BY Daniel Bampoe
The Minority Caucus in Parliament has expressed deep concern and disappointment over what it describes as the “alarming and unacceptable” decline in the performance of candidates in the 2025 West African Senior School Certificate Examination (WASSCE).
In a strongly worded statement signed by Dr. Yaw Osei Adutwum, Ranking Member on the Education Committee, the Caucus accused the current government and the Ghana Education Service (GES) of presiding over a retrogressive decline in learning outcomes.
The reaction follows the release of the 2025 WASSCE results by the West African Examinations Council (WAEC), which showed significant drops across all four core subjects—English Language, Mathematics, Integrated Science, and Social Studies—compared to the 2024 performance.
According to the official statistics, English Language recorded 69%, Mathematics 48.73%, Integrated Science 57.74%, and Social Studies 55.82%. In contrast, the 2024 results showed much stronger outcomes: English 69.52%, Mathematics 66.86%, Integrated Science 58.77%, and Social Studies 71.53%.
What has shocked many education stakeholders—particularly the Minority—is the dramatic slump in Mathematics.
The subject, which had seen steady improvement from 61.39% in 2022, 62.23% in 2023, to 66.86% in 2024, abruptly dropped to 48.73% in 2025, representing an almost 20-percentage-point fall in a single year.
The Minority argues that such a decline is not only unprecedented but points to deep systemic problems emerging under the current administration.
Historical Comparison And Policy Context
Dr. Adutwum, who previously served as Minister for Education, recounted the education sector’s trajectory under the New Patriotic Party (NPP) government. He referenced the 2016 WASSCE results—before the NPP assumed office—in which performance figures were significantly lower: English (51.6%), Integrated Science (48.35%), Mathematics (33.12%), and Social Studies (54.55%).
He argued that the NPP government, between 2017 and 2024, implemented “pragmatic and targeted” policies that steadily improved learning outcomes. The sharp reversal in 2025, he said, suggests the current National Democratic Congress (NDC) administration has failed to maintain the gains inherited.
“We expect the NDC government to build upon the strong foundation laid by the Nana Addo–Bawumia administration. If they cannot enhance the improved performance bequeathed to them, the least they can do is maintain it—not reverse it,” the statement said.
Minority Questions GES Justification
The Minority also criticized the Ghana Education Service’s December 1 statement, which suggested that the 2025 results were a “true reflection” of the students’ abilities and attributed the outcome partly to heightened invigilation and strict supervision during the exams.
Describing the GES explanation as “embarrassing and unprofessional,” the Caucus questioned how such conclusions could be drawn without examining Chief Examiners’ Reports, which traditionally provide technical insights into candidates’ challenges, weaknesses, and systemic issues.
The Caucus also raised concerns about the claim that increased invigilation and strict protocols might have caused apprehension among students. While supporting strong measures to curb exam malpractice, Dr. Adutwum noted that excessive pressure can negatively affect candidates’ confidence and performance.
Call for Responsibility And Urgent Reforms
The Minority insists that examination supervision, although necessary, cannot be presented as the sole determinant of performance outcomes.
They argue that the GES statement failed to acknowledge critical variables such as instructional quality, teacher motivation, resource availability, curriculum implementation, and broader learning conditions.
“It is curious and troubling that GES mentions only invigilation as a factor. Are they suggesting it is the only driver of academic performance? This is unacceptable,” the statement added.
The Caucus urged the Ministry of Education and GES to take immediate steps to investigate the causes of the decline, adopt appropriate reforms, and restore effective leadership in the sector. It emphasized that leadership must take responsibility rather than “engage in blame-shifting.”
“The recent performance, especially in Mathematics, is discouraging and unacceptable. Urgent measures must be taken to reverse this trend and protect the future of our learners,” Dr. Yaw Adutwum stressed.
