Public debate over the 2025 performance of candidates in the West African Senior School Certificate Examination (WASSCE) has intensified in recent months, with concerns mounting among parents, educators and policymakers about declining outcomes in core subjects.

Against this backdrop, the Ghana Reads Initiative (GRI), in partnership with the Educational Times Newspaper, convened a national education dialogue in January 2026 under the theme “The Uninspiring 2025 WASSCE Results and Suggestions for Rectification.”

The event was held at the Ghana Library Authority in Accra’s Airport Residential Area.

The dialogue brought together stakeholders from civil society, education agencies, parents and students to examine the root causes of the results and propose practical reforms.

Participants unanimously agreed that the 2025 WASSCE outcomes should not be viewed through a narrow lens of failure. Instead, they described the results as symptomatic of deeper, long-standing systemic challenges within Ghana’s education sector.

According to the stakeholders, persistent structural, instructional, behavioural and assessment-related gaps have contributed to the declining performance trends.

They stressed the need for evidence-based, coordinated national reforms rather than apportioning blame.

Among the major concerns raised was weak foundational learning at the basic education level, particularly in literacy and numeracy.

Participants noted that these deficits continue to undermine students’ readiness for secondary education.

Overcrowded classrooms, inequitable distribution of learning resources, and disparities between urban and rural schools were also cited as compounding factors.

Stakeholders further highlighted a decline in student discipline and study habits.

Excessive and largely unregulated use of mobile phones and social media, rising absenteeism, and weak enforcement of school regulations were said to be eroding academic focus.

Teacher-related constraints were equally prominent in the discussions.

Delayed payment of intervention allowances, limited access to continuous professional development, and reliance on underqualified or temporary teachers—especially in deprived areas—were identified as factors affecting instructional quality.

Concerns were also raised about possible misalignment between curriculum delivery and assessment standards administered by the West African Examinations Council (WAEC).

Participants argued that rigid certification thresholds may result in overall failure despite partial subject competence, prompting calls for greater flexibility in learner progression.

Examination malpractice was described as a persistent threat to the credibility of the system, with reports of collusion involving some schools, candidates and even parents.

Another critical gap identified was the limited institutional use of post-examination data.

Although WAEC produces detailed Chief Examiners’ Reports, stakeholders observed that systematic diagnostic reviews and targeted remediation strategies are not adequately institutionalised.

The dialogue concluded with a series of priority reform recommendations:

Learning Recovery and Diagnostic Reform: Institutionalise structured post-WASSCE national diagnostic reviews involving WAEC and relevant agencies, alongside targeted remedial programmes in Mathematics, English Language and Integrated Science, particularly in low-performing schools.

Teacher Motivation and Professional Development: Settle outstanding teacher arrears related to academic interventions and invigilation, intensify retraining and redeployment strategies, and prioritise mastery-based learning over rote memorisation.

Discipline and School Climate: Strengthen enforcement of mobile phone restrictions in schools, implement structured behavioural change programmes, and enhance parental supervision of learning at home.

Assessment and Learner Progression Reform: Review rigid certification thresholds, explore flexible re-sit options, and strengthen alignment between curriculum objectives and assessment standards.

Governance and Integrity: Impose stricter sanctions against examination malpractice and empower Parent-Teacher Associations to serve as active accountability partners.

Participants concluded that the 2025 WASSCE results should be seen not as a verdict on students’ intelligence, but as a national alarm demanding urgent and coordinated action.

The Ghana Reads Initiative and Educational Times reaffirmed their commitment to promoting evidence-based reforms, sustained advocacy and public engagement to strengthen literacy, improve assessment systems and restore confidence in Ghana’s education sector.

Stakeholders emphasised that while the challenges are significant, they are not insurmountable—provided there is decisive policy direction, shared accountability and renewed commitment to quality education for every learner.