GTEC, NaCCA lead dialogue to ensure universities align with new SHS reforms

The Ghana Tertiary Education Commission (GTEC), in collaboration with the National Council for Curriculum and Assessment (NaCCA), has intensified nationwide engagements with tertiary education leaders to prepare universities and colleges for the first cohort of students graduating under Ghana’s reformed Senior High School (SHS) curriculum in 2027.

The latest stakeholder workshop supported by Transforming Teaching, Education and Learning (T-TEL), was held on Monday, November 17, 2025, at the GTEC premises in Accra, drawing Pro-Vice Chancellors, Provosts, Deans, Directors and Quality Assurance Officers from several tertiary institutions.

The session follows earlier engagements in Tamale, Kumasi and Takoradi, with the final zonal meeting held in Ho on November 19, 2025.

Ensuring Tertiary Preparedness for a New Kind of Learner

In his opening remarks delivered on behalf of the Director-General, Prof. Ahmed Jinapor Abdulai, the Deputy Director-General of GTEC, Prof Augustine Ocloo, underscored the Commission’s commitment to building a world-class tertiary education system anchored on professionalism, transparency, inclusiveness and integrity.

He noted that the reformed SHS curriculum—designed to equip learners with 21st-century competencies—has far-reaching implications for admissions, curriculum design, teaching methods and assessment practices at the tertiary level.

“By 2027, the first batch of learners from the new SHS curriculum will enter our institutions. It is crucial that tertiary institutions are ready to receive these students and build on the skills and competencies they bring,” Prof. Ocloo said.

“Education is holistic—from kindergarten to tertiary—and reforms at the pre-tertiary level must not be disconnected from what happens in universities, where learners are ultimately prepared for the world of work.”

He emphasised that modern societies require not only knowledge mastery but also creativity, innovation, communication, collaboration, ICT literacy, civic awareness and problem-solving skills.

NaCCA Outlines Vision of the “New Ghanaian”

Director-General of NaCCA, Prof Samuel Ofori O. Bekoe, provided an overview of the philosophy and structure of the reformed SHS curriculum, which seeks to produce a “new Ghanaian”—a learner equipped with relevant skills and values for lifelong learning and national development.

“We have begun a journey of producing the new Ghanaian, and that journey cannot end at the senior high school level,” Prof Bekoe said.

“We want universities to continue this transformation so that Ghana produces responsible, GESI-aware, innovative citizens ready for further studies, work and adult life.”

He highlighted weaknesses in the previous curriculum, including its heavy emphasis on rote memorisation, traditional examinations and limited focus on critical thinking, STEM, socio-emotional learning and real-world problem-solving.

The revised curriculum introduces competency-based learning, inclusive pedagogies, STEM-focused pathways, new subject combinations and a transcript system that captures both academic performance and character development.

Aligning Tertiary Assessment and Pedagogy

Resource persons at the workshop guided participants through the implications of the reforms for teaching, learning and assessment at the tertiary level.

Prof Eric Anane, Director of the Institute of Education at the University of Cape Coast, explained the structure of the new SHS transcript system and its implications for admissions.

Prof Eric Daniel Ananga of the University of Education, Winneba, emphasised the need for universities to rethink pedagogy, assessment methods and student support systems if they are to effectively educate graduates from the reformed SHS system.

He noted that universities currently rely heavily on WASSCE aggregates for admissions, which overlook competencies such as creativity, collaboration, practical skills and portfolio evidence.

Prof Ananga proposed several strategies, including diversified entry requirements, greater use of competency-based transcripts, bridge programmes for smoother student transitions, active learning, problem-based approaches and technology-enhanced instruction and professional development for lecturers in 21st-century pedagogy.

“Universities that align with the SHS reforms will produce graduates who are confident, competent and ready for the world of work,” he said.

Toward a Coherent, Future-Ready Education System

The ongoing engagements represent a pivotal step toward building a coherent, learner-centred education system that aligns pre-tertiary and tertiary pathways. By sensitising universities early, GTEC aims to ensure a smooth transition for future SHS graduates and position Ghana to produce a skilled, adaptable workforce for the 21st century.

As Prof Ocloo stated, “Our goal is to make our tertiary institutions truly 21st-century institutions—capable of training graduates who can thrive in a rapidly changing world.”