colleges

revise science curricula in basic and high schools to include geoscience

support teaching, learning and research through capacity building, infrastructure development, scholarships and funding

hold workshops, seminars and training programmes

support and empower the geoscience workforce led by the Ghana Institute of Geoscientists to educate the public. This can be done through arts and the media. This can include social media, print, electronic, television, radio, exhibitions, quizzes.

• Climate change
• Sustainability
• Environment
• Public health care

Sydney Horizon Educators – Faculty of Engineering (Targeted)

Dean, Faculty of Education

Lecturer in Indigenous Health (Identified)

Social Media Producer

PhD Scholarship

What are the functions of Ghana education service?

Want this question answered?

Be notified when an answer is posted

Add your answer:

Top Categories

• Master's
• Publications

Ghana’s Free High School Policy Is Getting More Girls to Complete Secondary Education

Ghana's FreeSHS policy is positively impacting educational attainment, but this is not yet translating into full gender parity in completion rates.

• Share on Twitter
• Share on LinkedIn
• Share on Facebook

Education drives economic growth and individual well-being. Secondary education, in particular, plays a crucial role. In recent decades, this recognition has encouraged several African countries to make secondary education free . One example is Ghana’s Free Public Senior High School ( FreeSHS ) policy, initiated in 2017.

The policy aimed to remove cost barriers to secondary education, including fees, textbooks, boarding and meals.

As scholars of public policy, we conducted research into the impact of the policy, particularly its effect on the number of girls completing secondary school. We emphasized the educational outcomes of girls because they are at a disadvantage when accessing higher education in Ghana. The enrolment and retention of girls in school decrease with each educational level .

Socioculturally, if a family has limited resources, they tend to spend more on boys’ education than on girls’ education and this is reinforced by the belief that girls’ labour around the house is more valuable.

The results highlighted that the state’s absorption of education costs had served as a critical incentive for students to complete secondary education — and more so for girls.

Our paper is the first to quantitatively evaluate the policy’s impact on education outcomes. Also, by focusing on the policy’s impact on schoolgirls, our findings show how removing cost barriers to education significantly enhances the chances of girls in completing secondary education. This is important because aside from female education having individual benefits, “to educate girls is to reduce poverty”, as former UN Secretary-General Kofi Annan said.

Our findings contribute to the call for greater schooling access for girls.

Weighing up the pros and cons

Ghana’s Free Public Senior High School policy arose from an election campaign promise made by President Nana Akufo-Addo during campaign trails in 2008, 2012 and 2016 .

Between 2017 and 2021 the government spent GH¢5.12 billion (US$392 million) on implementing the policy.

There has been controversy. Critics have questioned the policy’s financial sustainability and raised concerns about deteriorating education quality , given the rising enrolment rates since the policy’s inception.

Still, public opinion remains largely favourable. According to the Afrobarometer survey in 2020 , 23.5% agreed and 63.1% strongly agreed that it had created opportunities for those who otherwise would not have been able to afford secondary education.

What we found

Our study set out to estimate the impact of the policy on education attainment. We emphasized how it had affected, in particular, the completion rate of girls. We did this by estimating the change in secondary school completion rates without the policy (2013 to 2016) and with it (2017 to 2020).

These rates will have been influenced by a number of factors, not just free education. But they were the starting point of our nuanced analysis.

Because all students benefited from the policy from 2017 we couldn’t simply estimate its impact by looking at the completion rate of those who benefited and those who had not.

So we compared districts where more students took advantage of the policy. That is, where more students had previously been unable to afford schooling to districts where fewer did so. This helped us see if the change in completion rates between these groups was bigger after the policy started. Basically, it’s like comparing two gardens. Both get extra water (free schooling) and experience an increase in growth. However, one garden grew more than the other.

That difference in “gardens” (school districts) allowed us to estimate the impact of the “water” (the policy) on education completion.

We found that the policy positively affected the educational attainment of both girls and boys. For girls and boys together, the policy increased the completion of senior high school by 14.9 percentage points.

There was a 14 percentage point increase in the rate of girls completing senior high school after the new policy. We did not estimate the increase for boys but the combined rate shows it will be higher than 14 percentage points.

We also found that after the policy was in place, girls enrolled in secondary high school at rates equal to or exceeding those of boys across all regions. However, this has not yet translated into full gender parity in completion rates.

The short-term impact suggests that the policy alone does not erase all gendered constraints to education (for example, social and cultural), but it has contributed to reducing them.

We did not find evidence that the policy improved the quality of education. However, we found that quality was statistically insignificant in driving completion rates.

Reports of inadequate infrastructure and overcrowding hint at an unchanged and even declining quality of schooling .

Policy implications

Our findings have four policy implications. To maximize the benefits of increased enrolment and completion rates, Ghana must:

• Address education quality concerns : An increase in secondary high school completion rates should not be mistaken for quality. Quality must be enhanced to improve labour market competitiveness and long-term gains.
• Implement complementary policies : Increasing enrolment and completion rates will lead to a larger pool of educated youth. Labour market and tertiary education opportunities must be boosted to match the new demand.
• Develop interventions to address specific needs of deprived districts : Some regions, for instance, the northern and western regions, had among the lowest uptake rates for the free senior high school policy. There are underlying barriers to education in these regions other than fees. Lessons from Uganda have shown that, despite universal fee-free secondary education, the probability of enrolling in secondary education was reduced by greater distance to the nearest school, especially in rural compared to urban areas.
• Make FreeSHS a targeted intervention rather than universal : The government must do more to systematically identify those who cannot pay and make secondary education free for them. The policy can also be used to provide incentives for the uptake of technical and vocational education and training. This can yield savings, generate resources for quality education investments and increase employment opportunities.

This article, and the research it is based upon, was led by Alicia Stenzel (Education Policy Advisor at GIZ).

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Suggested citation: Victor Osei Kwadwo, Rose Vincent. "Ghana’s Free High School Policy Is Getting More Girls to Complete Secondary Education," United Nations University, UNU-MERIT, UNU Centre, 2024-04-02, https://unu.edu/merit/article/ghanas-free-high-school-policy-getting-more-girls-complete-secondary-education.

Related content

Announcement

Applications Open: Moving the Migration Policy Agenda Forward Programme

04 Jun 2024

UNU-IAS and AEON Environmental Foundation Announce Expanded Collaboration

13 Jun 2024

• Climate change
• Life on land
• SDG partnerships

Integrating Immigrants as a Tool for Broad Development: Experimental Evidence for Portugal and Cape Verde

06 Jun 2024, 12:00 - 13:00

BIG IDEAS Series

Addressing the Challenges and Opportunities for Children in the Middle East and North Africa: UNICEF's Commitment to the SDGs

17 Jun 2024, 18:00 - 19:00

• Health and well-being