School Readiness and Resource Needs Survey Analysis
Abdul-Karim Kadiri
2024-09-05
Executive summary
This report highlights the current readiness of secondary schools across various regions to implement the new curriculum, focusing on key areas such as school and teacher preparedness, ICT resources, infrastructure, and student furniture availability.
School and Teacher Preparedness: About half of the schools report being ready for the new curriculum. However, there are differences across regions, with some areas like the Eastern and Volta regions showing lower levels of readiness due to resource shortages and infrastructure challenges. Teacher readiness, marked by access to laptops, varies as well, with regions like Ashanti and Greater Accra showing higher levels of preparation, while others like Northern and Western North are less equipped.
ICT Resources: Teacher access to laptops stands at 65 percent overall, with regional differences. Ashanti and Greater Accra Regions have a better ratio of teachers with laptops, while Northern and Western North regions have fewer teachers equipped with this essential tool. The reliance on personal laptops is evident, with a national ratio of 0.56 personal laptops for every government-provided laptop. Ahafo has the highest reliance on personal devices, indicating a need for increased government support.
Projector Availability: Only 45 percent of schools report that teachers have access to projectors, a critical tool for interactive learning. Greater Accra and Western regions show a high demand for additional projectors, with the average need per school exceeding the national average. This shortage may affect the quality of teaching under the new curriculum, which relies heavily on multimedia presentations.
Infrastructure: Infrastructure remains a significant challenge, with only 30 percent of classrooms nationwide equipped with sufficient electrical sockets, and 63 percent having reliable electricity. Regions like Ashanti and Greater Accra are particularly affected, with a lower percentage of classrooms meeting these requirements. This gap in infrastructure could limit the effective use of ICT tools essential for the new curriculum.
Student Furniture Needs: On average, the student furniture proportion stands at 0.71, indicating a shortfall in seating for students. Northern and Upper East regions have the most significant shortages, with thousands of additional furniture pieces needed. The overall shortfall highlights an urgent need for intervention to ensure that all students have adequate seating during lessons.
These findings suggest that while progress has been made, significant disparities remain. Addressing these gaps will be crucial to ensuring that all schools are equipped to successfully implement the new curriculum. Targeted support, especially in regions that are lagging, will be essential in achieving this goal.
Introduction
The Government of Ghana is rolling out a comprehensive education reform for Senior High Schools (SHS), Senior High Technical Schools (SHTS), and Science, Technology, Engineering, and Mathematics (STEM) schools as part of its Education Strategic Plan (ESP) 2018-2030. This reform aims to enhance educational outcomes by equipping learners with essential 21st-century skills through a curriculum that emphasizes learner-centeredness, team-based projects, and clear performance standards.
To ensure a smooth transition to the new curriculum, which is scheduled to be implemented in the 2024/2025 academic year, the Ministry of Education has conducted a School Readiness and Resource Needs Survey. This survey seeks to gather comprehensive and accurate information from secondary schools across the country, focusing on their readiness to adopt the new curriculum and the current state of resources, such as ICT tools, teaching materials, infrastructure, and electricity supply.
The data collected from this survey will be crucial in guiding policy decisions and actions that will support the successful implementation of the new curriculum. By identifying resource gaps and readiness challenges, the survey aims to ensure that all secondary schools are fully equipped to deliver high-quality education in alignment with the national education goals.
Objectives
The objectives of the School Readiness and Resource Needs Survey are to:
- Assess the readiness of secondary schools in Ghana to implement the new curriculum for SHS, SHTS, and STEM schools starting in the 2024/2025 academic year.
- Evaluate the current state of ICT resources, teaching and learning materials, infrastructure, and electricity supply in secondary schools.
- Identify specific resource gaps and needs that may hinder the successful implementation of the new curriculum.
- Provide data-driven insights to inform policy decisions and resource allocation to support the rollout of the new curriculum.
Methodology
Participants
The survey targeted all heads of SHS, SHTS, and STEM schools in Ghana. Each head was requested to provide detailed information on their school’s readiness to implement the new curriculum and the current state of key resources.
Survey structure
The questionnaire covered several key areas, including:
- School demographics: Information about the school’s region, district, and name.
- Readiness assessment: Rating the school’s and teachers’ readiness to implement the new curriculum.
- Resource needs: Identification of required resources such as textbooks, ICT tools, laboratory equipment, and classroom furniture.
- ICT resources: Availability and condition of ICT tools, access to technical support, and training needs for teachers.
- Infrastructure: Availability and condition of classrooms, electricity supply, and internet connectivity.
- Additional facilities: Availability of essential facilities such as washrooms, dining halls, and science labs.
Data collection
Responses were collected over a period of four weeks, with reminders sent to ensure a high response rate. Data integrity was maintained by allowing respondents to review and confirm their answers before submission.
Data analysis
The data was analysed using R to uncover resource gaps, and readiness levels across regions and schools. Descriptive statistics and cross-tabulations were applied to examine and present the findings.
Findings
School and teacher readiness
Overall analysis of readiness of schools to implement the new curriculum
Figure 1 illustrates the readiness of schools for the new secondary education curriculum. A majority, 51.6 percent, report being ready, citing the availability of key resources, including teaching and learning materials.
Approximately 24.8 percent of schools describe themselves as moderately prepared. These schools have made progress but still face some challenges, particularly with infrastructure. They are actively collaborating with their regional education offices to resolve these issues and are encouraging their teachers to integrate strategies from the professional learning community (PLC) sessions into their lessons.
Around 18 percent of schools consider themselves very ready, having the necessary infrastructure, well-trained staff, and sufficient teaching and learning resources to effectively implement the new curriculum.
Figure 1 - Readiness of SHS, SHTS, STEM schools to implement the
new curriculum next academic year
The regional analysis of school readiness for the new secondary education curriculum reveals several key insights. Notably, no region reported schools being “very ready” at significant levels, with most regions falling short in terms of infrastructure and resource availability. For instance, regions like Ahafo and Bono East show a higher percentage of schools identifying as either “not ready at all” or only “slightly ready,” highlighting critical gaps in preparedness.
In regions such as Ashanti and Bono, more than half of the schools reported being only “slightly ready,” indicating that while some foundational work has been done, significant challenges remain, particularly in ensuring consistent access to teaching and learning resources.
Conversely, regions like North East and Savannah showed a more balanced distribution between “moderately ready” and “slightly ready,” suggesting that schools in these areas are making incremental progress but still face substantial hurdles. Interestingly, some regions like Greater Accra and Volta have a small percentage of schools that consider themselves “ready,” though these instances are outliers rather than the norm.
Overall, the data suggests a widespread need for targeted interventions to boost readiness, particularly in regions where a significant number of schools are still struggling with basic preparedness.
Table 1 - Regional analysis of SHS, SHTS, STEM schools readiness to implement the new curriculum next academic year
| Region | Not ready at all (%) | Slightly ready (%) | Moderately ready (%) | Ready (%) | Very ready (%) | Total |
|---|---|---|---|---|---|---|
| Ahafo | 25.00 | 41.67 | 33.33 | 0.00 | 0.00 | 12 |
| Ashanti | 23.48 | 55.65 | 16.52 | 4.35 | 0.00 | 115 |
| Bono | 20.00 | 63.33 | 16.67 | 0.00 | 0.00 | 30 |
| Bono East | 7.41 | 55.56 | 33.33 | 3.70 | 0.00 | 27 |
| Central | 30.67 | 49.33 | 13.33 | 5.33 | 1.33 | 75 |
| Eastern | 25.29 | 52.87 | 18.39 | 3.45 | 0.00 | 87 |
| Greater Accra | 30.23 | 46.51 | 16.28 | 6.98 | 0.00 | 43 |
| North East | 14.29 | 42.86 | 42.86 | 0.00 | 0.00 | 14 |
| Northern | 17.24 | 58.62 | 17.24 | 6.90 | 0.00 | 29 |
| Oti | 20.00 | 56.00 | 24.00 | 0.00 | 0.00 | 25 |
| Savannah | 27.27 | 36.36 | 36.36 | 0.00 | 0.00 | 11 |
| Upper East | 29.17 | 54.17 | 8.33 | 8.33 | 0.00 | 24 |
| Upper West | 35.48 | 38.71 | 12.90 | 12.90 | 0.00 | 31 |
| Volta | 30.88 | 50.00 | 10.29 | 7.35 | 1.47 | 68 |
| Western | 19.44 | 55.56 | 25.00 | 0.00 | 0.00 | 36 |
| Western North | 16.67 | 38.89 | 33.33 | 11.11 | 0.00 | 18 |
Thematic analysis: reasons schools are ready to implement the new curriculum
The qualitative responses from schools that are ready to implement the new secondary education curriculum highlight several recurring themes such as;
Professional development and training - Schools have placed a strong emphasis on continuous training, especially through initiatives like Professional Learning Communities (PLC) and Departmental Professional Learning Communities (DPLC). For instance, Sefwi-Wiawso Senior High/Tech credits their readiness to the extensive workshops and training programs they have participated in. Similarly, St. Gregory Catholic Senior High School and Kumasi Wesley Girls High School attribute their preparedness to the consistent engagement in PLC sessions, which have effectively equipped their teachers for the new curriculum.
infrastructure and resources - The availability of infrastructure and teaching resources is another critical factor. Schools such as Nana Brentu Senior High Technical School and Bodwesango Senior High highlight their facilities, including ICT labs, as essential in meeting the demands of the new curriculum. Ghana Senior High/Tech notes that their infrastructure aligns well with the curriculum’s requirements, which has facilitated their readiness. Bunkpurugu Senior High/Tech also points to adequate infrastructure as a key element in their preparedness.
stakeholder engagement and support - Engagement with stakeholders—school management, teachers, parents, and the broader community—has been vital in preparing for the new curriculum. Zion Senior High emphasizes that their readiness is due to the active involvement of stakeholders, such as the Board, PTA, and Alumni, in supporting the implementation process. Donkorkrom Agric Senior High highlights the support from their School Improvement Plan (SIP) and stakeholder involvement as significant contributors to their preparedness.
Alignment with school Vision and mission - Some schools have found that the new curriculum aligns well with their existing vision, mission, and core values, making the transition smoother. Dr. Hila Liman Senior High School mentions that this alignment with their school’s goals has supported their readiness. Similarly, Ghana Senior High/Tech notes that the curriculum’s alignment with their school’s vision and mission has contributed to their preparedness.
Early involvement in curriculum trials - Schools that participated in the curriculum trial process have gained a head start in preparing for full implementation. St. Louis Senior High, Kumasi and Ghana STEM Academy, Awaso report that being selected as trial schools allowed them to deeply engage with the curriculum, leaving them well-prepared for its official rollout.
Commitment to continuous improvement - A recurring theme among these schools is a commitment to continuous improvement and adaptability. Ghana Senior High/Tech has aligned their School Improvement Plan with the new curriculum, ensuring ongoing development. Adventist Senior High, Kumasi highlights their readiness despite limited resources, demonstrating their dedication to making the most of what they have.
Thematic analysis: reason some schools are not ready to implement the new curriculum
The qualitative responses from schools that are not fully ready to implement the new secondary education curriculum reveal several common themes. These themes highlight the barriers and challenges that have affected their preparedness.
Lack of infrastructure and resources - A recurring theme among the schools that are not fully ready is the lack of necessary infrastructure and resources. Brakwa Senior High/Tech and Agate Comm. Senior High pointed out the absence of an ICT lab and computers, which are crucial for implementing the new curriculum. Bosomtwe Senior High/Tech mentioned a shortage of classrooms and the absence of an ICT lab, alongside a lack of teachers for specific subjects like Clothing and Textiles and Woodwork. Similarly, Akome Senior High/Tech and Takpo Senior High cited a wide range of infrastructural needs, including classrooms, laboratories, dormitories, and technical workshops, which are essential for the effective rollout of the curriculum.
Inadequate teaching and learning materials - The unavailability of teaching and learning materials (TLRs) is another significant barrier. Christian Methodist Senior High and Northern School of Business reported a shortage of essential resources such as textbooks, teacher manuals, and projectors. Accra Wesley Girls High noted that while their teachers are ready, the minimal resources available are hindering full preparedness. Apesua Comm. Senior High highlighted the lack of critical tools like computers and projectors, which are necessary for delivering interactive and technology-driven lessons under the new curriculum.
Unfurnished or under-resourced ICT facilities - Several schools pointed out the inadequacy of their ICT facilities. Wa Senior High and University Practice Senior High both mentioned having ICT labs that are either unfurnished or lack sufficient computers. Nsawam Senior High echoed this, noting that while they have an ICT lab, it is equipped with only a few working computers. Wesley High School, Bekwai also mentioned insufficient ICT resources as a reason for their limited readiness.
Infrastructural delays and insufficient maintenance - Some schools face delays in the completion of necessary infrastructure, which affects their readiness. Presby Senior High, Teshie mentioned stalled classroom blocks and the need for refurbishment in several areas, including the assembly hall and classrooms. College of Music Senior, Mozano highlighted the lack of power at their new site, which has impeded their ability to prepare fully for the curriculum.
Partial training and implementation - While some schools have begun training, they feel only partially ready due to ongoing or incomplete training processes. Sogakope Senior High noted that they have not fully engaged with the new curriculum, and Eguafo-Abrem Senior High mentioned that their teachers are still under training, indicating that the readiness process is still underway.
Overall analysis of readiness of teachers to implement the new curriculum
Most schools report that their teachers are well-prepared to implement the new curriculum, with 66.7 percent indicating their teachers are “Ready.” An additional 21.7 percent of schools categorise their teachers as “Very ready,” reflecting the effectiveness of PLC sessions and the importance schools place on teacher participation1. However, there are areas of concern. About 9.8 percent of schools describe their teachers as “Moderately ready,” and 1.9 percent rate them as only “Slightly ready.” These numbers indicate that while the majority of teachers are equipped for the curriculum, some schools may require further support to ensure all teachers are fully prepared.
Figure 2 - Readiness of SHS, SHTS, STEM teachers to implement the
new curriculum next academic year
Regional analysis (table 2) shows varied levels of teacher readiness for the new curriculum. In many areas, teachers are “Slightly ready”. In most regions, a significant proportion of schools report their teachers as “Slightly ready”, this suggests that while schools have made efforts—like ensuring teachers attend PLC sessions, there is still work to be done. For instance, regions such as Ahafo and Eastern have over 70 percent of schools in this category.
In Bono East and Savannah, more schools report their teachers as “Moderately ready.” suggesting these areas are making progress but still face challenges.
Some regions show promising signs of teacher readiness. Greater Accra, Central, and Upper West have relatively higher percentages of schools indicating that their teachers are “Very ready.” These regions seem to be ahead in terms of ensuring their teachers are attending PLC sessions and adopting strategies from PLC sessions into lessons 2.
Despite these positive signs, no region has a majority of schools where teachers are fully “Ready.” Continued support and resource allocation are necessary to ensure all teachers are well-prepared for the curriculum.
Table 2 - Regional analysis of SHS, SHTS, STEM teachers readiness to implement the new curriculum next academic year
| Region | Slightly ready (%) | Moderately ready (%) | Ready (%) | Very ready (%) | Total |
|---|---|---|---|---|---|
| Ahafo | 83.33 | 16.67 | 0.00 | 0.00 | 12 |
| Ashanti | 74.78 | 19.13 | 0.87 | 5.22 | 115 |
| Bono | 63.33 | 26.67 | 0.00 | 10.00 | 30 |
| Bono East | 55.56 | 33.33 | 3.70 | 7.41 | 27 |
| Central | 62.67 | 20.00 | 5.33 | 12.00 | 75 |
| Eastern | 71.26 | 20.69 | 2.30 | 5.75 | 87 |
| Greater Accra | 67.44 | 16.28 | 0.00 | 16.28 | 43 |
| North East | 50.00 | 42.86 | 0.00 | 7.14 | 14 |
| Northern | 68.97 | 20.69 | 0.00 | 10.34 | 29 |
| Oti | 68.00 | 32.00 | 0.00 | 0.00 | 25 |
| Savannah | 54.55 | 27.27 | 0.00 | 18.18 | 11 |
| Upper East | 66.67 | 12.50 | 4.17 | 16.67 | 24 |
| Upper West | 54.84 | 19.35 | 3.23 | 22.58 | 31 |
| Volta | 70.59 | 13.24 | 1.47 | 14.71 | 68 |
| Western | 69.44 | 25.00 | 0.00 | 5.56 | 36 |
| Western North | 33.33 | 50.00 | 5.56 | 11.11 | 18 |
Thematic analysis: reasons teachers are ready to implement the new curriculum
The qualitative data collected from schools across various regions highlights the key factors that contribute to teachers’ readiness to implement the new curriculum. This analysis outlines the main themes that emerged, supported by specific examples from the schools.
Comprehensive training and professional development - Many schools attribute their teachers’ readiness to the extensive training they have received. Structured sessions in Professional Learning Communities (PLC) and Departmental Professional Learning Communities (DPLC) have been instrumental. For instance, Fiaseman Senior High, Nana Brentu Senior High Technical School, and Adjoafua Community Senior High emphasize that these training programs have provided their teachers with the necessary skills and knowledge to effectively implement the new curriculum.
Active engagement in PLC and DPLC sessions - Active participation in PLC and DPLC sessions has played a crucial role in preparing teachers. Schools such as Sefwi-Wiawso Senior High/Tech, Queens Girls’ Senior High, and Juaboso Senior High report that their teachers are already applying the strategies learned in these sessions, incorporating important concepts like Gender Equality and Social Inclusion (GESI) and Social and Emotional Learning (SEL) into their teaching. This engagement has fostered a community of practice, supporting ongoing professional development.
Alignment with curriculum requirements - Several schools noted that the new curriculum aligns well with their existing teaching practices, which has facilitated a smoother transition. Assin State College and Assin Nsuta Agric. Senior High, for example, have found that their teachers, who have fully participated in PLC and DPLC sessions, are confident in implementing the curriculum. This alignment has made it easier for teachers to adapt to the new standards.
Supportive leadership and ongoing sensitization - School leadership has been vital in preparing teachers for the curriculum changes. Schools like Mokwaa Senior High and Assin State College have provided workshops and briefings that have been essential in ensuring their teachers are well-prepared. These efforts, which include organizing training sessions and offering necessary resources, have helped teachers feel equipped to handle the new curriculum.
Practical experience and trial runs - Teachers who have participated in trial runs of the new curriculum have gained valuable practical experience, which has boosted their confidence. Schools such as S.D.A Senior High in Sunyani and Odupong Community Day School report that this hands-on experience has been key in refining their teaching strategies ahead of the full rollout.
Enthusiasm and positive attitude - There is a noticeable enthusiasm among teachers about the new curriculum. Menji Senior High and Bontrase Senior High Technical School note that their teachers are eager to implement what they have learned. This positive attitude, fueled by comprehensive training and supportive environments, is a strong indicator of readiness for successful curriculum implementation.
Thematic analysis of teacher readiness: slightly to moderately ready
The qualitative data from schools that are only slightly to moderately ready to implement the new curriculum reveals several common themes. These themes reflect the challenges that hinder full preparedness and the areas where improvements are needed.
1.Resource constraints - A significant theme is the lack of ICT resources, such as computers, projectors, and well-equipped labs. Schools like Chirano Community Day School and Our Lady of Mount Carmel Girls Senior High highlighted that despite their efforts to prepare for the new curriculum, they are held back by insufficient ICT resources. Schools like Bawku Senior High and Sogakope Senior High mentioned the unavailability of basic teaching and learning resources, such as books and visual aids, which is affecting their preparedness. The lack of adequate classrooms and facilities is another challenge, as noted by Apesua Community Senior High and University Practice Senior High.
Teacher engagement and participation - In some schools, like Kwabenya Community Senior High, there is a noted inertia among teachers, particularly with managing time effectively for the new curriculum’s demands. This suggests a need for better engagement and motivation strategies. Ogyeedom Community Senior High/Tech and Yeji Senior High/Tech highlighted that while some teachers have participated in workshops, there is still a need for greater engagement and support to ensure full readiness.
Teacher confidence and competence - Confidence in New Curriculum: Schools like Huni Valley Senior High and Tsiame Senior High reported that teachers are beginning to feel confident in using the new curriculum, particularly after being provided with manuals and undergoing PLC sessions. This indicates growing competence among teachers as they acclimate to the curriculum. At schools like St. Thomas Aquinas Senior High, Cantonments, a lack of basic ICT skills among some teachers was identified, which is a barrier to their full readiness. This points to a need for targeted training in digital literacy.
Implementation challenges - Schools such as Takpo Senior High School and Sefwi Bekwai Senior High pointed out that there are insufficient teachers to cover all learning areas, which could hamper the full implementation of the new curriculum. At Akim Asafo Senior High, the lack of teachers in certain subjects was highlighted, suggesting that curriculum implementation may be uneven across different subject areas.
Anticipated needs and future requirements - Need for Continued Support: Several schools, including St. Francis Girls Senior High, Jirapa, and Notre Dame Girls Senior High, Sunyani, emphasized the need for more training, logistics, and ICT tools to ensure teachers are fully prepared. This theme highlights the ongoing nature of preparation and the anticipation of future needs to achieve full readiness.
Resource Needs
The data in figure 3 submitted by the schools highlights the essential resources the schools need to effectively implement the new curriculum. Schools are preparing for the new curriculum rollout, but many are facing critical resource gaps. ICT tools, including computers and projectors, are in high demand, with nearly every school highlighting the need for these resources. This shortage points to a significant gap in the digital infrastructure required for modern teaching methods.
Teaching aids are also a major concern. Schools need more than just basic materials; they require resources that will support active and hands-on learning, which is central to the new curriculum. Without these aids, schools may struggle to effectively engage students once the curriculum is implemented.
The expected emphasis on practical science lessons is threatened by the widespread lack of laboratory equipment. Schools recognize that without these tools, they won’t be able to provide the hands-on experiences necessary for the new approach to science education.
Basic classroom supplies like stationery are also in short supply. Though these may seem less pressing, they are essential for the day-to-day functioning of classrooms.
Textbooks are another significant gap. With the new curriculum introducing updated content, many existing textbooks may no longer be relevant, and schools are already identifying this as a challenge.
Library resources are also insufficient, limiting access to materials that would help both teachers and students dive deeper into the new curriculum’s content.
Additionally, the need for better classroom furniture highlights a broader issue: many schools are not yet physically equipped to support the new learning environment. Without adequate seating and desks, creating a conducive classroom atmosphere will be difficult.
These resource gaps make it clear that schools are currently underprepared to meet the demands of the new curriculum. Addressing these needs will be crucial to ensuring a smooth and successful rollout.
Figure 3 - Resources needed by schools to implement the new
curriculum - overall
The regional analysis (table 3) reveals some clear priorities as schools prepare for the new curriculum rollout.
ICT tools emerge as a universal need across all regions, with every region reporting that nearly all schools require computers, projectors, and similar resources. This underscores the critical gap in digital infrastructure, which is essential for delivering the new, more interactive curriculum.
Teaching aids are also highly sought after, with regions like Ahafo, Volta, and Upper East showing a 100 percent demand. This highlights the widespread need for materials that will enable more hands-on and engaging teaching methods, which are central to the curriculum changes.
Laboratory equipment is another significant area of need, particularly in regions like Ahafo and Ashanti, where almost all schools have identified this as a priority. This suggests that many schools are currently under-equipped to handle the practical components of science education that the new curriculum will emphasize.
Classroom furniture needs are more varied across regions. For example, in Western North, only 50 percent of schools report needing furniture, which contrasts sharply with regions like Ahafo and Eastern, where over 90 percent of schools indicate this need. This suggests that while some regions may be more physically prepared in terms of basic infrastructure, others are still catching up.
Textbooks and library resources show significant variation as well. While some regions like Upper East and Bono have nearly universal demand for textbooks, others like Northern and Western North show slightly lower needs. This variation likely reflects differences in current resource availability and the extent to which existing materials align with the new curriculum.
Overall, the data points to a widespread need for ICT tools and teaching aids, with significant gaps in laboratory equipment and basic infrastructure like furniture in certain regions. Addressing these needs will be essential for ensuring that all schools are ready to effectively implement the new curriculum.
Table 3 - Resources needed by schools to implement the new curriculum - disaggregated by regions
| Region | Textbooks (%) | Teaching aids (%) | Laboratory equipment (%) | ICT tools (%) | Classroom furniture (%) | Stationery and supplies (%) | Library resources |
|---|---|---|---|---|---|---|---|
| Ahafo | 75.00 | 100.00 | 100.00 | 100.00 | 91.67 | 91.67 | 75.00 |
| Ashanti | 92.17 | 97.39 | 95.65 | 100.00 | 91.30 | 89.57 | 92.17 |
| Bono | 96.67 | 96.67 | 96.67 | 90.00 | 86.67 | 86.67 | 86.67 |
| Bono East | 92.59 | 96.30 | 92.59 | 100.00 | 81.48 | 92.59 | 96.30 |
| Central | 86.67 | 93.33 | 90.67 | 98.67 | 85.33 | 85.33 | 78.67 |
| Eastern | 91.95 | 95.40 | 91.95 | 96.55 | 90.80 | 91.95 | 93.10 |
| Greater Accra | 90.70 | 95.35 | 93.02 | 100.00 | 86.05 | 90.70 | 83.72 |
| North East | 78.57 | 92.86 | 92.86 | 100.00 | 92.86 | 100.00 | 92.86 |
| Northern | 79.31 | 89.66 | 89.66 | 96.55 | 79.31 | 75.86 | 75.86 |
| Oti | 88.00 | 100.00 | 80.00 | 96.00 | 76.00 | 96.00 | 76.00 |
| Savannah | 90.91 | 100.00 | 81.82 | 100.00 | 90.91 | 90.91 | 90.91 |
| Upper East | 100.00 | 100.00 | 95.83 | 100.00 | 87.50 | 100.00 | 91.67 |
| Upper West | 90.32 | 93.55 | 90.32 | 100.00 | 83.87 | 96.77 | 83.87 |
| Volta | 89.71 | 97.06 | 98.53 | 100.00 | 89.71 | 94.12 | 97.06 |
| Western | 88.89 | 91.67 | 91.67 | 100.00 | 72.22 | 86.11 | 80.56 |
| Western North | 77.78 | 94.44 | 88.89 | 100.00 | 50.00 | 88.89 | 72.22 |
ICT resources (Laptops) availability, condition, etc.
The availability of laptops among teachers varies across regions (table 4). Greater Accra leads with the highest proportion of teachers equipped with laptops at 0.76, indicating strong preparedness for the digital aspects of the new curriculum. Ashanti and Eastern regions also show high levels of readiness, with 0.72 of teachers in both regions having laptops, reflecting a well-distributed access to necessary technology.
In contrast, regions such as North East and Western North have the lowest proportions, at 0.38 and 0.45 respectively. These low numbers suggest a potential hurdle in implementing the new curriculum, where digital tools play a crucial role. The disparity in these regions indicates that many teachers may lack the necessary resources to effectively engage with the curriculum’s requirements.
Gender disparities are also evident in some regions. For instance, Savannah shows a significant gap between male and female teachers, with only 0.39 of female teachers having laptops compared to 0.56 of male teachers. Similar gaps are seen in the Northern region. Such disparities could impact the uniformity of teaching and learning experiences, particularly if female teachers are less equipped to utilise digital tools in the classroom.
Overall, the data shows that while most regions have a majority of teachers with laptops, significant gaps remain, particularly in certain regions and among female teachers. Addressing these gaps will be essential to ensure all teachers are adequately prepared to deliver the new curriculum effectively.
Table 4 - Distribution of teacher laptop proportion for curriculum implementation
| Region | Proportion of male teachers with laptops | Proportion of female teachers with laptops | Overall proportion of teachers with laptops |
|---|---|---|---|
| Ahafo | 0.61 | 0.59 | 0.60 |
| Ashanti | 0.72 | 0.71 | 0.72 |
| Bono | 0.58 | 0.64 | 0.59 |
| Bono East | 0.56 | 0.51 | 0.55 |
| Central | 0.63 | 0.61 | 0.62 |
| Eastern | 0.73 | 0.71 | 0.72 |
| Greater Accra | 0.76 | 0.76 | 0.76 |
| North East | 0.37 | 0.43 | 0.38 |
| Northern | 0.54 | 0.46 | 0.53 |
| Oti | 0.63 | 0.57 | 0.62 |
| Savannah | 0.56 | 0.39 | 0.54 |
| Upper East | 0.53 | 0.58 | 0.53 |
| Upper West | 0.68 | 0.67 | 0.68 |
| Volta | 0.64 | 0.62 | 0.64 |
| Western | 0.64 | 0.62 | 0.63 |
| Western North | 0.44 | 0.49 | 0.45 |
| Overall | 0.65 | 0.66 | 0.65 |
Schools were asked to indicate the number of teachers’ laptops that are personal versus those provided by the government (table 5). The results show significant differences across regions in terms of dependence on personal or government-provided technology.
Ahafo is the only region where personal laptops slightly outnumber government-issued ones, with a ratio of 1.03. This suggests that teachers in Ahafo may have greater access to personal resources, indicating a possible higher economic capacity or personal investment in their teaching tools.
In regions such as Ashanti and Greater Accra, the ratio is nearly even, with personal and government laptops being almost equally distributed. This balance implies that while government support is substantial, many teachers also use their own devices, which could enhance their ability to engage with the new curriculum more flexibly.
However, regions like North East and Savannah show much lower ratios, at 0.33, indicating a heavy reliance on government-provided laptops. The limited availability of personal laptops in these regions may be due to economic constraints or less access to technology, which could limit teachers’ capacity to fully prepare for and implement the new curriculum outside of school hours.
Regions like Bono and Upper East also have low ratios, below 0.50, reflecting a significant dependence on government laptops. This reliance could pose challenges if government distribution is delayed or if the provided laptops do not meet all the teachers’ needs.
The overall average ratio across all regions is 0.76, showing that while government laptops are crucial, many teachers are also relying on their own devices. In regions with lower ratios, additional support may be needed to ensure that teachers have consistent access to the necessary technology, whether through increased personal investment or enhanced government provision. This balance is vital to ensuring that all regions are adequately prepared for the successful implementation of the new curriculum.
Table 5 - distribution of laptops between personal and government-provided sources
| Region | Total Personal Laptops | Total Government Laptops | Ratio of Personal to Government Laptops |
|---|---|---|---|
| Ahafo | 573 | 555 | 1.03 |
| Ashanti | 6191 | 6648 | 0.93 |
| Bono | 1027 | 1692 | 0.61 |
| Bono East | 1046 | 1464 | 0.71 |
| Central | 2971 | 3861 | 0.77 |
| Eastern | 3612 | 4956 | 0.73 |
| Greater Accra | 2306 | 2545 | 0.91 |
| North East | 181 | 541 | 0.33 |
| Northern | 1243 | 1898 | 0.65 |
| Oti | 760 | 870 | 0.87 |
| Savannah | 144 | 439 | 0.33 |
| Upper East | 592 | 1444 | 0.41 |
| Upper West | 874 | 1143 | 0.76 |
| Volta | 2292 | 3352 | 0.68 |
| Western | 1303 | 1631 | 0.80 |
| Western North | 447 | 802 | 0.56 |
| Overall | 25562 | 33841 | 0.76 |
Figure 4 reveals that a majority of teachers’ laptops are in less-than-ideal condition. Most laptops fall into the “Fair” category, suggesting that while they are functional, they may not be performing optimally, potentially limiting their effectiveness in supporting teaching activities.
A significant portion of laptops are in “Poor” condition, indicating that these devices may be unreliable or nearing the end of their usable life. This raises concerns about the sustainability of relying on such equipment for the new curriculum, which likely requires consistent and dependable access to digital tools.
Very few laptops are classified as “Excellent” or even “Good,” pointing to a general issue with the quality of the laptops available to teachers. This lack of high-quality equipment could hinder teachers’ ability to fully engage with the curriculum’s requirements, especially those that depend heavily on technology.
The overall picture suggests a need for either substantial repairs or replacement of existing laptops to ensure that teachers have the necessary tools to effectively implement the new curriculum. The focus should be on improving the condition of these devices to avoid disruptions in the teaching and learning process.
*Figure 4 - Conditions of laptops being used by the secondary school
teacher
The condition of teachers’ laptops varies significantly across regions (table 6). Eastern, Greater Accra, and Central show a higher percentage of laptops in excellent shape, suggesting that teachers in these areas have access to reliable devices. This likely puts these regions in a stronger position to integrate technology effectively into their teaching.
On the other hand, Western North and Upper East report a higher number of laptops in fair or poor condition. In Western North, a majority of laptops fall into the fair category, which could hinder teachers’ ability to use them effectively in the classroom. The same issue is present in Upper East, where many devices may not be performing optimally.
Savannah and Upper West have a large portion of laptops in excellent condition, but Savannah’s remaining laptops are mostly categorized as fair, indicating a gap between the best and worst available devices.
In Ashanti and Bono, while many laptops are in good or excellent condition, a significant number are rated as fair, pointing to some inconsistencies in the quality of equipment available to teachers.
These findings highlight the uneven distribution of laptop quality across regions. Some areas are well-prepared, while others may face challenges due to the condition of their devices. Addressing these differences will be important to ensure that all teachers can effectively use technology in their teaching.
Table 6 - Regional analysis of conditions of laptops being used by the secondary school teachers
| Region | Excellent (%) | Good (%) | Fair (%) | Poor (%) | Total |
|---|---|---|---|---|---|
| Ahafo | 58.33 | 25.00 | 16.67 | 0.00 | 12 |
| Ashanti | 56.52 | 23.48 | 19.13 | 0.87 | 115 |
| Bono | 46.67 | 13.33 | 40.00 | 0.00 | 30 |
| Bono East | 51.85 | 29.63 | 14.81 | 3.70 | 27 |
| Central | 58.67 | 14.67 | 26.67 | 0.00 | 75 |
| Eastern | 60.92 | 18.39 | 20.69 | 0.00 | 87 |
| Greater Accra | 60.47 | 13.95 | 25.58 | 0.00 | 43 |
| North East | 50.00 | 7.14 | 42.86 | 0.00 | 14 |
| Northern | 51.72 | 20.69 | 27.59 | 0.00 | 29 |
| Oti | 52.00 | 12.00 | 36.00 | 0.00 | 25 |
| Savannah | 63.64 | 0.00 | 36.36 | 0.00 | 11 |
| Upper East | 41.67 | 16.67 | 41.67 | 0.00 | 24 |
| Upper West | 61.29 | 0.00 | 38.71 | 0.00 | 31 |
| Volta | 60.29 | 16.18 | 23.53 | 0.00 | 68 |
| Western | 50.00 | 22.22 | 27.78 | 0.00 | 36 |
| Western North | 27.78 | 16.67 | 55.56 | 0.00 | 18 |
ICT resources (projectors) availability, condition
The data in table 7 reveals disparities in the availability of projectors across regions, which could impact the implementation of the new curriculum. Regions like Western North and Western show the highest percentage of schools with projectors, indicating better preparedness in terms of ICT resources. However, even in these regions, the average number of projectors per school is low, suggesting that the available resources may still fall short of what is needed.
On the other end, Volta has the lowest percentage of schools with projectors, highlighting a critical gap in ICT infrastructure. This region, along with others like North East and Savannah, shows a high demand for additional projectors per school, underscoring the need for significant resource allocation to meet the curriculum’s requirements.
Overall, while some regions are better equipped than others, the widespread need for more projectors across all regions is evident. Even in regions where a higher percentage of schools have projectors, the average need per school remains substantial, indicating that current resources are insufficient to fully support the new curriculum. Addressing these gaps will be essential to ensure that all schools have the necessary tools for effective teaching and learning.
Table 7 - Distribution of teacher laptop ratios for curriculum implementation
| Region | No. schools that completed the survey | Percent of schools with projectors | Average Projectors per School | Total projectors needed by schools | Average Projectors Needed per School |
|---|---|---|---|---|---|
| Ahafo | 12 | 41.67 | 1.40 | 143 | 7.80 |
| Ashanti | 115 | 41.74 | 1.73 | 1845 | 14.69 |
| Bono | 30 | 46.67 | 3.07 | 384 | 13.07 |
| Bono East | 27 | 44.44 | 1.50 | 421 | 11.17 |
| Central | 75 | 45.33 | 3.06 | 1412 | 19.38 |
| Eastern | 87 | 45.98 | 2.08 | 1466 | 15.62 |
| Greater Accra | 43 | 55.81 | 1.62 | 783 | 16.58 |
| North East | 14 | 42.86 | 1.67 | 168 | 18.33 |
| Northern | 29 | 48.28 | 1.93 | 547 | 15.43 |
| Oti | 25 | 44.00 | 2.00 | 398 | 10.82 |
| Savannah | 11 | 63.64 | 1.14 | 162 | 16.86 |
| Upper East | 24 | 41.67 | 1.80 | 401 | 12.50 |
| Upper West | 31 | 45.16 | 1.43 | 551 | 12.07 |
| Volta | 68 | 25.00 | 1.29 | 1127 | 16.59 |
| Western | 36 | 63.89 | 1.83 | 565 | 12.57 |
| Western North | 18 | 66.67 | 1.42 | 234 | 10.25 |
| Overall | 645 | 45.12 | 1.93 | 10607 | 14.76 |
Classroom and Facility Infrastructure
Classroom and facility infrastructure vary widely across regions (table 8). Ashanti has the highest average number of classrooms per school (75.25), but faces significant issues with only 16.41% of classrooms having sufficient sockets and just 42.67% with reliable electricity. This indicates a substantial gap in the region’s ability to support the technological needs of the curriculum, despite its large infrastructure.
Ahafo and Oti stand out for having high percentages of classrooms with reliable electricity—92.29% and 84.04%, respectively. Although these regions have fewer classrooms on average, the quality of their infrastructure positions them well to support the new curriculum’s demands.
Greater Accra and Eastern regions, despite having a moderate number of classrooms, struggle with infrastructure readiness. Only around 30% of their classrooms have sufficient sockets, and reliable electricity is available in less than 70% of classrooms. This suggests that even in more urban areas, significant upgrades are needed to meet curriculum requirements.
Western North and Central show better preparation in terms of electrical sockets, with around 45% of classrooms adequately equipped. However, this still means that over half of the classrooms are not fully ready to support ICT-based learning.
Bono and Savannah regions are relatively balanced, with about 40% of classrooms having sufficient sockets and over 70% having reliable electricity. These regions seem better equipped than others, though improvements are still necessary.
Regions like Northern and North East face serious challenges, with low percentages of classrooms having sufficient sockets and reliable electricity. These gaps could significantly hinder the rollout of the new curriculum, which relies heavily on technology.
Overall, while some regions have reliable electricity in most classrooms, the lack of sufficient electrical sockets is a widespread issue that needs addressing. Regions with large numbers of classrooms but inadequate infrastructure, such as Ashanti and Greater Accra, will require focused efforts to ensure they are ready to implement the new curriculum effectively.
Table 8 - Classroom Infrastructure: Availability of Classrooms, Electrical Sockets, and Reliable Electricity
| Region | No. schools who submitted data | Average number of classrooms | Classrooms with Sufficient sockets (%) | Classrooms with reliable electricity (%) |
|---|---|---|---|---|
| Ahafo | 12 | 35.67 | 34.81 | 92.29 |
| Ashanti | 115 | 75.25 | 16.41 | 42.67 |
| Bono | 30 | 30.50 | 39.34 | 81.86 |
| Bono East | 27 | 31.85 | 43.49 | 71.40 |
| Central | 75 | 34.68 | 45.44 | 73.01 |
| Eastern | 87 | 35.11 | 33.16 | 70.83 |
| Greater Accra | 43 | 39.14 | 28.40 | 68.03 |
| North East | 14 | 26.21 | 38.69 | 60.22 |
| Northern | 29 | 39.59 | 30.40 | 59.49 |
| Oti | 25 | 25.32 | 39.81 | 84.04 |
| Savannah | 11 | 30.73 | 41.72 | 72.78 |
| Upper East | 24 | 30.88 | 36.17 | 73.01 |
| Upper West | 31 | 26.74 | 35.95 | 85.52 |
| Volta | 68 | 30.10 | 31.70 | 72.94 |
| Western | 36 | 34.89 | 37.82 | 71.18 |
| Western North | 18 | 26.72 | 44.91 | 72.97 |
| Overall | 645 | 40.37 | 29.83 | 62.72 |
ICT Lab Infrastructure and Resource Needs for Effective Curriculum Implementation
ICT Lab Availability and Equipment Status
Table 9 reveals important disparities in schools’ readiness to support the new curriculum’s technological demands. Regions like Savannah, Eastern, and Greater Accra lead in ICT lab availability, with over 95 percent of schools equipped with these facilities. This high availability suggests a strong foundation for integrating technology into teaching. However, the number of working computers within these labs varies significantly. North East and Northern regions, for example, have higher averages of working computers per school, indicating that these regions not only have the necessary infrastructure but also maintain it relatively well. In contrast, regions like Oti and Western have far fewer functioning computers, which could limit their ability to fully utilize their ICT labs.
Despite the presence of ICT labs, there is a widespread demand for more computers across all regions. Ashanti and Volta report the highest average number of additional computers needed per school, highlighting that existing resources are insufficient to meet the demands of the new curriculum. Even regions with a more balanced infrastructure, such as Ahafo and Bono, where lab availability is high and the number of working computers is relatively adequate, still face a significant need for additional equipment. This underscores a common challenge across all regions: while the infrastructure is in place, it is not fully equipped to support the effective use of ICT in teaching and learning.
Overall, while many regions have made progress in establishing ICT labs, the gap between lab availability and the number of functional computers remains a critical issue. Addressing this shortfall is essential to ensure that all regions can fully implement the new curriculum and provide students with the technology-supported education they need.
Table 9 - ICT lab availability and computer resources for curriculum implementation
| Region | No. schools | Schools with ICT lab (%) | Average working computers in ICT lab per school | Average computers needed in ICT labs per school |
|---|---|---|---|---|
| Ahafo | 12 | 91.67 | 29.64 | 72.73 |
| Ashanti | 115 | 78.26 | 17.16 | 95.08 |
| Bono | 30 | 93.33 | 30.25 | 67.46 |
| Bono East | 27 | 85.19 | 17.91 | 77.22 |
| Central | 75 | 84.00 | 16.29 | 73.16 |
| Eastern | 87 | 95.40 | 17.98 | 80.75 |
| Greater Accra | 43 | 95.35 | 24.78 | 88.54 |
| North East | 14 | 71.43 | 35.20 | 74.00 |
| Northern | 29 | 89.66 | 31.44 | 71.81 |
| Oti | 25 | 92.00 | 8.74 | 56.39 |
| Savannah | 11 | 100.00 | 28.55 | 52.45 |
| Upper East | 24 | 87.50 | 25.67 | 62.00 |
| Upper West | 31 | 77.42 | 20.75 | 73.46 |
| Volta | 68 | 88.24 | 16.53 | 99.43 |
| Western | 36 | 97.22 | 12.34 | 70.71 |
| Western North | 18 | 83.33 | 17.27 | 65.00 |
| Overall | 645 | 87.44 | 20.00 | 80.00 |
Student Furniture Availability and Needs.
Table 10 shows the current state of furniture availability across secondary schools. Western North stands out with the highest proportion of students having access to furniture. The lower average furniture need per school further indicates that Western North has successfully addressed its furniture requirements.
In sharp contrast, Northern and Upper East regions face severe shortages, with many students lacking basic classroom furniture. The low access to furniture, especially in Northern, suggests significant gaps in resources that could worsen educational inequalities. The high average furniture need per school in these regions may reflect not only a shortage but also overcrowded classrooms or a lack of sustained investment in infrastructure.
Regions such as Ashanti and Greater Accra, while having a reasonable proportion of students with furniture, still face substantial challenges due to their large student populations. The scale of need in these areas means that even small percentage gaps translate into significant numbers, adding pressure on the school heads to find solutions.
Eastern and Volta regions present additional challenges. In Eastern, the student-to-furniture ratio might obscure uneven resource distribution, with some schools better equipped than others. In Volta, the shortages might be more pronounced in category C schools.
Regions like Bono and Savannah, despite showing higher furniture access, still have notable needs that, if not addressed, could lead to long-term difficulties in maintaining educational standards.
Overall, while some regions are better positioned with adequate furniture, others face critical shortages that could impact students’ learning experiences.
Table 10 - Student furniture availability and additional needs in secondary schools
| Region | No. of schools | Proportion of students with access to furniture | Total No. of Furniture Needed | Average Furniture Needed per School |
|---|---|---|---|---|
| Ahafo | 12 | 0.71 | 6141 | 512 |
| Ashanti | 115 | 0.71 | 81001 | 704 |
| Bono | 30 | 0.76 | 12354 | 412 |
| Bono East | 27 | 0.73 | 9592 | 355 |
| Central | 75 | 0.77 | 31998 | 427 |
| Eastern | 87 | 0.68 | 53455 | 614 |
| Greater Accra | 43 | 0.71 | 31248 | 727 |
| North East | 14 | 0.73 | 4344 | 310 |
| Northern | 29 | 0.58 | 30030 | 1036 |
| Oti | 25 | 0.73 | 7455 | 298 |
| Savannah | 11 | 0.76 | 2717 | 247 |
| Upper East | 24 | 0.61 | 12333 | 514 |
| Upper West | 31 | 0.76 | 7552 | 244 |
| Volta | 68 | 0.64 | 36857 | 542 |
| Western | 36 | 0.82 | 16924 | 470 |
| Western North | 18 | 0.91 | 2343 | 130 |
| Overall | 645 | 0.71 | 346344 | 537 |
Summary and Conclusion
This report has provided a comprehensive overview of the readiness of secondary schools to implement the new curriculum, with a focus on school and teacher preparedness, ICT resources, infrastructure, and student furniture availability.
Key Findings:
School and teacher preparedness: While many schools are ready for the new curriculum, there are notable regional disparities. Some regions are significantly less prepared due to resource limitations and infrastructural challenges, which could hinder the effective implementation of the curriculum.
ICT resources: Teacher access to laptops is uneven across regions, with a substantial reliance on personal laptops. This indicates a need for increased government provision of ICT tools, particularly in regions where access is low.
Projector availability: Less than half of the schools have access to projectors, with some regions showing a higher demand for these essential teaching tools. The shortage of projectors could affect the quality of instruction, especially in areas where multimedia presentations are integral to the curriculum.
Infrastructure: The availability of classrooms with sufficient electrical sockets and reliable electricity varies widely by region. This gap is a significant concern, as it directly impacts the ability of schools to integrate ICT effectively into their teaching practices.
Student furniture needs: The overall shortfall in student furniture across many regions underscores the need for urgent intervention. The lack of adequate seating is a fundamental issue that must be addressed to ensure a conducive learning environment for all students.
Conclusion:
The findings indicate that while some progress has been made, there is still much work to be done to ensure all schools are fully prepared to implement the new curriculum. Regional disparities in resources and infrastructure must be addressed through targeted support and interventions. Ensuring that all schools have access to the necessary ICT tools, infrastructure, and furniture is crucial for the successful rollout of the new curriculum. By focusing efforts on the regions that are currently lagging, we can work towards achieving a more equitable and effective educational system across the country.
Recommendation
To address the challenges identified in the report and support schools in implementing the new curriculum effectively, the following steps are recommended:
Resource Distribution:
Increase the allocation of ICT tools, such as laptops and projectors, to schools in regions with the lowest availability. Focus on areas where teachers rely heavily on personal laptops, ensuring equitable access to government-provided resources. Provide the necessary number of projectors to schools that lack them, prioritizing regions with the highest demand. Classroom and Electrical Infrastructure:
Improve classroom infrastructure, particularly in regions with insufficient electrical sockets and unreliable electricity. This will support the use of ICT in teaching across all classrooms. Conduct regular infrastructure assessments to identify and address any gaps, ensuring that all classrooms are adequately equipped. Furniture Provision:
Address the shortage of student furniture by supplying more desks and chairs to schools, especially in regions with a low student-to-furniture ratio. Monitor furniture distribution to ensure all students have access to seating during lessons, adjusting allocations as needed. Support for Regions with Lower Readiness:
Provide additional training and resources to schools in regions that are less prepared for the curriculum rollout. This could include extra professional development for teachers and specific resources to meet local challenges. Foster collaboration between more and less prepared regions to share strategies and resources, helping to close the readiness gap. Ongoing Monitoring:
Establish a system for continuous monitoring of schools’ progress in implementing the new curriculum. This will allow for early identification of issues and prompt responses. Use feedback from schools to adjust resource distribution and support strategies, ensuring they remain effective and responsive to needs. These steps aim to create a more equitable and supportive environment for all secondary schools, enabling them to successfully deliver the new curriculum and provide quality education to students.
School-Level Reports
See SEI dashboard: https://t-tel.shinyapps.io/secondary_reform/↩︎
See SEI dashboard: https://t-tel.shinyapps.io/secondary_reform/↩︎