Stakeholders Propose Reforms to Reverse Declining WASSCE Performance

Education stakeholders in Ghana are calling for urgent reforms to address the declining performance of students in the West African Senior School Certificate Examination (WASSCE). The call comes amid growing concerns over systemic issues affecting educational standards across the country.

Key Points

Background

The education sector in Ghana has been grappling with declining WASSCE results in recent years, prompting stakeholders to examine underlying causes and potential solutions. The concerns were prominently raised during the maiden Educational Times Dialogue organized by the Ghana Reads Initiative in partnership with Adwinsa Publications Limited to commemorate the International Day of Education.

The forum brought together diverse stakeholders including civil society groups, parent associations, and private school operators to analyze the 2025 WASSCE results and develop corrective measures. This collaborative approach reflects the growing recognition that addressing educational challenges requires input from multiple sectors of society.

Analysis of Current Challenges

Exam Malpractice and Governance Issues

According to Mr. Kwasi Nimo Jnr, Programme Officer at Africa Education Watch, while question leakages have decreased due to enhanced security measures, malpractice remains widespread in examination halls. His organization’s post-examination monitoring exercise revealed that in over 70% of cases, irregularities were reported across five or more subjects.

The analysis identified collusion among teachers, invigilators, and candidates as a persistent problem. Furthermore, only about 20% of supervisors are directly appointed and resourced by the West African Examinations Council (WAEC), with the majority of coordination responsibilities falling to the Ghana Education Service (GES). This arrangement creates conflicts of interest that undermine the integrity of the examination process.

Weak Foundational Education

The National Council of Parent-Teacher Associations (PTA) highlighted weak basic education as a fundamental cause of poor WASSCE performance. Mr. Gapson Kofi Raphael, General Secretary of the National Council of PTA, pointed to inadequate infrastructure, low teacher motivation, and student indiscipline as contributing factors.

The PTA emphasized that the foundation laid during basic education significantly impacts students’ ability to perform well in senior high school examinations. Without addressing these foundational issues, attempts to improve WASSCE results may yield limited success.

Systemic Coordination Problems

The fragmented coordination between various educational bodies creates inefficiencies in the system. The current arrangement where GES handles most supervisory appointments for WAEC examinations leads to potential conflicts of interest and compromised oversight. This governance gap requires immediate attention to restore confidence in the examination system.

Practical Advice and Proposed Solutions

Strengthening Sanctions and Enforcement

Africa Education Watch recommends implementing stronger sanctions against culpable teachers involved in examination malpractice. This includes establishing clear disciplinary procedures and ensuring consistent enforcement across all educational institutions. The organization also advocates for strict enforcement of the mobile phone ban in schools, as smartphones have become a tool for facilitating cheating.

Infrastructure and Technology Upgrades

To modernize the examination system and reduce opportunities for malpractice, stakeholders propose:
– Enterprise-level improvements in examination infrastructure
– Gradual adoption of electronic testing systems
– Enhanced security measures for examination materials
– Modern examination halls with controlled access

Alternative Assessment Approaches

Mr. Samuel Osei, Director of Finance at the Ghana National Council of Private Schools, advocates for diversified educational pathways and diagnostic assessments. This approach would help identify students’ strengths and provide alternative routes to academic success, rather than relying solely on high-stakes examinations like WASSCE.

Teacher Development and Support

Addressing the decline in WASSCE performance requires significant investment in teacher development. Recommendations include:
– Comprehensive teacher retraining programs
– Enhanced motivation and incentive structures
– Improved working conditions and resources
– Professional development focused on modern teaching methodologies

Parental and Community Engagement

The PTA emphasizes the importance of increased parental involvement in education. This includes:
– Regular communication between schools and parents
– Parent education programs on supporting student learning
– Community oversight of school activities
– Collaborative problem-solving between educators and families

FAQ

Conclusion

The declining performance in WASSCE examinations represents a critical challenge for Ghana’s education system that requires immediate and comprehensive action. The consensus among stakeholders is clear: isolated interventions will not suffice; instead, a holistic approach addressing foundational education, governance, infrastructure, and stakeholder engagement is necessary.

The proposed reforms represent a roadmap for systemic improvement, but their success will depend on sustained commitment from all stakeholders, adequate resource allocation, and effective implementation. As Madam Tina Aforo-Yeboah, Chairperson of the Ghana Reads Initiative, aptly described the 2025 WASSCE results as a “wake-up call,” stakeholders must now translate dialogue into decisive action to reverse the current trend and ensure quality education for future generations.

The education sector’s transformation requires bold, non-partisan measures that prioritize student learning outcomes over short-term political gains. With coordinated effort and genuine commitment to reform, Ghana can restore excellence in its educational system and ensure that WASSCE examinations once again serve as reliable indicators of student achievement and preparation for higher education and the workforce.