Why PTAs Must Prioritise School-Level Performance Ahead of the 2026 WASSCE

Following the release of the 2025 WASSCE results, national discussions have focused heavily on systemic challenges such as inadequate resources, pressure to complete the syllabus, teacher deployment issues, and disruptions caused by the academic calendar. While these concerns are valid, education experts argue that they often overshadow a crucial factor: the performance of individual schools, which ultimately determines the country’s overall outcomes.

As Ghana prepares for the May/June 2026 WASSCE, Parents and Teachers Associations (PTAs) are being urged to shift their attention from broad national debates to what is happening within their own school communities. This, according to education analyst Dr. Peter Anti Partey, is the moment for PTAs to show strong leadership and renewed commitment to academic excellence.

Dr. Partey recommends that PTA executives in all Senior High Schools urgently convene emergency meetings with school authorities to assess their school’s 2025 performance. These meetings should involve parents, teachers, school administrators, and Board of Governors representatives where possible. The goal is to ensure all stakeholders receive accurate, evidence-based information on how the school fared, rather than relying on speculation or public commentary.

A key part of this engagement, he notes, is the need for schools to present a four-year comparative analysis of their WASSCE results. This data should highlight trends in pass rates, subject-specific performance, improvements, recurring declines, and differences across cohorts. Such a long-term view, he explains, offers a clearer picture of a school’s strengths and weaknesses and provides a solid foundation for meaningful action.

After analysing the data, PTAs are encouraged to collaborate with school authorities to implement targeted interventions. These may include improving instructional quality through refresher training, peer learning among teachers, stronger discipline measures, and better protection of instructional hours. PTAs can also support the introduction of remedial classes, weekend lessons, structured revision programmes, and the provision of key teaching and learning materials. Dr. Partey stresses that these interventions must begin early and be sustained throughout the academic year to produce results.

However, he cautions that planning alone is insufficient. Effective supervision and monitoring are essential to ensure progress. PTAs should request regular updates on teacher attendance, student discipline, syllabus coverage, and the effectiveness of intervention programmes. Tracking internal assessments, including class tests and mock exams, is also critical to identifying early warning signs and taking prompt corrective action.

The article emphasises that improving WASSCE performance is a shared responsibility. Teachers cannot achieve success alone; PTAs, school leaders, students, and the wider community must all play active roles. As the vital link between homes and schools, PTAs have the power to influence school performance significantly.

With only months to the 2026 WASSCE, Dr. Partey urges stakeholders to move from general national conversations to focused, school-level action. Every school must understand its unique challenges and work decisively to overcome them. The choices made now, he warns, will shape students’ results next year.

“The time to act is now,” he concludes. “Our children’s future depends on it.”