Beyond BECE: Rethinking JHS Assessments for Fair SHS Placement in Ghana

The Basic Education Certificate Examination has long been the primary tool for assessing Junior High School students in Ghana. It serves as the main determinant for placement into Senior High Schools across the country. While this system offers a standardized measure of academic performance, it does not consider the stark differences in educational resources and learning conditions between students in urban and rural areas.

Urban students have access to better-equipped schools, modern learning materials, and experienced educators. In contrast, many students in rural communities struggle with limited infrastructure, inadequate teaching resources, and challenging learning environments. Expecting students from such diverse backgrounds to compete on the same examination standard creates an inherent disadvantage for those in underprivileged areas. A more equitable assessment model is necessary to bridge this gap and ensure that every student has a fair opportunity to progress based on their potential.

A New Approach to JHS Assessments
A revised assessment framework should emphasize a balance between school-based evaluation and national examinations. The current system, where a one-time BECE score determines a student’s future, does not capture the full scope of their abilities. Increasing the weight of continuous assessment will provide a more accurate reflection of a student’s academic progress. Schools should be required to submit periodic evaluations of students’ performance, which will contribute significantly to their final placement score. To maintain credibility and prevent bias, independent regional moderation teams should oversee and validate these assessments.

Practical skills assessments should be introduced to ensure that students are evaluated based on applied knowledge rather than rote memorization. Students in urban schools, where laboratory facilities and ICT resources are available, should be assessed through digital projects, coding exercises, and scientific experiments. In rural settings, where access to such facilities is limited, students should demonstrate competency in agricultural projects, traditional craftsmanship, and community-based problem-solving initiatives. These assessments will allow students to showcase their strengths within their respective learning environments.

A project-based national assessment should be incorporated into the placement system. Rather than relying solely on written examinations, students should be required to complete a project that applies their knowledge to real-world challenges. Urban students could engage in technology-based solutions, business development initiatives, or environmental conservation projects. Rural students could focus on sustainable agriculture, water purification systems, or local enterprise development. These projects should be reviewed by a panel of educators and industry professionals, ensuring a holistic evaluation that values creativity, innovation, and problem-solving skills.

Internships and apprenticeships should form part of the assessment process. Exposure to practical work experiences before SHS placement will help students develop industry-relevant skills and provide an opportunity for evaluation beyond the classroom. Urban students could be attached to technology firms, media houses, or corporate institutions, while their rural counterparts could engage in apprenticeship programs in farming, carpentry, tailoring, or other vocational fields. Employers and mentors should provide performance assessments, which will contribute to the final placement decision.

Digital literacy assessments should be tailored to the realities of students' environments. While urban students can be tested on advanced ICT applications, rural students should be evaluated based on mobile technology usage for entrepreneurship, agricultural management, and financial transactions. This ensures that students are not disadvantaged due to differences in digital infrastructure but are assessed based on the technology available to them.

Oral communication assessments should replace the rigid focus on written English examinations. Many students in rural areas struggle with written tests due to limited exposure to formal English instruction, yet they possess strong verbal reasoning and communication skills. Structured oral presentations, debates, and storytelling assessments should be introduced to measure their ability to express ideas clearly and persuasively.

A specialized SHS placement system should be established to match students with schools that align with their skills and future aspirations. Rather than forcing all students into the same academic stream, placement should be tailored to their demonstrated abilities. Urban students with strengths in science and technology should be placed in STEM-focused institutions, while those with business acumen should be guided toward commercial schools. Rural students who excel in agriculture, technical skills, or entrepreneurship should be placed in institutions designed to develop these competencies further. This system will ensure that students are not assessed solely by traditional academic standards but by a broader range of talents and aptitudes.

Closing the Urban-Rural Gap in SHS Placement
The existing BECE model unintentionally favors students from well-resourced urban schools, leaving many talented students in rural areas at a disadvantage. A revised assessment system that integrates continuous evaluation, practical skills testing, project-based assessments, work experience, digital literacy, and specialized SHS placements will create a more balanced and inclusive education system. This approach will ensure that every student, regardless of their background, is given the opportunity to succeed based on their abilities rather than the limitations of their learning environment.

Education is not just about passing an examination; it is about preparing students for the future. By reforming the way Junior High School students are assessed and placed into Senior High Schools, Ghana can create an education system that values knowledge, skills, and innovation in equal measure.

Mileba Godwin Kwame
Educational Psychologist and Policy Analyst