GES Introduces Online Classes for Senior High Schools

GES online classes spark access inequality concerns among SHS students

Double-track pressure pushes SHS students into mandatory online learning

Parents question readiness of schools as GES enforces off-campus classes

The Ghana Education Service (GES) has formally introduced online and off-campus learning for Senior High Schools (SHSs) as part of the 2025/2026 academic calendar, marking a significant policy shift in the delivery of secondary education in Ghana. The initiative is targeted mainly at double-track and transition schools and is intended to ensure continuity of teaching and learning during periods when students are not physically present on campus.

The double-track system, introduced to address infrastructure constraints and increased enrolment under the Free SHS policy, has long presented challenges related to contact hours and academic continuity. Students on alternating tracks often experience breaks in face-to-face instruction, leading to concerns about syllabus completion and learning gaps.

In response, GES has integrated structured online and off-campus learning periods into the official school calendar, making remote learning a mandatory instructional phase rather than a vacation period.

According to GES, the online learning arrangement primarily applies to:

• Form One and Form Two students in transition schools operating under the double-track system.

• Single-track schools are largely unaffected and will continue with the traditional in-person academic schedule.

Form Three students, particularly those preparing for the West African Senior School Certificate Examination (WASSCE), will remain on campus for most of the academic year to ensure exam readiness.

How online and off-campus learning will work

GES has outlined a multi-platform approach to ensure students can access learning materials during off-campus periods. Key components include:

• Guided projects and assignments aligned with the approved SHS curriculum.
• Digital learning materials hosted on the national curriculum platform, curriculumresources.edu.gh.
• Daily televised lessons broadcast on the Ministry of Education’s TV channel (MoE TV) on Multi TV.
• Use of Learning Management Systems (LMS) by schools that already have functional digital platforms, with support from GES.

GES has stressed that participation in these activities is compulsory and forms part of the total instructional hours required for the academic year.

Academic calendar highlights

Under the 2025/2026 calendar for transition schools:

• Form One students will begin the academic year with an online or off-campus learning phase before reporting to school later in the term.

• Form Two students will alternate between on-campus instruction and defined periods of online learning during the year.

• Form Three students will follow a largely uninterrupted on-campus schedule.

GES has clarified that these off-campus periods are not holidays and should be treated with the same seriousness as classroom learning.

The introduction of online classes is aimed at:

• Preventing loss of instructional time caused by the double-track system.
• Improving syllabus coverage and academic performance.
• Promoting independent learning and digital literacy among SHS students.
• Aligning Ghana’s secondary education system with blended learning models used globally.

While education stakeholders have welcomed the policy in principle, concerns remain about:

• Access to internet and digital devices, especially for students in rural and low-income communities.
• Parental supervision and support during off-campus learning periods.
• The readiness of some schools to effectively monitor and assess online participation.

GES has acknowledged these challenges and urged parents, guardians, school heads, and local authorities to support students to ensure the success of the programme.

The move signals a broader push by the Ministry of Education and GES to deepen the use of technology-enabled learning in Ghana’s education system. It also reflects lessons drawn from remote learning experiences during past disruptions and the need for resilient education delivery models.

As implementation begins, the effectiveness of the policy will largely depend on infrastructure availability, supervision, and consistent monitoring by school authorities.

For now, GES maintains that the integration of online learning into the SHS calendar is a necessary step toward safeguarding instructional time and improving educational outcomes nationwide.