Over two decades, national assessments in Ghana have revealed generally poor performances across curriculum-based tests for primary school (Grades 1–6). Various reform agendas have been applied to the education system, sometimes with isolated success, but the overall performances remained stable and low. Surveying teacher mentors in schools revealed that only some of the curriculum was taught and not a high percentage was ever taught. The students faced national tests that reflected only a portion of what they were taught; they did not have the opportunity to learn the curriculum material on which the tests were based. The problem is that schooling is not happening.
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