current issues in ghana education service

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• January 19, 2022

Problems Facing the Education System in Ghana

Despite making great improvements in the educational system, Ghana still faces multiple barriers to quality education for all children. While Ghana’s enrollment rates are high for the region at  87 percent  for primary school students, the quality of education is poor and varies widely from school to school. Students frequently miss educational milestones, enroll and drop out repeatedly, miss large amounts of school, and often must repeat grades. According to the CIA World Factbook , children only stay in school until an average age of 12 years old. But the key to breaking the cycle of poverty in Ghana is education, and Cross Catholic Outreach is partnering with the Diocese of Wa to help the next generation achieve their dreams.

Key Takeaways:

• • Ghana’s Educational System sees high enrollment but is low-quality. There is also gender disparity at the highest levels of education, with poorer educational outcomes for girls at the secondary school level and beyond .
• • Twenty-five percent of young people are out of school at the secondary school level , with girls being out of school in greater numbers.
• ✓ child marriage
• ✓ teen pregnancy
• ✓ gender-based violence
• ✓ sexual abuse and exploitation

Education in Ghana

While Ghana has made a lot of improvements to its education system through numerous legislative and community-led reforms, students still face numerous challenges in obtaining a quality education. In Sub-Saharan Africa, lower education rates  directly correlate to   higher incidences of childhood marriage, teen pregnancy, HIV/AIDS infection rates, and continued poverty, especially for women and girls in Ghana. For rural students, daily commutes to and from school can be  long, challenging, and even unsafe . Some students don’t even have classrooms — their education takes place underneath a tree. Children with disabilities often find existing classrooms inaccessible, and even if they can access them, the teachers are not equipped to meet their needs.

Unfortunately,  nearly a third of students  enrolled in Ghanaian schools do not complete primary school, and only 47% complete secondary school .

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Issues faced by young girls in ghana.

Girls in Ghana face additional barriers to their education — perhaps the most common and recurring barrier is their menstrual cycle. Since most schools don’t have adequate bathroom facilities, girls will stay home during their menstrual cycle because there’s no safe place to change their sanitary pads. This means girls miss out on valuable education. Other major issues include  widespread gender-based violence and sexual violence , which makes schools an unsafe environment that is certainly not conducive to learning. 

The Rich/Poor Divide in Education

Additionally, students entering primary school in Ghana are not prepared.  UNICEF report s  that 1 in 4 children in Ghana are not enrolled in Kindergarten, which is vital to developing an educational foundation. The rich/poor divide is displayed in the below statistics: 

• • Children from the wealthiest households are  9 times more likely to attend pre-primary education than children from the poorest. 
• • Children from more affluent families are more likely to complete the highest levels of education, as compared to children from the poorest families. For example, UNICEF said 71% of children from the wealthiest homes complete the highest level of education, but only 9% of children from the poorest families achieve the same result.
• • Girls from the poorest families on average  obtain 4 years of education , while girls from the wealthiest obtain 13 years.

This education gap shows how children from the poorest communities are missing opportunities to learn and grow into productive, happy adults. Because the children from the poorest households are not building the skills they need to learn, they face poorer education outcomes and remain trapped in the poverty cycle. 

What Can Be Done?

In Sub-Saharan Africa, the United Nations  has identified education as the key to breaking out of poverty towards national development. Women who complete primary and secondary education consistently earn higher wages, and their  children are five times more likely   to be enrolled in a pre-primary educational program than mothers who have only completed primary education or who have no education. According to  UNICEF , enrolling a child in just one year of pre-primary education (ex. kindergarten) means they are less likely to drop out of school or repeat grades and have better educational outcomes overall.

In addition to providing better education, there are other barriers to education that need to be addressed. Girls need access to safe restrooms and menstrual products so they can continue attending school even when they are experiencing their monthly cycle. Finally, Ghanaian schools need to provide clean water and sanitation to reduce the spread of waterborne illnesses,  a leading cause of chronic school absenteeism . 

Schools in Ghana need support –that’s why in partnership with the Catholic Church in Ghana, Cross Catholic Outreach makes critical investments in building safe classrooms, providing desks and improving or building safe bathroom facilities. As Catholics, it is our duty to transform poorer communities across the globe and provide them with the resources they need to raise themselves out of poverty. Cross Catholic Outreach’s  education initiatives helps children break out of the poverty cycle by providing quality education, nutritional meals, and Catholic spiritual formation to boys and girls in Ghana. Learn how you can get involved today.

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2023 in Review: Highlights of issues in educational sector  

By Jesse Ampah Owusu  

Accra, Dec. 27, GNA – The year 2023 started with the management of the University of Ghana announcing an increment of fees for the 2022/2023 academic year.  

The University said the new fees were based on rates approved by Parliament and communicated through the Ghana Tertiary Education Commission (GTEC).  

Following public outcry over the increment, Dr Yaw Osei Adutwum, Minister of Education, directed the University of Ghana to comply with the Government’s proposed 15 per cent increase in public universities’ academic fees.  

The Minister also directed other public universities, which initially charged above the 15 per cent fee increment threshold, to make refunds to affected students.  

The Ghana Education Service (GES), later, released the 2023 academic calendar for all schools, Kindergarten, Primary, Junior High and Senior High and Senior Technical.  

Dr Jaime Saavedra, World Bank Global Director for Education, on Thursday, February 09, 2023, called on Dr Yaw Osei Adutwum.  

The visit was the first of the Director’s two-day visit to the country to gain firsthand information on Ghana’s educational sector as well as inspect the Bank’s funded initiatives in the sector.  

In May, Caterers of the National School Feeding Programme commenced a nationwide strike to demand payment of their arrears.  

Madam Juliana Cudjoe, President of the Greater Accra School Feeding Caterers Association, said they would only return when their arrears for the previous academic year were paid.  

Later in the month, the Reverend Dr Sylvester Agalga, Headmaster of Bawku Senior High School, said some staff of the school were seeking transfers due to the conflict in the Bawku enclave.  

He said teachers who were posted to the School were also declining the postings.  

The second half of the year commenced with the German Federal Ministry for Economic Cooperation and Development (BMZ) together with the European Union Delegation to Ghana (EU Ghana) launching 16 million Euros support to Ghana’s Technical and Vocational Educational and Training (TVET) sector.  

The programme, dubbed: “Support to the Transformation of the TVET System in Ghana (STTSG),” was to expand structures and develop skills to improve TVET education rollout in the country.  

After the strike of Caterers in May, Madam Lariba Zuweira Abudu, Minister of Gender, Children and Social Protection, said the Caterers would receive payments of their arrears for the third term of the 2022 academic year by June 12.  

She said her Ministry and the Ministry of Finance as of April 2023 had paid all areas for the first and second terms for the 2022 academic year.  

In July, members of the National Food Suppliers Association commenced a weeklong picketing of the National Food Buffer Stock Company to demand debts owed to them by the government.   

The Group said it would not end the picketing until the government paid the GH¢270 million owed to members.  

Later in the month, an Adisadel College student who was captured in a viral video choking his colleague was arrested by the Police in Cape Coast.  

The Colleges of Education Teachers Association of Ghana began a nationwide strike on Tuesday, August 1, 2023, over the government’s refusal to implement negotiated allowances and payment of basic salary based on their salary grade.  

The Association, however, called off the strike on Tuesday, September 05, 2023, following a directive from the National Labour Commission.  

The 2023 Basic Education Certificate Examination (BECE) was held from Monday, August 07, 2023 to Friday, August 11, 2023.  

A total of 600,714 candidates, comprising 300,323 males and 300,391 females, from 18,993 participating schools registered for the examination.  

The West African Examinations Council on Thursday, November 09, 2023, released provisional results for both school and private candidates who sat for the 2023 BECE.  

The GES in the last quarter of the year released the 2023 Computerised School Selection and Placement System (CSSPS) into Senior High Schools and Technical and Vocational Education and Training Schools (TVET).  

Out of the total number of 598,839 results received from the West African Examination Council, 585,797 candidates qualified to be placed.  

In December, the Ministry of Education announced that First-Year Senior High School students were to report to school on Monday, December 4, 2023.  

The schedule affected both students on single and double-track systems as stated in the 2023/2024 academic calendar. 

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Ghana’s high school system sets many students up for failure: it needs a rethink

PhD Candidate, Queen's University, Ontario

PhD Candidate, Hong Kong Baptist University

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

Queen's University, Ontario provides funding as a founding partner of The Conversation CA.

Queen's University, Ontario provides funding as a member of The Conversation CA-FR.

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Around the world, educational research has found that students’ achievement and experiences largely depend on which school they attend and the resources available to support learning. Educational policies mostly determine the distribution of resources to schools and a student’s choice of school could be limited by these policies.

In Ghana, secondary schools are grouped into categories based on their performance in the West Africa Secondary School Certificate Examination. This is a school-leaving exam that grade 12 students take before progressing to tertiary institutions. Some schools are better resourced based on their history and the largesse of past students. They use networks to build infrastructure and provide key learning resources that the government does not provide.

Students are placed in a category of school based on their exam results at the end of grade 9. Students with low scores are mostly placed in under-resourced schools (category C). Students with high scores are mostly placed in better-endowed schools (A and B).

So, if an individual performs poorly in grade 9 he or she is placed in a school that also tends to do poorly in grade 12.

The Ghana Education Service 2020 report revealed that in 76% of senior high schools captured in the report, fewer than half the students passed the school leaving exam. This helps explain why only 8% of schools are in category A.

Categorisation of students based on academic achievements has been documented as spurring inequities. It encourages stereotyping, discrimination, and marginalisation.

This effect appears to show in the fact that about 46% of the students who qualify for tertiary education in Ghana are from the top 20% of senior high schools. Only 8% of students from the bottom 20% of the schools qualify for tertiary education.

Against this background, we examined how secondary school categorisation in Ghana shapes students’ learning and schooling experiences.

We found that students in less endowed schools had lower self-esteem than students in more endowed schools. Category C students felt less confident about their academic abilities. In contrast, students in the most prestigious schools reported that they were more confident about their academic abilities. They believed they were better placed to succeed academically and hence felt highly motivated to learn.

Grouping schools into categories worsens inequities and we believe this system should end.

Student motivation

We interviewed 20 students in total: nine males and 11 females aged 18 to 20. They were enrolled in government-funded secondary schools. Using in-depth, unstructured interviews, we invited students to share their experiences of attending categories A, B or C schools, their learning motivation and how their experiences shaped their learning.

We found that students’ motivation to learn differed significantly based on the category of school they attended.

All the participants in the undervalued schools reported low motivation to learn. They were eager to change schools if they had the means to do so. A 2020 study found that affluent parents used their monetary influence to secure placement for their wards in better schools. Those in category C schools cited academic performance, the quality of teaching and learning, the resources available and negative community perceptions of their school as reasons for wanting to move.

Conversely, all the students in highly valued schools reported that they were motivated to learn and preferred to stay in their schools because of the prestige, quality of teachers, high academic abilities of their peers and the availability of education resources that promoted lifelong learning.

A central theme that emerged from the interviews was disparities in teaching and learning resources. When the participants were asked what affected their academic work, all the students in category C schools alluded to shortcomings in teaching and learning materials, physical infrastructure such as science resource centres or laboratory and computer access. Those in category A and B schools reported that their schools were well equipped with resources which promoted learning.

Students in category C schools reported that most of their teachers perceived them to be less intelligent than those in valued schools. Category A and B students responded that they believed their teachers had high expectations of their academic abilities and supported them to succeed in their learning.

All the students in category C schools said their communities’ perceptions and beliefs about their schools were mostly demotivating. People – including their parents – did not have high expectations of their academic performance. They had already been labelled “not good enough”. Students in category A and B schools reported a narrative that elite schools produce the best and brightest students in the country.

Effects of the category system

In Ghana’s secondary school system, placing a student in a category C school is tantamount to setting the student on a path of academic and social failure because these schools have fewer resources and record poorer academic results in the school leaving exam.

In effect, students who may need support to succeed in their schooling are placed in schools that are under-resourced. After three years of secondary education, these students who face double marginalisation are required to take the same exams as students in better-equipped schools, if they want to continue to post-secondary education. Only a few students from category C gain admission into higher learning institutions.

Category C students are restricted from accessing the opportunities that come with higher education. They also have lower confidence and esteem.

Recommendations

The study’s sample size was relatively small, therefore findings cannot be generalised. Nevertheless, this study has provided an initial understanding of students’ experiences.

It shows that the inadequate resources in low performing schools pose a major barrier to academic success. Grouping schools into categories also exacerbates inequities by encouraging people to discriminate against students in low ranked schools.

Therefore the distribution of students and resources should be more equitable. We recommend that the system of categories based on exam results should be phased out. Every student should have the opportunity to be enrolled in well resourced secondary schools.

• Secondary education
• Open educational resources
• Government funding
• High school
• education inequity
• School reform
• Academic abilities
• Education inequality

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Global Education Monitoring Report

Spotlight on basic education completion and foundational learning: Ghana

Access has been a historic strength of Ghana’s education system, although issues remain with over-age enrolment. While there is some recent encouraging progress in reading, basic education learning outcomes remain low. Since 2017, Ghana has embarked on an ambitious set of reforms, including development of teacher standards, introduction of a new curriculum, establishment of fee-free senior secondary education, an overhaul of pre-service teacher education and reforms to improve accountability and learning outcomes across basic schools.

Fieldwork findings show that Ghana is generally considered to be doing well on ‘clarity of national vision, leadership and roles’ and ‘effective and appropriate curriculum’ but that ‘adequate resources focused on foundational literacy and numeracy’ and ‘community and parental engagement’ are areas of concern. While there are good examples of effective supportive supervision and teacher delivery of the new curriculum, these are also areas where consistency and improvement are needed if Ghana is to achieve the Education Strategic Plan 2018–2030 objectives.

This country report is written in partnership with the Ministry of Education and the Association for the Development of Education in Africa (ADEA) and is part of the Spotlight series , aiming to highlight positive practices related to improving foundational learning in Africa. Five country reports were developed in total to feed into the continental Born to Learn report , covering also the Democratic Republic of the Congo , Mozambique, Rwanda and Senegal along with a series of case studies from all African regions.

Background material

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Monitoring SDG 4: Learning

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The Ghana Education Service (GES) was established, as part of the Public Service of Ghana, in 1974 by NRCD 247 and was subsequently amended by NRCD 252, 357 and SMCD 63. Under the forth Republican Constitution of Ghana, these earlier legislations have been amended by Acts of Parliament, including Act 506 (1994) and Act 778 (2008). The GES is governed by a fifteen-member Council called the GES Council.

Vision Statement

Ghana Education Service seeks to create an enabling environment in all educational institutions and management positions that will facilitate effective teaching and learning and efficiency in the management for the attainment of the goals of the Service.

Mission Statement

To ensure that all Ghanaian children of school-going age are provided with inclusive and equitable quality formal education and training through effective and efficient management of resources to make education delivery relevant to the manpower needs of the nation.

Mandate of GES

GES is responsible for the implementation of approved national pre-tertiary educational policies and programs to ensure that all Ghanaian children of school-going age irrespective of tribe, gender, disability, religious and political affiliations are provided with inclusive and equitable quality formal education.

There are four (4) main programmes under the GES and these are:

• Pre-tertiary education management including Headquarters Divisions, Regional and District directorates
• Basic Education, comprising Kindergarten, Primary and Junior High Schools
• Secondary Education comprising Senior high School (SHS) and Technical and Vocational Education Training (TVET)
• Special and Inclusive Education

Objectives of GES

The objectives of GES are in accordance with the National Policy Objectives espoused in the Education Strategic Plan (ESP). The key objectives of the Service are as follows:

• Increase inclusive and equitable access to and participation in education at all levels
• Ensure provision of life skills training and management of personal hygiene, family life, gender, health, HIV/AIDS/STIs, etc.
• Improve the quality of teaching and learning
• Improve the Management of education service delivery

Meanwhile, Basic Education has been redefined to include Secondary Education as part of the Government’s new policy initiative on Pre-tertiary Education.

The functions of GES are as follows:

• To provide and oversee Basic Education (Pre-tertiary), Technical Education as well as Special Education
• To promote the efficiency and full development of talents among its members
• To carry out such other functions as are incidental to the attainment of the functions specified above.
• To maintain professional standards and the conduct of its personnel
• To recruit and post qualified teaching and non-teaching staf

Our Stakeholders

• General Public

On-going Reforms

As part of efforts to promote quality pre-tertiary education service delivery, the following reforms have been or are being made:

• Re-alignment of the Teacher Education Division of GES as an agency under the Ministry of Education (now known as the National Teaching Council)
• Re-alignment of the Curriculum Research and Development Division of GES as an agency under the Ministry of Education (now known as the National Council for Curriculum and Assessment)
• Re-alignment of the Inspectorate Division of GES as an agency under the Ministry of Education (now called the National Inspectorate Board)
• Re-alignment of the Technical/Vocational Education Division (TVED) of GES as an agency under the Ministry of Education (to be named Ghana Technical Education Service)
• Creation of a new division of GES (to be called Management Service Division) which shall include Special and Inclusive Education, Guidance and Counselling and School Health Education Programme (SHEP)

Collaboration with Development Partners, Private Sector and Stakeholders

The following organisations and stakeholders are partnering the GES in the implementation of its programmes and activities:

• United Nations Children’s Fund (for Education Programme)
• United States Agency for International Development (for Partnerships for Education Project: Social Impact, Learning, Innovation, Improving Reading Performance in Primary Schools)
• United Kingdom for International Development (for Complementary Basic Education Programme)
• Belgium/TELEVIC (for Supply and Installation of Integrated E-learning Lab for 240 SHSs)
• Kreditanstalt Wiederaufbau (KfW)-( for Supporting Vocational Training: Voucher Programme)
• World Bank- (for Ghana Secondary Education Improvement Project)
• Kuwait-(for Expansion and Development of 26 Existing SHS Project)

Key Strategic Focus Areas within 4-Year Sector Medium-Term Plan

• Secondary Education comprising SHS and TVET

Current Programmes

• Complementary Basic Education (CBE) programme
• Secondary Education Improvement Project (SEIP)
• Special and Inclusive Education (SIE) programme
• Pre-tertiary Education Management programme

Challenges, Prospects and Achievements

• Approximately 82% of the total GES budget is allocated for the payment of salaries crowding out other expenditures
• Inadequate furniture, especially at the basic school level
• Inadequate supply of sanitation facilities such as gender-friendly toilets/urinals, especially at the basic school level
• Inadequate infrastructure in over-subscribed Senior High Schools
• Inadequate logistics for effective monitoring and supervision
• Inadequate TLMs and core textbooks
• Lack of teachers to handle key subject areas like Mathematics, Physics and Chemistry
• Inadequate facilities for In-service Education and Training
• Inadequate Language experts and facilities for implementing the Language Policy
• Lack of science equipment in basic schools
• Non-release of transfer grant for the Staff Rationalisation Policy
• Delayed payment of salary arrears due to the Ministry of Finance’s policy on payment of three (3) months of salary arrears and which affects staff motivation
• To reduce the attrition rate through teacher motivation and increase the number of trained teachers through on-going programmes, such as the UTDBE
• To deploy more teachers to deprived areas, such as the three Northern regions of Ghana, to reduce the disparity in Pupil-Teacher Ratios (PTR)
• To resource the newly created districts with office and residential accommodation facilities, including vehicles, for District Directors
• To strengthen School Performance Appraisal Meetings in communities and to promote quality preparation of School Performance Improvement Plans (SPIPs)
• To introduce measures to reduce cost of utilities for second-cycle institutions
• To enforce the implementation of staff establishment norms so as to ensure that teachers in JHS/SHS cover a minimum of 24 periods a week
• There has been a successful implementation of the Government’s Free SHS programme
• There has been access to CBE classes for 182,652 out of school children over the last four-year period (2013/14-2016/17) with over 49.4% female participation
• There has been significant success in the project targets of the SEIP programme
• There has been 100 per cent increase in the Capitation grant for schools and the releases have been timely.

© 2024 GES, LLC. All rights reserved. Ghana Post Address GA-111-5469

Tel: 030 297 7663 | 030 297 7667 | 030 297 7668 [email protected]

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OVERVIEW AND CHALLENGES OF GHANA’S EDUCATION SYSTEM: HOW TO FIX IT

In most countries across the globe, Governments’ commitments toward ensuring quality education and lifelong learning are markedly becoming vibrant, given the pervasive role education plays in stimulating highly skilled, well-informed and morally sound citizens. Ghana is not an exception. Since political independence, there have been considerable policy reforms, interventions, and directions as well as structural changes to our education system with the view to meeting contemporary educational standards (e.g. Kwapong Educational Review Committee in 1966; Dzobo Educational Review Committee in 1974; Amanuah-Mensah Educational Review Committee in 2002). To save time and space, this paper considers the major changes that have occurred since the late 1980's with emphasis on the pre-tertiary level of education. The paper argues that the current education system in Ghana has been characterized by three fundamental challenges, namely fragmented and over loaded curriculum, unequal access to education, and weak and incoherent administrative control. The paper concludes by offering a vision for a structural reform, capable of delivering quality lifelong learning to all young people.

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This historical study addresses the question of inconsistency in the Educational policies of Ghana focusing on the impact on Senior Secondary School Education. It examines the persistent adjustment of Educational reforms witnessed in Ghana whenever there is a change in government. The study acknowledges the frantic efforts made by successive governments since independence to reform the educational system of Ghana to meet the basic requirements to meet the developmental needs of the country. The study traces the history of colonial education and the tremendous contributions of missionaries in the establishment of formal education in the region. The effort of Dr. Kwame Nkrumah to inculcate African Studies into the British inherited system of Education is discussed in this study. Various adaptations of foreign models of education were also examined. Using qualitative approach and secondary sources, the study highlights the structure of Ghana's Educational System and the major educational reforms introduced by both Military and Civilian Governments. The study further highlights the fundamental reasons behind the implementation of various reforms by Governments when in power

Kobena Amoah

My purpose in writing this literature is to document the evolution of western-styled education in Ghana through the post-colonial era. This is not to say a broader conversation on the inclusion of traditional elements is without merit. However, this piece is an attempt to understand the modern elements in Ghanaian formal education as well as considerations of its economic elements.

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Kwame Akyeampong

In 2007 Ghana celebrated 50 years of independence from British colonial rule. The golden jubilee offered an opportunity to take stock of how the country had progressed in expanding education and the challenges for the future. This paper offers a critique of the journey, highlighting ...

Adams Mubarak

The growth of any modern state depends on the quality of its human resources; therefore, countries invest more resources in developing their education sector by improving physical infrastructure and the quality of teachers. As part of their efforts to spread Christianity, the early European Missionaries who settled in Elmina and Cape Coast started a limited form of formal education on Gold Coast to educate their children and a few locals in the forts and castles. After the Missionaries had left Gold Coast (Ghana), the colonial regime that took over after the signing of the Bond of 1844 for administrative purposes realized the need to educate native citizens for the day-day administration of the Gold Coast colony. Some locals were educated to serve as accountants, clerks, and artisans which was less expensive to the colonial regime than bringing administrative staff from Europe. Though, there have been significant reforms and changes in Ghana's education, yet, education in Ghana keeps declining in quality due to the ideological inclinations of the succeeding regimes. Successive regimes after Kwame Nkrumah both military and civilian have only focused on increasing enrolment rather than improving the quality of education in Ghana. Their political ideologies affect the kind of reforms and policies they implement. Due to changes in governments and ideologies, Ghana's education has not seen policy stability and continuity since the overthrow of Kwame Nkrumah on 24 th February 1966. This has contributed to the sharp decline in the quality of education in Ghana, abandoning of educational infrastructural development, and acceptable comprehensive national education policy. Therefore, this study seeks to investigate the politics in Ghana's education by looking at the trend, reforms, ideology, and changes. This study also provides recommendations for quality education in Ghana.

paul osei-kuffour

This paper provides a brief introduc on and background to the basic educa on sector in Ghana over the last decade, a summary of key issues requiring a en on in the sub-sector and why some perennial challenges persist; , assessment of the responsiveness of the New Patrio c Party's (NPP) 2020 manifesto to these iden fied challenges and the prevailing gaps. It further undertakes a case study of the framework for the implementa on of the Ghana Accountability for Learning Outcomes Project (GALOP) proposes and recommenda ons for policy/system reform and enhancement drawing on , lessons from previous donor-funded interven ons. The paper draws on secondary data including the Educa on Sector Performance Report, expert papers commissioned on the educa on sector by CDD-Ghana as part of its Manifesto Project among other relevant materials and publica ons, and 1 makes recommenda ons on post-manifesto educa on policy for the next four years focussing on strengthening basic educa on.

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The study investigated policy factors (since independence) that occasion education reforms in Ghana. Specifically, it focused on pre-tertiary education reforms in Ghana with critical historical reference to literature and the political ramification in an effort to improve education. The paper critically examined whether the politically-motivated reforms have helped address the developmental challenges of Ghana thereby ensuring enhanced quality of life of the people. The paper made use of historical analyses and sought views of some key players in education through interviews as strategies to critically explore the issue. Five (5) education policy implementers in the pre-tertiary system of Ghana were drawn from the Ghana Education Service to shed light on the subject to provide rich comprehensive data on their perspectives relative to the education reforms during the period. In addition, two curriculum experts from the University of Cape Coast were interviewed to ascertain the candid opinions of connoisseurs on the issue. The study recommended that government should organise annual curricula colloquiums to solicit broad stakeholder views on ways of making the curriculum better. The paper's view is that when this happens, Ghana's quest for development through education would be a fait accompli.

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Education remain a critical tool in overcoming poverty in sub-Saharan Africa. ghana educational system is yet to see any revolutional change from what was handed over by the colonial masters. with an increasing in the job market and the dynamics of global development, countries are positioning their education systems to meet the growing demand for human resource base that is poised to unravel developmental challenges through careful and diligent critical thinking. This paper focus on assessing how the Ghanaian education system is managed to ensure that it produces the require manpower for national development while suggesting areas that need critical attention.

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The Ghana Education Reform Agenda

The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals (SDG 4) and lead to the improvement of learning outcomes, especially at the pre-tertiary levels. The three main priorities of the education reforms are: Improved learning outcomes, enhanced accountability and equity at all levels of the education sector.

The main objective for embarking on these key reforms is to make our educational system relevant to changing national development priorities and renewed goals and aspirations.  It is also to ensure that our educational system adjusts to context and time; as well as advancement in technologies, industry, creativity and knowledge economy. These new reform initiatives exist to provide clear performance standards to guide teaching, learning, assessment and grading of students. The reforms will professionalize teaching and ensure standards. 

The Ministry of Education is coordinating the implementation of these reform initiatives through the National Education Reform Secretariat to ensure alignment and coordination of reforms within the framework of the Education Strategic Plan. The secretariat is also to ensure accountability for each reform owner, build capacity of reform owners and identify and resolve blockages, obstacles and bottlenecks to the implementation of the reforms.

Empowering The Next Generation

National Council for Curriculum and Assessment

National Teaching Council

The 12 key Education Reform areas are:

Policy on Teacher Education Reforms led by the NCTE through T-TEL

  Leads to the conversion of the Colleges of Education into University Colleges and the rollout of a new Bachelor of Education teacher education curriculum to improve the quality of new teachers for the basic education sector.

Pre-Tertiary Curriculum Reform through NaCCA Leads to the design and implementation of a new pre-tertiary education curriculum with Standards and Assessment frameworks.

Legal, Institutional and Regulatory Reforms Leads to the creation of a new agency that combines the functions of the National Accreditation Board (NAB) and the National Council for Tertiary Education (NCTE). Tertiary Education Reform Leads to the conversion of the National Film and Television Institute (NAFTI) and the Ghana Institute of Journalism (GIJ) into one University; and the consolidation of the Kumasi Campus of the University of Education Winneba and a few existing COEs into a Technical Teacher Training University, in addition to other governance and regulatory reforms. Technical, Vocational Education and Training (TVET) Reforms Realignment of all Technical and Vocational Institutions (TVIs) to be under MOE and creates a Technical and Vocational Education Service (TVES) to govern them. Operationalization of Pre-Tertiary Teacher Professional and Management Development Framework through NTC Leads to the establishment of a teacher licensing and registration system in Ghana, and a framework for teacher career progression based on the acquisition of skills and competencies.

Introduction of a new school supervision and inspection system through NIB Leads to the establishment of a new inspection framework, inspection tools and revised inspection protocols, in partnership with Education Development and OFSTED. Basic Education Decentralisation Reform Leads to the devolution of Basic Education to District Assemblies, impacting the functions of the GES, NTC, NaCCA and NIB. Ghana Partnership School Leads to MOE and GES partnering with non-state actors to manage and deliver effective education service in public senior high schools.

GES Institutional and Human Resource Reform Leads to the streamlining of GES’s operations to increase efficiency and reduce the redundancies resulting from Basic Education decentralisation, and a comprehensive reform of HR systems.

ICT in Education Reforms Seeks to develop early desire and competences in children to use ICT, equip pre-tertiary learners with ICT skills, infuse ICTs into education management, and transform teacher development and tertiary education through technology-based training. Secondary Education Reform (4 Pillars) With the Free SHS Programme, MOE seeks to absorb all fees paid at the senior high school level, and additionally to expand physical infrastructure, improve quality, and promote skill development and equity.

These reforms are aligned to the Education Strategic Plan (2018-2030), and are designed to strengthen the sector institutions to overcome their capacity gaps, and accomplish the goals outlined in the Education Sector Plan. The end goals of these reforms are “ to deliver quality education service at all levels that will equip learners in educational institutions with the skills, competencies and awareness that would make them functional citizens who can contribute to the attainment of the national development goals.” 

The Ministry of Education intends to deliver these reform initiatives through a coordinated approach and is expected to create linkages and co-dependencies between the different sub-sectors for the successful implementation of the ESP.  The National Education Reform Secretariat (NERS) was therefore set up and charged with the mandate to ensure that these reforms are not just delivered at a national level (through the production of a curriculum or legal and policy documents) but that they are effectively implemented throughout the system so that they have a positive impact on learning outcomes in schools.

• Reform Agenda
• 12 Key Reforms
• Establishment
• Reform Secretariat

Delivery Approach

• Delivery Approach Routines
• Communication Support
• Technical Assistance(TA) Gaps
• Accounting to the Ministers

Establishment/Functions of Reform Secretariat

Coordination: Alignment and coordination of reforms within the Framework of the ESP to ensure synergies and linkages

Accountability: Clear ownership and accountability for each reform through a named reform owner working with RS (Performance Reporting through Performance Management Framework)

Capacity Building: Each Reform Owner (RO) is able to access to capacity development and advice facilitated by the Reform Secretariat to support implementation

Problem-Solving: Identification and resolution of bottlenecks, obstacles to implement priority reforms and learning outcomes

Reform Secretariat Funding

Grant agreement signed between GoG and DFID in the sum of £2,682,700.00 to support Education Beyond Aid (EBA)-Ghana as follows:

Complementary Basic Education- £1,100,00.00

Reform Secretariat-£1,582,700.00

Secretariat Inaugurated in Dec 2018

Governance Structure

1.reform steering committee (rsc), reform steering committee (rsc).

• Chaired by the Minister of Education
• Provides the highest level of accountability to drive reforms
• Meets quarterly to review progress against each of initiatives
• Committee will receive and discuss reports
• Reform Coordinator is the secretary and provides progress reports and analysis

2. National Education Reform Secretariat (NERS)

National education reform secretariat (ners).

• Led by National Reform Coordinator
• NERS reports directly to the Minister of Education
• Responsible for organizing RSC meetings
• NERS ensure that ROs develop roadmaps, with SMART KPIs, milestones, clear activities and targets

3. Reform Technical Working Group (TWG)

Reform technical working group (twg).

• TWG is composed of all Reform Owners and agencies
• Coordinated and Chaired by National Reform Coordinator
• TWG meets monthly to oversee and coordinate all technical activities for each Reform Initiative
• Flags and address areas of concern
• Discuss mitigation measures and plan for action

4. Reform Owners

• Reform Owners are the agencies responsible for the implementation of Reform Initiative
• Develop roadmap on prioritized KPIs
• Implement roadmap
• Work closely with NERS to address implementation gaps
• Collect data to evidence performance
• Receive Technical support from NERS

Prioritization and Resourcing

Prioritize deliverables in the ESP based on resources, time, capacity and relevance:

• Priority Level I:  Minister’s Result Framework
• Priority Level II:  Key Reform Initiatives
• Roadmaps:  2-6 KPIs

Data, Information & Routines

Develop good data and metrics to measure what matters:

• Monitoring plan:  Collect regular and reliable data
• Report Template:  Monthly reporting, Analyse data
• Feedback Mechanism:  Feedback to trigger discussion and inform decision

Analysis of data to mitigate challenges and risks:

Analysis and Understanding of Delivery Issues

• Stakeholders actively engaged in analysing delivery issues and owning outcomes.
• TWG:  Monthly technical working meetings, Quarterly
• Accounting to Minister:  Accounting to Minister Forums
• Collaboration and Harmonization Meetings

Accountability for performance

• Accounting to Minister forum:  Quarterly face-to-face with the Hon. Minister
• Performance Agreement:  Mid and End of year Performance Evaluation
• Learning and improving:  lessons learned and course correct Strike the right balance between planning and delivery, recognizing which areas can achieve rapid results and others where it may take a longer time.

Accounting to the Minister

Further comments and feedback should be sent to:.

Email: [email protected] / [email protected]

Initiatives

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Assessment report on ghana’s education sector plan (2018-2021).

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• June 9, 2022

The review of the Education Sector Medium Term Development Plan (ESMTDP) 2018-2021 is a joint research project by the Ghana Center for Democratic Development (CDD-Ghana) and Africa Education Watch (Eduwatch), with funding from the Foreign, Commonwealth, and Development Office-UK (FCDO). The aim of developing this report is to influence the development of the next medium-term strategy of the Ministry of Education (MoE).

The ESMTDP 2018-2021 was reviewed using the eighteen (18) indicators in the Monitoring and Evaluation (M&E) framework of the Education Strategic Plan (ESP) 2018-2021. The indicators are Kindergarten (KG) Net Enrolment Rate (NER); Primary-Junior High School (JHS) Transition; JHS Completion; Gender Parity Index (GPI); Proficiency in Maths and English; Trained Teachers’ Deployment; SMC Participation; Capitation Grant Disbursement and Use; Implementation of the New Curriculum; Basic Education Certificate Examination (BECE) Pass Rates; School Buildings; Seating and Writing Facilities;  Information Communication Technology (ICT) Facilities in Schools; Electricity in Schools; Textbooks’ Availability; Water Supply in Schools; Financial Accountability and Basic Education Financing.

More Publications/Updates

Engaging the Voter in the Health Conversation in this Election Year: Navigating Manifesto Promises for a Healthier Ghana

Election 2024: Who Will Make A Pledge To Ghana’s Democracy?

The 2024 World Press Freedom Index – Ghana’s Performance

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• ABOUT UNICEF
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• THE SITUATION OF CHILDREN IN GHANA
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For every child, a chance to go to school and learn.

In spite of the progress Ghana has made in improving access to education for all, there are still challenges preventing thousands of children from going to school and learning. 

The school environment is usually not conducive to learning. Classes are overcrowded, water and sanitation facilities are inadequate and trained teachers and school books are in short supply. The poor quality of education is reflected in students’ results. Children living with disabilities face even more challenges and adolescent girls are often denied the chance to complete secondary education. 

Early Learning

Nearly 623,500 children of primary school age are still not enrolled in primary school and one out of four children in the kindergarten age range (from four to five years of age) are not in pre-school. According to the 2010 national census, 20 percent of children with physical disabilities are not attending school.

Adolescent Girls in Education

Although Ghana has been successful at closing the gender gap when it comes to completing school at primary education level, it is still high at secondary level.  Research shows that adolescent girls are usually unable to get an education due to factors such as poverty, gender inequality and long distances from school.   

Inclusive Education

Children with disabilities often lose out on an education because they are ‘invisible’ in data and overlooked during the implementation of education programs. They are seldom counted as out-of-school or school going children. In the absence of conveniently located schools, disability-friendly infrastructure and learning environments, children with disabilities, have irregular attendance, long periods of absence and finally drop out.

UNICEF is working with the Ministry of Education, Ghana Education Service and other partners to create a more child-friendly environment in schools so that all children can learn

The Mobile School Report Card (mSRC)

Research on the use of the mobile School Report Card as a management tool

The link between teen pregnancy and low completion rate of education among girls

National Early Learning and Development Standards

Assessing and tracking children's development

Inclusive Education In Ghana - Standards and Guidelines

Putting Inclusive Education into practice in Ghana

Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens

• Inusah Salifu Monash University
• Joseph Seyram Agbenyega Faculty of Education, Monash University

In recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana.

Author Biographies

Inusah salifu, monash university.

Mr. Inusah Salifu is a professional teacher. Currently, he is studying for his PhD at the Faculty of Education, Monash University, Australia. Before enrolling in this program, he had taught English Language and Literature in English at the pre- tertiary level of education in Ghana since 1993. Until August 2011, he had served as an external examiner for the West African Examination Council (WAEC) in English Language. He had also engaged in part time tutoring in Psychological basis of teaching, Sociology of Education and Special Education at the Institute for Educational Development and Extension (IEDE), University of Education, Winneba, Ghana, from 2009 to 2011.

Joseph Seyram Agbenyega, Faculty of Education, Monash University

Dr. Joseph Seyram Agbenyega is a senior lecturer in early childhood and inclusive education at Monash University, Australia. He is also course leader for Masters Programmes in Early Childhood Education. His research interests focus on the improvement of inclusive practices in early childhood and middle years, social inclusion, child development and safety, and teacher professional inquiry.

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Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit  https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.

Most read articles by the same author(s)

• Joseph Seyram Agbenyega, Building new identities in teacher preparation for inclusive education in Ghana , Current Issues in Education: Vol. 14 No. 1 (2011)
• Briony Supple, Joseph Seyram Agbenyega, Reframing the Self in an International Learning Context: The Experience of International Students with Disability , Current Issues in Education: Vol. 18 No. 1 (2015)

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Journal summary.

Current Issues in Education ( CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines . As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

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• RM sElocation

T1 - Viewing teacher motivation in the Ghana Education Service through a postcolonial lens

AU - Salifu, Inusah

AU - Agbenyega, Joseph Seyram

UR - http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1218

M3 - Article

SN - 1099-839X

JO - Current Issues in Education

JF - Current Issues in Education

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Education & Science

Education in Ghana - statistics & facts

Educational policy and enrollment, the educational system, international student mobility, key insights.

Detailed statistics

Duration of compulsory education in Ghana 2003-2022

Government spending on education a share of GDP in Ghana 2008-2022

Number of students enrolled under Free Senior High School in Ghana 2020

Editor’s Picks Current statistics on this topic

Total consumer spending on education in Ghana 2014-2029

Number of West African students from in Ghana 2020, by country

Ghanaian tertiary students in North America and Western Europe 2010-2021

Further recommended statistics

• Basic Statistic Population growth in Ghana 2022
• Premium Statistic Duration of compulsory education in Ghana 2003-2022
• Premium Statistic Gender parity index in youth literacy in Ghana 2000-2020
• Premium Statistic Number of children out of school in Ghana 2011-2021
• Premium Statistic School completion rate in Ghana 2022, by highest educational level and gender

Population growth in Ghana 2022

Ghana: Population growth from 2012 to 2022 (compared to previous year)

Duration of compulsory education in Ghana from 2003 to 2022

Gender parity index in youth literacy in Ghana 2000-2020

Gender parity index in youth literacy in Ghana from 2000 to 2020

Number of children out of school in Ghana 2011-2021

Number of children out of school in Ghana from 2011 to 2021

School completion rate in Ghana 2022, by highest educational level and gender

School completion rate in Ghana in 2022, by highest educational level and gender

Primary and secondary education

• Basic Statistic Gross primary school enrollment ratio in Ghana 2008-2021
• Basic Statistic Gross secondary school enrollment ratio in Ghana 2012-2021
• Premium Statistic Gender parity index for primary school enrollment in Ghana 1999-2020
• Premium Statistic Children out of primary school in Ghana 2008-2021, by gender

Gross primary school enrollment ratio in Ghana 2008-2021

Gross primary school enrollment ratio in Ghana from 2008 to 2021

Gross secondary school enrollment ratio in Ghana 2012-2021

Gross secondary school enrollment ratio in Ghana from 2012 to 2021

Gender parity index for primary school enrollment in Ghana 1999-2020

Gender parity index for gross primary school enrollment in Ghana from 1999 to 2020

Children out of primary school in Ghana 2008-2021, by gender

Number of children unenrolled in primary schools in Ghana from 2008 to 2021, by gender

Tertiary education

• Premium Statistic Gender parity index for tertiary school enrollment in Ghana 2013-2022
• Premium Statistic Number of tertiary students in Ghana 2019, by type of institution
• Premium Statistic Students in public universities in Ghana 2019, by program discipline
• Premium Statistic Students in private universities and colleges in Ghana 2019, by program
• Premium Statistic Students in specialized and professional institutions in Ghana 2019, by institution
• Premium Statistic Number of postgraduate students in Ghana 2019, by type of institution
• Premium Statistic Number of postgraduate students in Ghana 2019, by program level

Gender parity index for tertiary school enrollment in Ghana 2013-2022

Gender parity index for gross tertiary school enrollment in Ghana from 2013 to 2022

Number of tertiary students in Ghana 2019, by type of institution

Number of tertiary student enrollments in Ghana as of 2019, by type of institution

Students in public universities in Ghana 2019, by program discipline

Number of students in public universities in Ghana as of 2019, by program discipline

Students in private universities and colleges in Ghana 2019, by program

Number of students in private universities and colleges in Ghana as of 2019, by program discipline

Students in specialized and professional institutions in Ghana 2019, by institution

Number of students in specialized and professional institutions in Ghana as of 2019, by name of institution

Number of postgraduate students in Ghana 2019, by type of institution

Number of postgraduate students in Ghana as of 2019, by type of institution

Number of postgraduate students in Ghana 2019, by program level

Number of postgraduate students in Ghana as of 2019, by program level

• Premium Statistic Number of foreign students in Ghana 2011-2022
• Premium Statistic Number of foreign students in Ghana from Africa 2012-2022
• Premium Statistic Ghanaian students in tertiary education abroad 2010-2021
• Premium Statistic Net flow of internationally mobile students in Ghana 2011-2021

Number of foreign students in Ghana 2011-2022

Number of foreign students in Ghana from 2011 to 2022

Number of foreign students in Ghana from Africa 2012-2022

Number of foreign students in Ghana from Africa from 2012 to 2022

Ghanaian students in tertiary education abroad 2010-2021

Number of Ghanaian students in tertiary education abroad from 2010 to 2021

Net flow of internationally mobile students in Ghana 2011-2021

Net flow of internationally mobile students in Ghana from 2011 to 2021

Educational staff

• Premium Statistic Number of teachers in primary education in Ghana 2014-2021
• Premium Statistic Number of teachers in secondary education in Ghana 2010-2021
• Premium Statistic Employees in tertiary education in Ghana 2019, by type of institution
• Premium Statistic Distribution of academic faculty staff titles in Ghana 2019, by employment status
• Premium Statistic Highest qualification of full-time academic staff in Ghana 2019, by institution type

Number of teachers in primary education in Ghana 2014-2021

Number of teachers in primary education in Ghana from 2014 to 2021

Number of teachers in secondary education in Ghana 2010-2021

Number of teachers in secondary education in Ghana from 2010 to 2021

Employees in tertiary education in Ghana 2019, by type of institution

Number of staff in tertiary education institutions in Ghana as of 2019, by type of institution

Distribution of academic faculty staff titles in Ghana 2019, by employment status

Distribution of academic faculty staff titles in Ghana as of 2019, by employment status

Highest qualification of full-time academic staff in Ghana 2019, by institution type

Highest qualification of full-time academic staff in Ghana as of 2019, by institution type

Educational expenditure

• Premium Statistic Government spending on education a share of GDP in Ghana 2008-2022
• Premium Statistic Total consumer spending on education in Ghana 2014-2029
• Premium Statistic Per capita consumer spending on education in Ghana 2014-2029
• Premium Statistic Real total consumer spending on education in Ghana 2014-2029
• Premium Statistic Real per capita consumer spending on education in Ghana 2014-2029

Government expenditure on education as a share of GDP in Ghana from 2008 to 2022

Total consumer spending on education in Ghana from 2014 to 2029 (in million U.S. dollars)

Per capita consumer spending on education in Ghana 2014-2029

Per capita consumer spending on education in Ghana from 2014 to 2029 (in U.S. dollars)

Real total consumer spending on education in Ghana 2014-2029

Real total consumer spending on education in Ghana from 2014 to 2029 (in million U.S. dollars)

Real per capita consumer spending on education in Ghana 2014-2029

Real per capita consumer spending on education in Ghana from 2014 to 2029 (in U.S. dollars)

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May 10, 2024

Governor Newsom Unveils Revised State Budget, Prioritizing Balanced Solutions for a Leaner, More Efficient Government

Para leer este comunicado en español, haga clic aquí .

The Budget Proposal — Covering Two Years — Cuts Spending, Makes Government Leaner, and Preserves Core Services Without New Taxes on Hardworking Californians

Watch Governor Newsom’s May Revise presentation here

WHAT YOU NEED TO KNOW: The Governor’s revised budget proposal closes both this year’s remaining $27.6 billion budget shortfall and next year’s projected $28.4 billion deficit while preserving many key services that Californians rely on — including education, housing, health care, and food assistance.

SACRAMENTO – Governor Gavin Newsom today released a May Revision proposal for the 2024-25 fiscal year that ensures the budget is balanced over the next two fiscal years by tightening the state’s belt and stabilizing spending following the tumultuous COVID-19 pandemic, all while preserving key ongoing investments.

Under the Governor’s proposal, the state is projected to achieve a positive operating reserve balance not only in this budget year but also in the next. This “budget year, plus one” proposal is designed to bring longer-term stability to state finances without delay and create an operating surplus in the 2025-26 budget year.

In the years leading up to this May Revision, the Newsom Administration recognized the threats of an uncertain stock market and federal tax deadline delays – setting aside $38 billion in reserves that could be utilized for shortfalls. That has put California in a strong position to maintain fiscal stability.

Even when revenues were booming, we were preparing for possible downturns by investing in reserves and paying down debts – that’s put us in a position to close budget gaps while protecting core services that Californians depend on. Without raising taxes on Californians, we’re delivering a balanced budget over two years that continues the progress we’ve fought so hard to achieve, from getting folks off the streets to addressing the climate crisis to keeping our communities safe.

Governor Gavin Newsom

Below are the key takeaways from Governor Newsom’s proposed budget:

A BALANCED BUDGET OVER TWO YEARS. The Governor is solving two years of budget problems in a single budget, tightening the state’s belt to get the budget back to normal after the tumultuous years of the COVID-19 pandemic. By addressing the shortfall for this budget year — and next year — the Governor is eliminating the 2024-25 deficit and eliminating a projected deficit for the 2025-26 budget year that is $27.6 billion (after taking an early budget action) and $28.4 billion respectively.

CUTTING SPENDING, MAKING GOVERNMENT LEANER. Governor Newsom’s revised balanced state budget cuts one-time spending by $19.1 billion and ongoing spending by $13.7 billion through 2025-26. This includes a nearly 8% cut to state operations and a targeted elimination of 10,000 unfilled state positions, improving government efficiency and reducing non-essential spending — without raising taxes on individuals or proposing state worker furloughs. The budget makes California government more efficient, leaner, and modern — saving costs by streamlining procurement, cutting bureaucratic red tape, and reducing redundancies.

PRESERVING CORE SERVICES & SAFETY NETS. The budget maintains service levels for key housing, food, health care, and other assistance programs that Californians rely on while addressing the deficit by pausing the expansion of certain programs and decreasing numerous recent one-time and ongoing investments.

NO NEW TAXES & MORE RAINY DAY SAVINGS. Governor Newsom is balancing the budget by getting state spending under control — cutting costs, not proposing new taxes on hardworking Californians and small businesses — and reducing the reliance on the state’s “Rainy Day” reserves this year.

HOW WE GOT HERE: California’s budget shortfall is rooted in two separate but related developments over the past two years.

• First, the state’s revenue, heavily reliant on personal income taxes including capital gains, surged in 2021 due to a robust stock market but plummeted in 2022 following a market downturn. While the market bounced back by late 2023, the state continued to collect less tax revenue than projected in part due to something called “capital loss carryover,” which allows losses from previous years to reduce how much an individual is taxed.
• Second, the IRS extended the tax filing deadline for most California taxpayers in 2023 following severe winter storms, delaying the revelation of reduced tax receipts. When these receipts were able to eventually be processed, they were 22% below expectations. Without the filing delay, the revenue drop would have been incorporated into last year’s budget and the shortfall this year would be significantly smaller.

CALIFORNIA’S ECONOMY REMAINS STRONG: The Governor’s revised balanced budget sets the state up for continued economic success. California’s economy remains the 5th largest economy in the world and for the first time in years, the state’s population is increasing and tourism spending recently experienced a record high. California is #1 in the nation for new business starts , #1 for access to venture capital funding , and the #1 state for manufacturing , high-tech , and agriculture .

Additional details on the May Revise proposal can be found in this fact sheet and at www.ebudget.ca.gov .

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