The Communities of Excellence Programme (CEP) was launched in August 2022 by the Ministry of Education and has come to strengthen community engagement and participation in education. The focus of the CEP is to improve literacy and numeracy. The initiative is aimed to ensure that six hundred thousand (600,000) learners attain high proficiency in literacy, improve learning outcomes and enhance the leadership skills of two thousand (2,000) headteachers and twelve thousand (12,000) teachers to acquire proven techniques for teaching in target schools. This is initiated to enhance educational outcomes through a holistic and community-centred approach. Again, over five hundred (500) communities are expected to become more involved with the CEP initiative. The RPME directorate has so far collected data from forty (40) districts across the country to monitor the progress of the CEP initiative. This will provide informed policy decisions to strengthen the CEP.

The ICT Competency Framework for Teachers (ICT CFT) in Ghana was developed to enhance the digital skills of teachers and align with global standards, particularly UNESCO’s ICT Competency Framework for Teachers (Version 3). Initiated in 2021 by the Ministry of Education through NaCCA, and with support from UNESCO and key stakeholders, the process involved a series of workshops to draft and refine the framework. To support implementation, a one-day stakeholder workshop was held with representatives from the Ministry of Education, its agencies, ICT teachers from the Greater Accra Region, and ICT experts from academia. The aim was to provide orientation on the framework and develop practical strategies for integration. Participants worked in groups to conduct SWOT analyses and draft action plans and roadmaps for both pre-service and in-service teacher training. The workshop was successful, with active engagement and clear outputs to guide the nationwide rollout of the framework, promoting quality teaching and digital literacy across Ghana’s education system.

The Sustainable Development Goal Four (SDG 4) emphasises the need for countries to promote quality education. Complementing this, is Goal 7.3, which aims to double the global rate of improvement in energy efficiency by 2030. In line with these goals, the Energy Efficiency and Conservation (EEC) Project was launched in 2017 by the collaborative effort of the Ministry of Education, the National Council for Curriculum and Assessment, the Energy Commission, the Millennium Development Authority (MiDA) and Associate for Change (AfC) and the Ghana Education Service (GES), through a rigorous desk review (auditing) of the existing energy efficiency concepts in the previous objective-based curriculum. Through this robust institutional collaboration, nominees were selected to from the Internal Compact Team (ICT) for the EEC project.
The ICT were to integrate energy efficiency and conservation into the Standards Based Curriculum, train teachers to integrate these concepts in their lesson planning and delivery, and expose learners to sustainable energy practices.
Following the integration of EEC concepts into the Standard-Based Curriculum, EEC Teacher
Toolkits, School Club Manuals, Posters and Readers were developed and used as pilot materials
in thirty (30) selected schools across the Northern, Middle and Southern Zones of Ghana. Evidence
from the Pilot showed improved knowledge level and skills sets among teachers and learners and
the change in attitude towards energy efficiency and conservation.
A scale-up of the EEC project was organised for teachers in the Weija-Gbawe Municipal Education Directorate. The training targeted fifty (50) participants. The overarching purpose of the workshop was to create a multiplier effect within the educational system.
During the workshop teachers were:
•Introduced to the EEC concept and its significance in mitigating environmental issues.
•Provided hands-on experience using the EEC materials (Teacher Toolkits, School Club Manuals, and EEC Readers).