Revised CBE curriculum must not remain on paper – Dr. Apaak 

Deputy Minister for Education, Dr. Clement Abas Apaak, has stated that the revised Complementary Basic Education curriculum must not remain on paper.

Speaking during the launch of the revised Complementary Basic Education (CBE) Curriculum on Tuesday, Deputy Minister for Education, Clement Abas Apaak, described the initiative as a critical step in reaching vulnerable children who have missed out on early education.

He stressed that the Complementary Basic Education (CBE) programme “provides a second chance for children who, for various reasons, missed out on early education,” adding that such learners are given “opportunity, dignity, and hope.”

The revised curriculum, launched in Accra, targets children within the 8 to 16 age bracket, equipping them with foundational literacy, numeracy, and life skills, often delivered in their mother tongue to improve comprehension and learning outcomes.

According to Apaak, the intervention is designed to create “pathways for their successful transition into mainstream education and lifelong learning,” ensuring that no child is permanently excluded from the formal system.

He noted that while expanding access remains important, quality must be prioritised alongside it.

“Access alone is not enough. Quality must accompany it,” he stated, highlighting the need for relevant and effective teaching methods.

The Deputy Minister explained that the revised curriculum aligns with Ghana’s Standards-Based Curriculum and incorporates lessons from previous programmes to strengthen delivery and impact.

He said the reforms reflect “current pedagogical approaches” and place a “stronger emphasis on foundational competencies.”

Apaak reiterated that the government’s broader education agenda is centred on inclusion and equity, noting that “the Ghanaian child remains at the centre of all our policies and reforms.”

He added that authorities will continue to support inclusive education policies, invest in teaching and learning materials, and expand opportunities for children who remain outside the formal system.

“The real work begins now,” Apaak said, urging stakeholders to ensure effective implementation.

“This curriculum must not remain on paper. It must be implemented effectively, monitored rigorously, and continuously improved.”

He emphasised that the success of the programme will depend on sustained collaboration among government agencies and development partners working to deliver meaningful learning outcomes for every child.