Performing Arts Education in Ghana: A Comparative Study of Ghana Education Service (GES) and Internationally Accredited Schools in Ghana｜DaTEAsia Vol.14

APA Citation

Dartey, S. Y., Asime, E. K. (2026). Performing arts education in Ghana: A comparative study of Ghana Education Service (GES) and internationally accredited schools in Ghana. The Journal of Drama and Theatre Education in Asia, 14(1), 65-96.

The paper investigates the landscape of Performing Arts Education in Ghana, particularly contrasting institutions under the Ghana Education Service (GES) with those accredited by international organisations such as Cambridge and the International Baccalaureate. Utilising Joan Lazarus’ (2012) best practices framework, the study evaluates the pedagogical approaches of these two educational systems, advocating for a well-rounded theatre education that merges curricular and co curricular activities. The paper also identifies prevailing challenges in cultivating effective performing arts programs, promoting a call for strategies that support holistic educational reforms. By highlighting disparities in performing arts education, the paper aims to offer insights into best practices that can elevate performing arts instruction in Ghana. In essence, the research underscores the necessity for transformative changes in the educational framework, calling for enhanced collaboration between GES and international schools to harness the strengths of both systems, ultimately enriching the arts education landscape in Ghana. This comparative exploration serves as a foundation for recommendations aimed at improving educational outcomes in performing arts across the nation, ensuring that students gain the essential skills needed for their personal and professional development.