26/08/2026
EDUWATCH PARTICIPATES IN CSOs DIALOGUE AND JOINT ADVOCACY PLANNING SESSION
On Monday, August 24 2026, Eduwatch participated in a CSOs Dialogue and Joint Advocacy Planning Session in Tamale, organised by School for Life Ghana in collaboration with the Northern Network for Education Development (NNED). The Dialogue brought together education CSOs to review emerging issues in education delivery, learning outcomes, financing, curriculum implementation and inclusion, and to agree on priority areas for coordinated advocacy and engagement with Government and other duty bearers.
Eduwatch’s Programme Officer, Kwasi Nimo Jnr, presented on Emerging Trends in Education Delivery, Learning Outcomes, Financing and Curriculum Implementation. While acknowledging improvements in Capitation Grant predictability, school feeding and the Free Sanitary Pad Programme, he highlighted persistent inequities in teacher deployment, infrastructure, furniture, ICT, WASH and teacher accommodation. He added that in the Northern Region, teacher surpluses coexist with severe rural shortages, adding to the Auditor-General’s 2026 report which indicated that about 10,600 schools continue to operate under trees, sheds and other unapproved structures.
Eduwatch also highlighted that expanded access has not translated consistently into improved learning. BECE core-subject performance in deprived districts declined from 81.01% in 2021 to 75.65% in 2024, while endowed districts declined from 90.19% to 86.84%, leaving both below the 90% 2022-2025 medium-term target. We emphasised the need to place actual learning outcomes at the centre of education accountability and target additional support to persistently low-performing districts.
On emerging education financing concerns, Eduwatch drew attention to the need for DACF allocations to better reflect deprivation and infrastructure needs, amidst the financing trade-off created by allocating about 42% of GETFund to Free SHS compared with about 9% to basic education. Our position that financing performance must increasingly be assessed through allocative equity, predictable releases, budget ex*****on and value for money was reiterated.
On the ongoing Standards-Based Curriculum review, we welcomed the proposed emphasis on task-based and competency-based assessment and languages inclusions at the lower primary level. However, we stressed that curriculum reform must be matched by implementation readiness, including teacher preparation, stakeholder orientation, adequate learning materials, sustainable financing, monitoring, accountability and institutional capacity through a published and costed Curriculum Implementation Readiness Plan.
The Dialogue also discussed delays in finalising the revised Inclusive Education Policy, teacher welfare and working conditions, school climate, indiscipline and declining ethical values. Participants emphasised stronger guidance and counselling, parental and community engagement, and preventive and restorative approaches to discipline. Community ownership, SMC/PTA participation, local-language learning, community facilitators and citizen networks were also recognised as critical to equitable education delivery.
Following the deliberations, participating CSOs agreed to strengthen collective advocacy around equity-responsive education financing, learning outcomes, equitable teacher deployment, minimum school-level inputs, curriculum implementation readiness, inclusive education, safe and accountable school environments, and stronger CSO coordination and evidence sharing.
The Dialogue brought together School for Life, NNED, Eduwatch, Gnecc Ghana and several other organisations, including ActionAid Ghana, CAMFED Ghana, Children Believe, OXFAM in Ghana, Plan International Ghana, SEND GHANA, STAR-Ghana Foundation, Norsaac, Songtaba, Savana Signatures and YEFL-Ghana.
©️Africa Education Watch
