From Guidance Policy to Classroom Practice: Integrating Career Exploration Skills into Ghana’s Senior High School Curriculum

This study presents a system-ready model for translating Ghana’s national guidance policy into classroom practice through a six-session, competence-based career-exploration curriculum for Senior High Schools. Using a theory-of-change framework (Figure 1), the model links policy goals to measurable outcomes via structured inputs, classroom activities, and authentic artefacts such as résumés and application letters. Data collection and evaluation follow a monitoring–evaluation–learning (MEL) framework tracking coverage, fidelity, and competence gains. Implementation during 2026–2027 will involve teacher-mediated delivery, low-cost assessment tools, and equity-focused monitoring. The approach emphasises practicality, scalability, and inclusiveness within existing school systems, offering a replicable blueprint for embedding career readiness and employability skills in curriculum design across Sub-Saharan Africa.

Keywords: Ghana education system, Guidance and Counselling, Policy Implementation, career readiness, competence-based learning