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Double-Track SHS Scholars to Learn via TV and Online Portal During Off-Campus Sessions — GES

Introduction

The Ghana Education Service (GES) has unveiled a comprehensive strategy to ensure that Senior High School (SHS) students in transitional schools continue their education during scheduled off-campus sessions. In a move designed to bridge the gap created by the double-track system, the GES has clarified that these periods are not holidays but compulsory academic segments requiring active student engagement.

As the 2025/2026 academic calendar unfolds, the education authority is leveraging technology—specifically television broadcasts and online portals—to maintain educational continuity. This initiative is part of the broader Free SHS policy implementation, aiming to mitigate learning loss and ensure that every student, regardless of their physical location, remains on track with the curriculum.

This article explores the details of this announcement, the mechanisms for remote learning, and the practical steps students and guardians must take to adapt to this evolving educational landscape.

Key Points

Background

The Double-Track System Explained

To understand the necessity of this directive, it is essential to revisit the origins of the double-track system in Ghana. Introduced several years ago, the system was a strategic response to the surge in enrollment following the implementation of the Free Senior High School (Free SHS) policy. The influx of students overwhelmed existing infrastructure, leading to overcrowded classrooms and strained resources.

The double-track system, also known as the transitional school system, splits the student body into two tracks: one group attends school while the other is on break (off-campus). This allows schools to maximize the use of available facilities (classrooms, dormitories, and labs) while accommodating more students than the single-track system could support.

Evolution from Physical Breaks to Academic Continuity

Initially, off-campus periods were viewed largely as breaks. However, educational stakeholders recognized that these extended periods—often lasting several weeks—resulted in significant learning loss and a decline in academic retention. The current GES directive represents a paradigm shift: transforming “break time” into “remote learning time.”

By integrating technology, the GES aims to align Ghana’s SHS education with global standards where blended learning (a mix of physical and online instruction) is becoming the norm. This evolution is critical for ensuring that the quality of education keeps pace with the quantity of students enrolled.

Analysis

Ensuring Equity in Education Access

The shift to TV and online learning during off-campus sessions raises important questions about educational equity. The GES directive highlights a commitment to ensuring that learning does not stop when the student is not physically in school. However, the success of this model hinges on accessibility.

The GES has acknowledged this by providing multiple avenues. While the online portal (curriculumresources.edu.gh) caters to students with internet access, the broadcast of lessons on MoE TV via Multi TV ensures that students without reliable internet can still access quality instruction. This hybrid approach is pedagogically sound, as it caters to diverse socio-economic backgrounds.

The Role of Supervision in Remote Learning

One of the critical analysis points in the GES statement is the call for supervision by Heads of Schools, teachers, parents, and guardians. Unlike traditional classroom settings where teacher presence is constant, remote learning places a heavier burden on parental involvement and self-discipline.

The directive implies a collaborative governance model where:

• GES provides the content and platform.
• Heads of Schools monitor engagement and report compliance.
• Parents/Guardians ensure the student is present for TV lessons or has access to the online portal.

Without this tripartite supervision, the risk of students treating off-campus periods as holidays remains high.

Technological Infrastructure and LMS

The mention of Learning Management Systems (LMS) signals a push toward digitization. Schools that already possess LMS infrastructure are mandated to operationalize them fully. This suggests that the GES is moving toward a centralized digital framework, potentially reducing reliance on physical contact for assignment submission and grading. Over time, this could lead to a more resilient education system capable of withstanding disruptions such as health crises or natural disasters.

Practical Advice

For Students: How to Maximize Off-Campus Learning

Students in transitional schools must adopt a proactive mindset to benefit from the TV and online lessons.

• Create a Schedule: Treat off-campus days like school days. Dedicate specific hours to watching MoE TV broadcasts.
• Utilize Curriculum Resources: Regularly visit curriculumresources.edu.gh. Download necessary textbooks and assignments as soon as the off-campus period begins to avoid data or connectivity issues later.
• Engage with LMS: If your school uses an LMS, check it daily for announcements, quizzes, and discussion forums.
• Form Study Groups: If possible, coordinate with peers to discuss assignments virtually or in safe, small groups to reinforce understanding.

For Parents and Guardians: Supporting the Learning Environment

Parents play a pivotal role in the success of the double-track remote learning model.

• Access to Media: Ensure the TV is tuned to Multi TV during the scheduled MoE TV lesson times. If a TV is unavailable, consider using a smartphone with data to stream the content if available.
• Monitor Progress: Request updates from your child regarding assignments on the online portal. Ask to see completed work.
• Provide a Study Space: Designate a quiet area in the home where the student can focus on their studies, free from distractions.

For Teachers and School Administrators

Teachers are the bridge between the GES directive and student comprehension.

• Curriculum Alignment: Ensure that assignments given during off-campus periods align strictly with the resources available on curriculumresources.edu.gh and the MoE TV content.
• Feedback Loops: Establish clear mechanisms for students to submit work (via LMS or email) and receive feedback.
• Verification: Upon return to campus, teachers should dedicate time to reviewing the material covered during the off-campus session to address any gaps in understanding.

FAQ

Conclusion

The directive from the Ghana Education Service regarding the use of TV and online portals during off-campus sessions marks a significant step forward in the management of the Free SHS program. By redefining off-campus periods as active learning phases, GES is striving to safeguard the academic future of thousands of students in transitional schools.

While the double-track system was born out of necessity due to infrastructure constraints, the integration of technology offers a silver lining: the potential for a more flexible, resilient, and digitized education system. Success, however, requires a concerted effort. It depends on the government’s consistency in broadcasting, the schools’ ability to manage online systems, the accessibility of data and electricity for students, and the vigilance of parents in guiding their children.

As the 2025/2026 academic year progresses, stakeholders must remain committed to these remote learning structures to ensure that no student is left behind, regardless of their track.

Sources

• Ghana Education Service (GES): Official Press Release dated January 2, 2026, signed by Daniel Fenyi, Head of Public Relations.
• Ministry of Education, Ghana: Academic Calendar 2025/2026 for Senior High and Senior High Technical Schools.
• Curriculum Resources Portal: curriculumresources.edu.gh (Official repository for Free SHS textbooks and materials).
• MoE TV / Multi TV: Broadcasting schedule for educational programming.
• Life Pulse Daily: Original reporting on the “Double-track SHS scholars” announcement.