Author name: Eyram

Using Data to Strengthen Ghana’s Secondary Education Reform Image 1: Cross section of Volta Regional Oversight Committee members discussing the SEI Dashboard data (https://t-tel.shinyapps.io/secondary_reform/) Ghana’s Ministry of Education recognizes that strong data underpins good decisions. With over 700 Senior High Schools and Senior High Technical Schools and more than 30,000 basic schools, tracking which schools are performing well and which need support is vital.  Reliable and timely information is essential to driving success. Whilst basic schools had the Mobile School Report Card (mSRC) to track progress, Senior High Schools lacked an equivalent system. Beyond the Free SHS portal, which tracks enrolment and the annual EMIS data collection, there was no mechanism to monitor and track key metrics on teaching and learning.  A Deep Dive carried out by the Ministry of Education and T-TEL in 2021 found that Ghana Education Service (GES) Regional Education Offices had very little data from Senior High Schools and found it difficult to identify which schools were doing well or struggling. Whenever they needed data from schools they had to make ad hoc requests. Building Something New Together The introduction of the secondary education reform in 2023 created an urgent need for a more responsive and data driven system. With a new curriculum, new assessment system, guidance and counselling standards, School Improvement Plans and Professional Learning Community sessions being rolled out across schools, the Ministry needed a way to monitor whether these reforms were being implemented with fidelity across schools. The system could no longer rely on annual or ad hoc data. A coordinated, real-time approach became essential. In 2023 the Ministry of Education, supported by T-TEL and the Mastercard Foundation, brought all key actors to the table to design a shared solution. This included the Ghana Education Service (GES), the National Council for Curriculum and Assessment (NaCCA), the West African Examinations Council (WAEC) and other agencies. This solution was designed to provide data to answer key questions related to the reforms. The process was collaborative with institutions working together to decide what needed to be tracked and how the system should function.  Agencies agreed on the creation of the Secondary Education Institutions (SEI) dashboard (https://t-tel.shinyapps.io/secondary_reform/) , an open-source tool designed to bring visibility, accountability and informed decision-making to the reform. This system covers over 720 schools, 68,000 teachers and almost 1.5 million learners with an operating cost of only $500 per month, a cost which the system can afford to sustain. What the Dashboard Tracks The SEI dashboard focuses on core elements of the secondary education reform. Attendance and topics covered during weekly teacher-led Professional Learning Communities (PLC). This is where teachers learn from each other and improve their practice. Through the dashboard, more than two million hours of PLC sessions organised across schools have been tracked, showing the scale of teacher collaboration and professional learning happening nationwide. Student records, monitored through the WAEC Student Transcript Portal, which is linked to the SEI Dashboard. This ensures learners have complete and accessible academic records. Over 60 million records have been uploaded since the system went live in 2024, representing a 97.2% national average completion rate. Lesson observation data tracks whether teachers are using new teaching approaches in their classrooms. School Improvement Plans (SIPs) are monitored to check whether schools are delivering their From the dashboard, 710 schools have uploaded SIP objectives with an 86.3% overall target completion rate. The dashboard also tracks tablet distribution and usage, trends from the Teacher Helpline showing what support educators need and participation in Values Learning Community sessions as part of character education for young people. Image 2: PLC attendance from the dashboard Operationalising the data The existence of the data is not enough to be effective, it must be regularly reviewed and acted upon. Every Ghana Education Service Regional office meets monthly through a Regional Oversight Committee, chaired by the Regional Director of Education. This Committee involves regional representatives from the Conference of Heads of Assisted Secondary Schools (CHASS) and the National Schools Inspectorate Authority (NaSIA) as well as Ghana Education Service staff.  Together they review the dashboard data and decide what to do next, with Regional Monitoring Teams making visits to schools where issues have been identifed. Ghana Education Service then operates a monthly National Oversight Committee meeting where all 16 Regional Directors attend online to discuss progress and areas which need attention and support from national agencies. At a recent National Oversight Committee meeting, regional representatives shared updates on their progress. Rafic Ben Sam, Planning Officer from the Western Region Education Office, explained how the dashboard helps his team see what schools are doing in key reform areas. “During visits, our regional monitoring teams observe how school management and teachers are implementing the new Guidance and Counselling framework. We track PLC attendance and watch how schools upload data to the dashboard,” he noted. His team made five visits to assigned schools in the first quarter, with the Regional Director joining four follow-up visits to verify progress and address challenges identified during earlier monitoring.  The dashboard makes information visible so regions can act, whether the data shows good performance or reveals problems. When completion rates were low for student data uploads on the Student Transcript Portal, Regional Directors and their teams engaged schools directly and sometimes sent formal letters requiring schools to upload the needed data. When PLC attendance was low in some schools, regional teams engaged school management to ensure teachers participated in sessions. This is how the reform stays responsive to what is actually happening on the ground. Problems get identified early. Solutions are tested quickly. What works gets shared. The dashboard data is easily accessible to staff from school, district, regional and national levels. It is used by approximately 1,200 GES staff every day, showing how it has become a key pillar of the secondary education reform. What The Data Means for the Ministry and Schools The real value of the SEI dashboard lies in how it drives decisions and action across the system. The data does

“I Want the Same Opportunity as Everyone Else”: Access to Mathematics for Learners with Visual Impairment at Okuapemman School When Erica Tetteh was told in her final year of Junior High School (JHS) that she could study mathematics at Senior High School (SHS), she did not believe it was possible.  For years, the reality for learners with visual impairment progressing from JHS to SHS has been the absence of mathematics at the SHS level, a barrier that constrained their subject choices, closed doors to certain tertiary programmes and narrowed their life options. So, what had changed? In 2024, the National Council for Curriculum and Assessment (NaCCA) and Ghana Education Service (GES) through its Special Education Division (SpED), with support from T-TEL and the Mastercard Foundation, began a targeted reform to redefine the pathway for inclusive education. A significant component of this reform was a structured approach that makes mathematics accessible to learners with visual impairment through adapted curricula and assistive technology. Okuapemman School became the first SHS to implement this approach opening a pathway that other schools soon signalled they were ready to follow. A diagnostic exercise in 2024 showed that ten out of sixteen blind and low vision learners at Okuapemman SHS had already met a foundational mathematics benchmark, confirming both their interest and capacity. What they lacked was a clear pathway for them to learn mathematics at SHS level and sit for examinations. The core problem was not willingness but access – insufficient tactile materials, limited braille resources, scarce teacher expertise and lack of assistive devices in classrooms. Learners with visual impairment and a representative from the National Council on Persons with Disability (NCPD) during the 2024 diagnostic assessment at Okuapemman SHS The intervention was comprehensive, spanning different layers of support. First, the curriculum and teaching and learning materials were adapted. This involved translating key concepts into tactile and braille formats. Learning materials were redesigned for non-visual access, and alternative methods were developed for tasks that traditionally rely on sight, such as interpreting graphs and diagrams. The second element was technology. At Okuapemman SHS, teachers and learners benefited from resource packages and training that translated policy into practical classroom support. The provision of “Math in a Box” kits and twenty laptops equipped with screen readers along with specialised software to support access to mathematical content demonstrated a strong commitment to making mathematics accessible. These laptops supplemented the existing materials at the school’s resource centre, expanding its capacity to support learners during lessons and strengthen the centre’s ability to provide ongoing training. Thirdly, teacher capacity was built. Specialists in teaching mathematics to blind and low vision learners were supported by a partner network that included GES, NaCCA, National Council on Persons with Disability (NCPD) and the Ghana Blind Union (GBU). GES and school management went a step further by approving extended vacation arrangements on two occasions, giving teachers and learners extra time to cover more topics and develop ICT skills. Finally, the approach integrated assessments that are responsive to learner needs and preferences. An officer from GES SpED, accompanied by T-TEL staff members (left), donates 20 laptops and ‘Math in a Box’ kits to Okuapemman SHS management (right), received by the Headteacher, Assistant Head and a teacher With these interventions, the reform was set in motion by a shared belief that the ability to study mathematics should not depend on sight. It is a reform that set Erica’s educational journey on a different trajectory. Now, in Form 2, Erica says she is studying a subject previously off limits with a mix of doubt and determination. “I want to write mathematics [WASSCE] because I want the same opportunity as everyone else. Our seniors did not study mathematics and they are struggling at the tertiary level but I have an advantage here. When I was told I would study mathematics at SHS level, I did not believe it was possible until I got here.” Erica’s words reflect both the challenges she faces and the ambition that drives her. She also highlights the practical realities: “Some topics take longer to understand and require patient guidance. It is not easy, but once you understand it, you feel confident. You feel like you belong in the class.” Archibold, another Form 2 learner, previously attended a mainstream school, where he relied on large print and benefited from early exposure to digital tools. Now at SHS, assistive technology supports his studies and examinations in the same way as his sighted peers. “I was lucky to have exposure to computers and digital tools early on. Now at SHS, the school allows me to use assistive technology for my exams which helps me keep up and be confident.” His ambition is clear: to write the WASSCE in 2027 and become a lecturer. A teacher during a mathematics lesson for blind learners at Okuapemman SHS What has made the approach successful is the coordination behind it. NaCCA and GES worked with GBU and teachers of learners with visual impairment to design materials that are practical and usable in real classroom settings. This collaboration aims to build sustainable pathways into mathematics for blind and low vision learners. The use of assistive technology, including specialised devices and screen readers, enables learners to study mathematics on equal terms with their sighted peers. So far anecdotal feedback suggests strong potential scaling while also revealing challenges that must be carefully managed. Key indicators show that learners with visual impairment can study mathematics when the right support systems are in place.  There are positive signals in the data. The diagnostic benchmark confirmed readiness and capacity, learners are engaging with the adapted curriculum and technology is supporting inclusive teaching and assessment. Yet issues remain about infrastructure gaps, the pace of teacher upskilling and the sustainability of funding as the intervention expands. As the pilot at Okuapemman School shows early promise and receives positive feedback, six other schools – Mawuli School, Adidome SHS, Ghana National College, Sirigu SHS, Wenchi SHS and Wa SHS have expressed interest in introducing the adapted mathematics curriculum so

Scaling Educational Innovations in Ghana: Principles for Success and Pitfalls to Avoid Ghana has demonstrated a continual commitment to ambitious educational reforms. Over the past twenty years, we have initiated and piloted several pioneering initiatives, from the National Teachers’ Standards (NTS) and the Bachelor of Education (BEd.) Curriculum reforms to the introduction and implementation of Professional Learning Communities (PLC) within Senior High Schools as part of the Ministry of Education’s Secondary Education Reform. Additionally, numerous projects have been undertaken by non-governmental organisations and research institutions. Several of these pilots proved effective. Conducted within limited, controlled environments, they yielded impressive results. However, when attempting to scale these initiatives to a national level, failures emerged. Reforms extended to more schools; nonetheless, they seldom enhanced the depth of learning. Although enrolment numbers increased, educational outcomes remained largely static. While promising innovations expanded in scope, their impact on learning depth was minimal, resulting in essentially unchanged educational outcomes. Why does this happen, and how can Ghana do better? This pattern is not exclusive to Ghana; it represents a worldwide challenge. However, comprehending the underlying causes and exploring alternative approaches are critically important for the future of our educational system. Drawing on international research, John List’s work on scaling evidence, Cynthia Coburn’s “Rethinking Scale”, Buccini et al.’s framework on implementation quality, Zamboni et al. on scalability, and the World Bank’s “Delivering at Scale” blog, and combining them with Ghana’s own experience, this blog outlines seven principles for scaling educational reforms effectively. We also highlight common pitfalls that have tripped us up before. Seven Principles for Scaling That Work Ground scaling in rigorous evidence Scaling should never outpace the support provided by evidence. Rigorous piloting, adaptive trials, and cost-effectiveness analyses must inform decisions regarding transitioning from laboratory settings to educational environments.  John List cautions against nationwide implementations based on insufficient or incomplete pilot studies. In the absence of robust evidence, there is a risk of expanding programmes that appear promising theoretically but fail in practical application. Ghana’s lesson: The Free Senior High School (FSHS) policy was introduced in 2017 without comprehensive piloting of associated costs, infrastructure needs, or quality outcomes. While it markedly increased access, a noteworthy accomplishment, the subsequent implementation of the double-track system underscored the dangers of scaling without thorough evidence collection. We expanded access before fully understanding the requirements for maintaining quality alongside broader reach. Focus on implementation quality, not just reach Expanding the number of schools or teachers involved is insufficient. The quality must be preserved at all costs. Buccini et al. (2025) emphasise that capacity-building and implementation quality frequently deteriorate without robust monitoring systems and continuous support. Initiating a reform is one aspect; ensuring its effective execution across all classrooms, districts, and regions is another. Ghana’s lesson: The reforms in Bachelor of Education (b.ed.) programs within Colleges of Education were successful, particularly when emphasis was placed on tutor training, the leadership capacity of principals, and institutional quality assurance. In these environments, student teachers more effectively embraced innovative learner-centred pedagogies due to the stability of support structures. Additionally, the quality of education was consistently upheld, as robust systems were established to sustain high standards. Adopt a systemic and context-sensitive approach Scaling initiatives must be synchronised with the comprehensive education ecosystem, including curriculum, teacher training, assessment, and governance. Coburn (2003) emphasises that scalability should be extensive, encompassing a broad reach, and profound, influencing beliefs, norms, practices, and structures. Reforms should not exist in isolation; instead, they must integrate with existing systems and be adapted to their specific contexts. Ghana’s lesson: The Professional Learning Communities in Senior High Schools were effective because they were integrated into existing School Improvement Plans (SIPs) and leadership frameworks. Educators and headteachers regarded them as integral to their responsibilities, rather than as supplementary initiatives externally imposed. Conversely, isolated ICT pilots faced difficulties in aligning with systemic processes and tended to diminish rapidly once external support ceased. Ensure stakeholder ownership Ownership constitutes the fundamental basis of sustainability. Innovations imposed externally are seldom sustainable. Scaling efforts must promote shared responsibility among ministries, educational institutions, educators, parents, and communities. Teachers, parents, and local leaders must perceive reforms as their own initiatives, rather than directives imposed from above.  Coburn (2003) emphasises that such an approach enhances legitimacy, encourages sustained effort, and ensures that innovations are integrated into routine practice rather than regarded as temporary projects. The World Bank’s blog on scaling highlights that reforms are more likely to endure when local stakeholders collaboratively develop solutions. Ghana’s lesson:  The National Teachers’ Standards (2017) attained credibility through the involvement of teachers’ unions and Colleges of Education from the outset, thereby actively shaping the standards rather than passively accepting them. Conversely, the implementation of the standards-based curriculum in 2019 initially encountered resistance from teachers, attributable to limited opportunities for consultation. When teachers are marginalised, engagement tends to diminish. Plan for sustainability from the start Sustainability necessitates early investment in political, financial, and institutional support. Integrating reforms into existing structures, such as teacher education, professional learning communities, and curriculum cycles, ensures their longevity beyond donor timelines or political cycles. Scaling efforts often collapse when donor funding ends or political priorities shift. Zamboni et al. (2019) advocate for political commitment as well as institutional and financial anchoring from the inception to ensure sustainability. Ghana’s lesson:  Numerous ICT in education pilot programmes, including one-laptop-per-child initiatives, failed due to the absence of long-term funding for device maintenance, teacher retraining, and curriculum integration. Although preparations were made for the launch, long-term sustainability was not anticipated. Without continued financial support and institutional endorsement, even the most promising initiatives tend to diminish. Use adaptive and iterative scaling pathways Scaling is an ongoing process of continuous learning and refinement, rather than a singular leap.  List (2024) emphasises the significance of feedback loops, real-time monitoring, and adaptive course correction. Reforms must be responsive and adaptable. Practices effective in one district may require modification in another; absent mechanisms for learning and adaptation, scaling risks become inflexible and fragile. Ghana’s lesson: School Performance Improvement Plans (SPIPs) initially encountered challenges. The tools were excessively complex, and headteachers lacked adequate support. However, through iterative monitoring, the development of simplified