Ghana has demonstrated a continual commitment to ambitious educational reforms. Over the past twenty years, we have initiated and piloted several pioneering initiatives, from the National Teachers’ Standards (NTS) and the Bachelor of Education (BEd.) Curriculum reforms to the introduction and implementation of Professional Learning Communities (PLC) within Senior High Schools as part of the Ministry of Education’s Secondary Education Reform. Additionally, numerous projects have been undertaken by non-governmental organisations and research institutions.

Several of these pilots proved effective. Conducted within limited, controlled environments, they yielded impressive results. However, when attempting to scale these initiatives to a national level, failures emerged. Reforms extended to more schools; nonetheless, they seldom enhanced the depth of learning. Although enrolment numbers increased, educational outcomes remained largely static. While promising innovations expanded in scope, their impact on learning depth was minimal, resulting in essentially unchanged educational outcomes.

Why does this happen, and how can Ghana do better?

This pattern is not exclusive to Ghana; it represents a worldwide challenge. However, comprehending the underlying causes and exploring alternative approaches are critically important for the future of our educational system.

Drawing on international research, John List’s work on scaling evidence, Cynthia Coburn’s “Rethinking Scale”, Buccini et al.’s framework on implementation quality, Zamboni et al. on scalability, and the World Bank’s “Delivering at Scale” blog, and combining them with Ghana’s own experience, this blog outlines seven principles for scaling educational reforms effectively. We also highlight common pitfalls that have tripped us up before.

Seven Principles for Scaling That Work

1. Ground scaling in rigorous evidence

Scaling should never outpace the support provided by evidence. Rigorous piloting, adaptive trials, and cost-effectiveness analyses must inform decisions regarding transitioning from laboratory settings to educational environments.  John List cautions against nationwide implementations based on insufficient or incomplete pilot studies. In the absence of robust evidence, there is a risk of expanding programmes that appear promising theoretically but fail in practical application.

Ghana’s lesson: The Free Senior High School (FSHS) policy was introduced in 2017 without comprehensive piloting of associated costs, infrastructure needs, or quality outcomes. While it markedly increased access, a noteworthy accomplishment, the subsequent implementation of the double-track system underscored the dangers of scaling without thorough evidence collection. We expanded access before fully understanding the requirements for maintaining quality alongside broader reach.

2. Focus on implementation quality, not just reach

Expanding the number of schools or teachers involved is insufficient. The quality must be preserved at all costs. Buccini et al. (2025) emphasise that capacity-building and implementation quality frequently deteriorate without robust monitoring systems and continuous support. Initiating a reform is one aspect; ensuring its effective execution across all classrooms, districts, and regions is another.

Ghana’s lesson: The reforms in Bachelor of Education (b.ed.) programs within Colleges of Education were successful, particularly when emphasis was placed on tutor training, the leadership capacity of principals, and institutional quality assurance. In these environments, student teachers more effectively embraced innovative learner-centred pedagogies due to the stability of support structures. Additionally, the quality of education was consistently upheld, as robust systems were established to sustain high standards.

3. Adopt a systemic and context-sensitive approach

Scaling initiatives must be synchronised with the comprehensive education ecosystem, including curriculum, teacher training, assessment, and governance. Coburn (2003) emphasises that scalability should be extensive, encompassing a broad reach, and profound, influencing beliefs, norms, practices, and structures. Reforms should not exist in isolation; instead, they must integrate with existing systems and be adapted to their specific contexts.

Ghana’s lesson: The Professional Learning Communities in Senior High Schools were effective because they were integrated into existing School Improvement Plans (SIPs) and leadership frameworks. Educators and headteachers regarded them as integral to their responsibilities, rather than as supplementary initiatives externally imposed. Conversely, isolated ICT pilots faced difficulties in aligning with systemic processes and tended to diminish rapidly once external support ceased.

4. Ensure stakeholder ownership

Ownership constitutes the fundamental basis of sustainability. Innovations imposed externally are seldom sustainable. Scaling efforts must promote shared responsibility among ministries, educational institutions, educators, parents, and communities. Teachers, parents, and local leaders must perceive reforms as their own initiatives, rather than directives imposed from above.  Coburn (2003) emphasises that such an approach enhances legitimacy, encourages sustained effort, and ensures that innovations are integrated into routine practice rather than regarded as temporary projects. The World Bank’s blog on scaling highlights that reforms are more likely to endure when local stakeholders collaboratively develop solutions.

Ghana’s lesson: 

The National Teachers’ Standards (2017) attained credibility through the involvement of teachers’ unions and Colleges of Education from the outset, thereby actively shaping the standards rather than passively accepting them. Conversely, the implementation of the standards-based curriculum in 2019 initially encountered resistance from teachers, attributable to limited opportunities for consultation. When teachers are marginalised, engagement tends to diminish.

5. Plan for sustainability from the start

Sustainability necessitates early investment in political, financial, and institutional support. Integrating reforms into existing structures, such as teacher education, professional learning communities, and curriculum cycles, ensures their longevity beyond donor timelines or political cycles. Scaling efforts often collapse when donor funding ends or political priorities shift. Zamboni et al. (2019) advocate for political commitment as well as institutional and financial anchoring from the inception to ensure sustainability.

Ghana’s lesson: 

Numerous ICT in education pilot programmes, including one-laptop-per-child initiatives, failed due to the absence of long-term funding for device maintenance, teacher retraining, and curriculum integration. Although preparations were made for the launch, long-term sustainability was not anticipated. Without continued financial support and institutional endorsement, even the most promising initiatives tend to diminish.

6. Use adaptive and iterative scaling pathways

Scaling is an ongoing process of continuous learning and refinement, rather than a singular leap.  List (2024) emphasises the significance of feedback loops, real-time monitoring, and adaptive course correction. Reforms must be responsive and adaptable. Practices effective in one district may require modification in another; absent mechanisms for learning and adaptation, scaling risks become inflexible and fragile.

Ghana’s lesson: School Performance Improvement Plans (SPIPs) initially encountered challenges. The tools were excessively complex, and headteachers lacked adequate support. However, through iterative monitoring, the development of simplified tools, and targeted coaching, districts progressively enhanced their utilisation. The willingness to adapt was instrumental in this improvement.

7. Balance fidelity and flexibility

Effective scaling necessitates the identification of essential non-negotiables, the features that underpin effectiveness—while permitting local adaptation of non-core elements to suit the context better. An overly rigid approach can hinder contextual fit and diminish the empowerment of local actors. Conversely, excessive flexibility may jeopardise the integrity of the reform (Coburn, 2003). The principal challenge lies in discerning what aspects to safeguard and what to relinquish.

Ghana’s lesson: The National Service Teaching Assistants Scheme was most effective in circumstances where core responsibilities, such as lesson support and remedial teaching, remained consistent. However, local flexibility permitted schools to allocate assistants to additional duties, including exam invigilation. Schools possessed sufficient autonomy to adapt the scheme to their needs without compromising its primary objectives.

Common Pitfalls in Scaling (Ghana’s Experience)

Let us be honest about where things have gone wrong. Understanding these pitfalls helps us avoid repeating them.

Moving Forward: What This Means for Ghana

As we prepare to expand new initiatives, such as scaling AI-assisted learning tools, deepening values education in Senior High Schools, integrating foundational literacy and numeracy instruction in Colleges of Education, and transforming basic education. These lessons are critical.

• Invest in evidence:  Pilot rigorously and adapt before national roll-out; test assumptions. Understand costs. Anticipate challenges.
• Strengthen ownership:Co-create reforms with teachers, unions, parents, and communities. Involve them early and meaningfully, not as afterthoughts.
• Embed sustainability:Plan for budgets, institutional anchoring, long-term planning, and political support from the outset. Think beyond the pilot phase.
• Balance fidelity with flexibility:Protect what works, the core elements that drive impact, but allow local adaptation where context demands it.

Scaling is not solely about expanding the number of schools reached; it is fundamentally centred on fostering deeper ownership and integrating enduring, systemic change that enhances learning outcomes for every child.

By circumventing common pitfalls and adopting evidence-based principles, while also avoiding what John List describes as “voltage” drop, wherein the effectiveness of an intervention diminishes as it scales, Ghana has the potential to transform promising pilot programmes into comprehensive systemic reforms that support its human capital development agenda towards 2057.

What is one lesson from your own experience with education reform that you think more people need to hear?

By Jophus Anamuah-Mensah & Eric Daniel Ananga