30/01/2017
This is an extract from an article published by justlanded.com on the Overview of the Ghanaian Educational System;
Ghana’s school system follows the British model. It is considered one of the best systems in West Africa, but it is still far away from equal standards across the country and lacks high standards of quality.
The educational system consists of two to three years of nursery school, six compulsory years of primary school as well as three compulsory years of junior high school. Having passed the Basic Education Certificate Examination (BECE) students can continue with three years of senior high school. The West African Senior School Certificate Examination (WASSCE) at the end of the 12th grade allows students to attend universities and other tertiary education institutions.
During the compulsory years, that are free of charge, the main subjects taught are Mathematics, Science, Social Studies, Cultural Studies, Ghanaian Languages, English, Agriculture, Life Skills and Physical Education. Besides the primary years, where classes may be taught in a local language, the official language at school is English. Often an additional language is taught. This will usually be French, but it may also be a different one (e.g. a local language).
— www.justlanded.com/english/Ghana/Ghana-Guide/Education/Introduction-to-education
Now the big question is: what accounts for the differences in the standard of education across the country? Well, there may be a number of factors, but one important factor is the availability of quality and well thought-out teaching materials, especially textbooks, at these levels of education in the country.
We at Kabkork Publication Limited have committed ourselves to finding solution(s) to this problem. Kabkork Publication Limited works with the Ministry of Education/Ghana Education Service’s Curriculum Research and Development Division (CRDD) to develop and provide appropriate textbooks in the various courses of study at the basic and secondary levels of education for both public and private educational institutions. As far as we are concerned ‘no child should be left out’ of the acquisition of the needed basic education.