By; Joyce Kantam Kolamong.
School for Life has expressed concern over the equity implications of the 2026 Basic Education Certificate Examination grading and school placement system.
In a statement, the education-focused NGO said it has followed discussions on the process with keen interest and welcomes reforms aimed at improving standards, but says emerging issues could deepen inequality for children from under-resourced communities.
On Grading
The organization said its major concern is the use of a ranking-based grading system in a context where access to qualified teachers, infrastructure and learning materials remains unequal.
It argued that because learners are assessed relative to the performance of their peers and not against defined standards, children from deprived schools struggle to attain top grades, including the top 4 percent threshold required for Category A schools.
School for Life said a criterion-referenced system like that used for WASSCE, where grades are based on fixed benchmarks, would be more equitable, and called for a review while government intensifies investment in underperforming basic schools.
On Placement
The NGO noted reports that unlike previous years, many candidates with single-digit aggregates failed to get their first-choice schools, while some were placed in schools they did not select, including distant day schools.
It said this raises questions about how grades, raw scores, school choices and vacancies interact, and called for greater transparency to restore public confidence.
On the 57,259 candidates not automatically placed under the CSSPS, School for Life welcomed government’s assurance of self-placement and re-sit opportunities, but urged that the measures be implemented effectively and without delay, with proper guidance for affected learners.
On School Categorisation
School for Life said the annual scramble for Category A schools reflects deeper structural challenges and disparities in school quality.
It urged government to accelerate equitable investment in infrastructure, teacher quality and support services across all SHSs to ensure a child’s future is determined by the quality of education received, not the category of school attended.
The organization concluded that an equitable system is one that creates conditions for every child to learn and thrive, regardless of location or background.
