2019 July 31

Bring to the table win-win survival strategies to ensure proactive domination. At the end of the day, going forward, a new normal that has evolved from generation.

July 31, 2019

Guidance and Counselling is a support service that is aimed at helping individuals discover and develop their educational, vocational and psychological potentials and thereby achieve an optimal level of personal happiness and social usefulness.
To achieve the above goal, the Unit performs the under listed functions within the Ghana Education Service:

  • Planning, Coordinating and Supervising guidance services within the country.
  • Training of school-based as well as Regional and District Guidance and Counselling Coordinators for effective guidance service delivery.
  • Collaborating with relevant partners including parents to meet the psychosocial needs of pupils/students.
  • Collaborating with Tertiary institutions with focus on psychology and education to prepare or develop tests and tools of assessment.
  • Providing free consultancy to teachers, parents and general public on relevant psychological issues.
  • Leading GES’ mandate to promoting safe, secure and supportive environment for learning under the “Safe School” Programme.

Ghana Education Service (GES) Policies Related to the Guidance and Counselling Unit (G&C)
The following are some GES policies related to the G&C Unit:

  • Establishment of Guidance programme in second cycle institutions (see attachment section)
  • Inclusion of guidance in 1981/82 Estimates (see attachments section)
  • Introduction of Guidance into First Cycle Institutions of the GES (see attachments section)
  • 2008 White paper on education reforms.

The Structure of the Guidance and Counselling Unit:
The Unit is headed by a Director II in the GES structure who reports to the Director-General through the Deputy Director-General, 10 Regional Coordinators, 216 District/Municipal/Metropolitan Coordinators as well as Coordinators for all Senior High and Basic Schools across the country.

Mission Statement of G and C Unit
The Mission of the Unit is to provide a comprehensive, preventive and developmental G&C programme which is vital in the achievement of excellence for all learners. Through guidance and counselling, all learners shall be provided the opportunity to develop their academic, social, personal and career competencies needed to prepare them for pre-tertiary and higher education, work and preparation as productive citizens and life-long learners.

Additional Mandate of the G&C Unit
Violence in schools such as corporal punishment, sexual harassment, verbal abuse and bullying has been implicated as major cause for some of the challenges related to enrolment, retention and
completion especially among girls and children with special needs. The cumulative effect is that interest in schooling and learning are negatively affected leading to negative consequence on intellectual abilities, self-discovery etc. In essence, the absence of a safe school environment is a disincentive on one hand for some parents to send their children to school and on the other hand for the children to attend school regularly and complete.
The Unit has therefore been charged with the responsibility of promoting a safe and non-threatening learning environment for all children in schools.

  • National consultative meeting for the validation of Safe School Resource Pack
  • Technical Working Group meeting on the development of an Implementation Plan for Safe School Resource Pack
  • Consultation and Validation meeting on the developed Implementation Plan
  • Monitoring the delivery of G&C services in selected districts of the Central Region
  • The Unit was supported by UNICEF to develop Guidance and Counselling Policy Implementation Guidelines to provide structure and directions for the delivery of G&C services.
  • Again, a handbook on Guidance and Counselling for Basic School Teachers has been developed with the objective of helping all basic school teachers acquire skill of integrating guidance philosophy and practices through curriculum offerings thereby adopting a proactive and preventive approach.
  • Development of Positive Discipline Toolkit- Supported by UNICEF Ghana to provide Teachers with non-violent alternatives to correcting learners in schools.
  • Development of a 5-year Strategy for the implementation of pre-tertiary G&C- Supported by Camfed Ghana. It will serve as a framework to guide the delivery of guidance and counselling in Ghanaian schools from 2018-2022.
  • Development of Safe School Resource Package (Teachers’ Handbook, Training Manual and Peer-to-peer manual for children) – Supported By UNICEF Ghana. It seeks to prevent violence (e.g. corporal punishment, sexual abuse and bullying) in all schools.
  • Developing Teacher Mentor Manual. The Teacher Mentor Training will serve as the main curriculum that guides the delivery of a holistic training for Guidance and Counselling Coordinators/Teacher Mentors on guidance and counselling services in pre-tertiary schools in Ghana.
  • The Unit currently is working with COTVET to develop a Technical Vocational Education Training (TVET) and Agricultural Technical Vocational Education and Training (ATVET) Career Guidance and Counselling Manual to provide valid, relevant and up-to-date information to students at the Basic level.

July 31, 2019
SHEP Programme Goal

The goal of the SHEP is to ensure the provision of comprehensive health and nutrition education and related support services in schools to equip children with basic life skills for healthy living, which will lead to improvements in child survival and educational outcomes, including school enrolment, retention and academic performance.

Mission of the SHEP Unit

The mission of the SHEP Unit is to facilitate the effective mobilization and deployment of available human, material and financial resources to equip school children with basic life skills for healthy living through skills-based health education, promoting good health and preventing diseases among the school population.

SHEP Programme Objectives
  • Conduct training to build capacity of teachers, school children and community members for effective implementation of school health programmes.
  • Develop appropriate Information, Education and Communication (IEC) materials
  • Inculcate into school children health-promoting habits and values of good hygiene and sanitation practices including hand washing with soap
  • Ring health education and related health services to the doorsteps of school children for early detection of defects and disability for prompt referral and management.
  • Assist in the prevention and management of communicable and non-communicable diseases
  • Promote the provision of adequate, safe and sustainable water and sanitation facilities in schools, which will reinforce the practice of learnt skills for hygiene.
  • Promote good environmental sanitation and hygiene practices in schools, which are gender, child and disability friendly
  • Promote healthy lifestyles including healthy diet, avoiding alcohol and tobacco consumption, illicit drugs, physical inactivity and pre-marital sex
  • Promote safety and prevent injury within the school environment and the general community
  • Provide nutrition and food safety education and ensure that food vendors and cooks are medically screed and certified to prepare, handle and sell food under hygienic conditions
  • Promote the provision of safe school infrastructure that is age-appropriate, well ventilated, well illuminated, disability and gender-friendly
  • Promote educational programmes that will assist in the prevention and management of HIV and AIDS, malaria prevention and other locally endemic diseases
  • Motivate school children to become change agents to their peers and in their homes and communities.
  • Promote effective school-community and parent-teacher partnerships to address issues that will enhance the health and development of children
  • Use the school as a medium to disseminate health messages to communities
  • Promote research and studies on school health issues in support of programme implementation.
Institutional Structures for SHEP

National Level

  • A national SHEP secretariat established for SHEP Unit
  • Headed by a National SHEP Coordinator
  • With support of Programme Officers
  • The National SHEP Coordinator reports to the Director, Finance and Administration through a Deputy Director General to the Director General.

Regional Level

  • There are SHEP Desks in all the regions headed by Regional SHEP Coordinators
  • The Regional SHEP Coordinators report directly to their respective Regional Directors of Education
  • In terms of departmental placement, however, SHEP is placed differently under either the Inspectorate or Human Resource Unit

District Level

  • District level SHEP desks occupied by District SHEP Coordinators
  • Report directly to the District Directors of Education
  • Placed under either the Monitoring and Supervision or Human Resource Unit

School Level

  • Every school has a teacher designated as School-based Health Coordinator (SBHC)
  • SBHC leads the planning and implementation of SHEP activities
  • He/She reports to the head teacher, who in turn reports to the Circuit Supervisor, and involves other members of staff in his/her work

Intervention / Programme Areas

  • Skills-based Health Education
  • Food Safety Nutrition and Education
  • Safe and Healthy School Environment
  • Disease Prevention and Control

July 31, 2019

To increase access to quality education and training of learners and young people with disabilities and special educational needs in an Inclusive School Environment leading to employable skills for economic and independent living.


To work towards the creation for equal educational opportunities for learners and young people with disabilities and special educational needs through the promotion of suitable and sustainable support structures in an inclusive school environment.


The Special Education Division works towards the creation of equal opportunities for learners and young people with disabilities and Special Educational Needs at the pre- tertiary level through the efficient management of resources, provision of suitable and sustainable support structures in an inclusive school environment.

  • Monitoring of all Special Schools and Inclusive Education focus districts to enhance efficiency and effectiveness in learning outcomes.
  • Extension of Inclusive Education theory and practices in 10 districts out of the remaining 196 Districts.
  • Provision of transitional vocational facilities and capacity building for teachers in the Special Schools
  • Capacity building teachers on the SAFE SCHOOL concept for the Special Schools.
  • Capacity building of teachers using the IE Manual.
  • Capacity building of Sign Language for teachers in the schools for the deaf.
  • To facilitate effective administration of Special Schools.
  • Provision of educational facilities and services for children and young people with Disabilities and Special Educational Needs (SEN).
  • To transcribe textbooks and other reading materials into Braille.
  • Screening and Assessment of children for early identification, correct placement in schools and other interventional measures.
  • Capacity building of Special Teachers across the sector at the pre-tertiary level.
  • Provision of appropriate Teaching and Learning Materials and Assistive Devices for learners at the pre-tertiary level.
  • Ensure and facilitate the timely release of feeding grants to special schools.
  • Supervision and monitoring of special schools and units.

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