Don’t Punish Them Retrospectively – Educationist Challenges New CSSPS Placement Rule

An educationist, Seth Afum A. Dankwah of J. G. Knol Technical Institute in Adukrom-Akuapem in the Eastern Region, has criticised the reported decision by the Computerised School Selection and Placement System (CSSPS) to disqualify candidates who fail either English Language or Mathematics.

His concerns follow comments by CSSPS Coordinator Sherif Sulemana on Joy FM’s Super Morning Show on September 3, 2026, that candidates would be disqualified from placement if they failed either English Language or Mathematics.

According to Mr Dankwah, the interpretation represents a significant change from what students, parents, schools and other stakeholders had understood to be the placement requirement since the introduction of Free SHS and TVET in 2017.

Under the previous understanding, a candidate who passed at least one of the two subjects could qualify for placement, while those who failed both were excluded.

Mr Dankwah cited figures from the CSSPS Secretariat indicating that 54,985 out of 620,243 candidates who sat the 2026 BECE would not be placed if the new interpretation is applied.

He argued that the situation could leave thousands of 15-year-olds without access to secondary or technical education.

He illustrated the potential impact with a candidate who scores Grade 9 in Mathematics but Grade 1 in English, Science, Social Studies, BDT, Religious and Moral Education and Ghanaian Language.

Such a candidate could obtain a best-six aggregate of 14 but, under the reported rule, would still be denied placement because of the Grade 9 in Mathematics.

Mr Dankwah said the projected number of excluded candidates represents a sharp increase compared with previous years.

According to figures he attributed to the West African Examinations Council (WAEC):

2022: 8,930 of 547,329 candidates were disqualified, representing 1.6%.

2023: 13,042 of 598,839 candidates were disqualified, representing 2.2%.

2024: 10,184 of 563,339 candidates were disqualified, representing 1.8%.

2025: 13,019 of 603,328 candidates were disqualified, representing 2.2%.

2026: 54,985 of 620,243 candidates are reportedly at risk of non-placement.

He described the 2026 figure as a “quantum leap” and urged authorities to reconsider the implementation.

Mr Dankwah questioned why the reported change was communicated through the media shortly before the placement exercise, rather than through an official circular from the Ghana Education Service (GES) or TVET Service.

He noted that some parents had already been instructed by Junior High School heads to begin selecting schools based on the previous understanding of the placement criteria.

He therefore argued that applying the new requirement to students who had already written the BECE would amount to retrospective implementation.

He referenced Article 23 of the 1992 Constitution, which requires administrative bodies to act fairly and reasonably, and Article 296, which provides safeguards on the exercise of discretionary power.

He also invoked the principle of legitimate expectation, arguing that students and parents had planned around the placement system as they understood it over several years.

Mr Dankwah acknowledged the importance of English and Mathematics in secondary education.

He said English is essential because it is the main language of instruction, while Mathematics provides fundamental skills for logical reasoning and many academic and technical disciplines.

However, he argued that a student’s weakness in one of the two subjects should not automatically end his or her educational journey.

He said some students who perform poorly in Mathematics or English may excel in practical and technical subjects.

He cited the example of a student who could score Grade 9 in Mathematics while obtaining Grade 1 in Basic Design and Technology, Technical Drawing, Woodwork, Metalwork, Biology or Creative Arts.

According to him, excluding such students could undermine Ghana’s efforts to develop artisans, technicians and skilled workers needed for industrialisation.

Mr Joseph Denteh, a contractor and Head of Department for Electrical Engineering at J. G. Knol Technical Institute, was also quoted as sharing his personal educational experience.

He said he started school late and consistently performed poorly from Class Four through JHS Three.

After obtaining poor BECE results, he was not placed in a secondary school and eventually entered SHS through protocol.

He said his subsequent progress demonstrated that poor BECE performance should not necessarily be treated as a permanent measure of a child’s potential.

Mr Dankwah proposed three measures to address the situation.

First, he wants the reported “must pass both” requirement rescinded for the 2026 placement exercise. He proposed that candidates who passed at least one of English or Mathematics should be allowed to enter second-cycle institutions this year, while the new requirement could take effect from the 2027 BECE.

Second, he proposed conditional placement. Students who fail one of the two subjects could be admitted but would be required to undertake compulsory remedial work and resit the subject while in secondary school.

Third, he called for a pre-SHS remedial year. Under the proposal, students who fail English or Mathematics would remain in the education system, receive intensive instruction in the failed subject alongside practical skills training, and resit the BECE the following year.

He argued that successful candidates could then progress to Form Two rather than being left without a clear educational pathway.

Mr Dankwah ultimately urged the GES, TVET authorities, parents, PTAs and other education stakeholders to prioritise inclusion while maintaining academic standards.

He said the debate should focus on whether Ghana wants to protect examination aggregates or provide opportunities for tens of thousands of young people to develop their academic and practical abilities.