GTEC directs Universities to Stop Using Entrance Exams as Admission Precondition

The Ghana Tertiary Education Commission (GTEC) has issued a firm directive to all tertiary institutions: Stop using entrance examinations as a mandatory precondition for admission. This move aims to uphold fairness, transparency, and equal access to higher education across the country.

Details of the GTEC Directive

In a circular dated July 20, 2026, signed by Director-General Prof. Ahmed Jinapor Abdulai, GTEC expressed concern over institutions requiring prospective students to pass entrance exams before consideration, effectively sidelining the nationally approved minimum entry requirements based on WASSCE (West African Senior School Certificate Examination) results.

Key Points from the Circular:

• Entrance exams may only serve as an additional assessment tool for highly competitive programmes.
• They must not override or replace WASSCE-based minimum requirements.
• Institutions that have issued or plan to issue notices making exams compulsory must immediately withdraw them and align with national standards.

GTEC derives its authority from the Education Regulatory Bodies Act, 2020 (Act 1023), which empowers it to set and enforce admission policies.

Why This Directive Matters

Ghana’s tertiary admissions framework prioritizes equity. WASSCE remains the primary qualification benchmark, ensuring students from diverse backgrounds including those in under-resourced schools have a fair shot.

Problems with Mandatory Entrance Exams:

• Creates financial barriers (exam fees, preparation costs).
• Favors urban or well-resourced candidates with access to coaching.
• Undermines the credibility of national exams like WASSCE.
• Reduces transparency and equal opportunity.
  

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Context in Ghana’s Higher Education Landscape

This directive comes amid ongoing efforts to standardize and improve access to tertiary education. Universities like the University of Ghana have historically used entrance exams for certain programmes (e.g., mature students or competitive courses like Medicine or Law), but GTEC is drawing a clear line against making them gatekeepers.

The policy reinforces the role of WASSCE while allowing flexibility for supplementary assessments where justified.

Implications for Students, Parents, and Institutions

For Prospective Students:

• Greater predictability and reliance on WASSCE performance.
• Reduced financial burden from multiple exam preparations.
• Broader access, especially for rural and low-income applicants.

For Institutions:

• Must review and adjust admission notices immediately.
• Can still use exams as supplementary tools for programme-specific needs.
• Expected to comply or face regulatory action.

For Parents and Guardians:

• Clearer pathways based on secondary school results.
• Encouragement to focus on strong WASSCE preparation.

Broader Education Reforms

This fits into larger national goals:

• Expanding access to tertiary education.
• Aligning admissions with equity and merit.
• Supporting the government’s commitment to quality and inclusive higher education.

Stakeholders, including the National Accreditation Board and university leaders, are expected to collaborate for seamless implementation.