Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA)

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Irrespective of a student’s career aspiration, the current policies of the Ministry of Education, the Ghana Education Service, and the West Africa Examinations Council is restricted to seven main courses, namely: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts, and General Science. These courses do not reflect the numerous educational courses and career options of the world of work. Although there are schools that offers specialized programmes but the student numbers are few. Annually, hundreds of thousands of students graduate only to be confronted with another hurdle of choosing a course for further studies different from the course studied earlier, or pursue a career different from the course studied in the Senior High School. To address these challenges, this paper recommends Common Career Selective Programme, as a course of study to represent Core subjects, which consists of 18 selective courses dubbed CCSP-18. The CCSP-18 provides general course descriptions, options for specified courses, elective courses, career options, career requirements, and a list of associated careers. The CCSP-18 concept is designed to offer students variety of course options, that suite individual natural abilities and future career goals, in line with Education-for-All by the year 2030. The CCSP-18 policy brief provides policy outcomes and implications, plus actionable recommendations for education reform, and curriculum development. To improve learning outcomes for quality and efficiency, and make education relevant and accessible to all pre-tertiary students. In conclusion education reform using CCSP-18 provide options for Core Courses Offered, and career guidance to students, with basic educational knowledge to drive development agenda, and promote quality Education-for-All in Ghana, across the West Africa sub-region, Africa and other countries globally." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-679/v1", "name": "Education Reform using Common Career Selective Programme (CCSP) to..." } } ] } Home Browse Education Reform using Common Career Selective Programme (CCSP) to... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Agyemang F, Woode B, Kofi Fosuhene S et al. Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.12688/f1000research.163862.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Policy Brief Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] Frederick Agyemang https://orcid.org/0000-0003-2263-4269 1,2 , Benedicta Woode https://orcid.org/0000-0003-3078-3504 1 , Samuel Kofi Fosuhene 1 , [...] Nana Ama Browne Klutse 3 , Alexander Kojo Nyarko 4 , Seth Oku Asamoah 5 , Bismark Antwi Agyei 2 Frederick Agyemang https://orcid.org/0000-0003-2263-4269 1,2 , Benedicta Woode https://orcid.org/0000-0003-3078-3504 1 , [...] Samuel Kofi Fosuhene 1 , Nana Ama Browne Klutse 3 , Alexander Kojo Nyarko 4 , Seth Oku Asamoah 5 , Bismark Antwi Agyei 2 PUBLISHED 09 Jul 2025 Author details Author details 1 Ghana Atomic Energy Commission (GAEC), Accra, Greater Accra Region, Ghana 2 Wisdom and Instruction Career Advisory Board (WICAB), Accra, Ghana 3 University of Ghana (UG), Accra, Greater Accra Region, Ghana 4 Ghana Education Service (GES), Accra, Ghana 5 Academy for Advanced and Further Education and Training (AFAFET) Global, Accra, Ghana Frederick Agyemang Roles: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Benedicta Woode Roles: Project Administration, Validation, Writing – Review & Editing Samuel Kofi Fosuhene Roles: Supervision, Validation, Writing – Review & Editing Nana Ama Browne Klutse Roles: Supervision, Validation, Writing – Review & Editing Alexander Kojo Nyarko Roles: Supervision, Validation, Writing – Review & Editing Seth Oku Asamoah Roles: Supervision, Validation, Writing – Review & Editing Bismark Antwi Agyei Roles: Data Curation, Project Administration, Software, Validation, Visualization, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Choosing a course of study in a Senior High School in Ghana is a major problem for both students and parents due to the limited number of Courses Offered. Irrespective of a student’s career aspiration, the current policies of the Ministry of Education, the Ghana Education Service, and the West Africa Examinations Council is restricted to seven main courses, namely: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts, and General Science. These courses do not reflect the numerous educational courses and career options of the world of work. Although there are schools that offers specialized programmes but the student numbers are few. Annually, hundreds of thousands of students graduate only to be confronted with another hurdle of choosing a course for further studies different from the course studied earlier, or pursue a career different from the course studied in the Senior High School. To address these challenges, this paper recommends Common Career Selective Programme, as a course of study to represent Core subjects, which consists of 18 selective courses dubbed CCSP-18. The CCSP-18 provides general course descriptions, options for specified courses, elective courses, career options, career requirements, and a list of associated careers. The CCSP-18 concept is designed to offer students variety of course options, that suite individual natural abilities and future career goals, in line with Education-for-All by the year 2030. The CCSP-18 policy brief provides policy outcomes and implications, plus actionable recommendations for education reform, and curriculum development. To improve learning outcomes for quality and efficiency, and make education relevant and accessible to all pre-tertiary students. In conclusion education reform using CCSP-18 provide options for Core Courses Offered, and career guidance to students, with basic educational knowledge to drive development agenda, and promote quality Education-for-All in Ghana, across the West Africa sub-region, Africa and other countries globally. READ ALL READ LESS Keywords Education Reform, Education-for-All (EFA), Pre-Tertiary Education, Career Guidance, Common Career Selective Programme (CCSP), career and technical, Curriculum, high school, elementary school, middle school Corresponding Author(s) Frederick Agyemang ( [email protected] ) Close Corresponding author: Frederick Agyemang Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Agyemang F et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Agyemang F, Woode B, Kofi Fosuhene S et al. Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.12688/f1000research.163862.1 ) First published: 09 Jul 2025, 14 :679 ( https://doi.org/10.12688/f1000research.163862.1 ) Latest published: 29 Oct 2025, 14 :679 ( https://doi.org/10.12688/f1000research.163862.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction The Government of Ghana (GoG) has initiated some key education reform under the Education Strategic Plan (ESP 2018-2030) ( Amegah & Iddrisu, n.d. ). The ESP is expected to contribute to the United Nations (UN) Sustainable Development Goals (SDG 4), Quality Education ( Boeren, 2019 ) which seeks “to ensure inclusive equitable quality education and promote lifelong learning opportunities for all”. The establishment of United Nations Educational, Scientific, and Cultural Organization (UNESCO), is aimed at building peace through education, science and culture, while International Bureau of Education (UNESCO-IBE) is to develop educational curriculums ( Jones, 2018 ). To this end the Incheon (South Korea) Declaration and the education 2030 framework for action is also committed to educating the community as the main driver of development. ( Adu-Gyamfi et al., 2016 ). Teaching and learning have evolved, hence the need for thorough education reform to make education fun, passionate, and career aspirations relevant, to fulfil the lifelong individual career goals. This policy brief paper proposes education reform to enhance lifelong learning that provides education for all. Education Reform Education reform requires new policies for systematic changes of the entire structure of the education systems, specifically, in terms of courses offered and curriculums. In Ghana, the Ministry of Education (MoE) and the Ghana Education Service (GES) are responsible for policies and implementation of approved courses and programmes for the pre-tertiary education. The programmes are aimed at equitable quality formal education ( Adu-Agyem & Osei-Poku, 2012 ). Educational reforms also go with Standard Based Curriculum (SBC) ( Asante et al., 2024 ) development to attain education system for domestic and international recognition. The introduction of Technical and Vocational Education and Training (TVET) was hope to close the gap between theory and hands-on training. The TVET review to assess its effectiveness in Ethiopia proposed practical implementation based on international best practice, and policy enactment across Africa ( Hagos Baraki & van Kemenade, 2013 ). Currently, TVET is been implemented in many Africa countries and beyond. Education reform requires collaboration of all stakeholders. Regional organization such as the West Africa Examination Council (WAEC) ( Nweze & Obu, 2022 ), an examination board mandated to harmonize standardized examination, and committed to excellent education, providing quality and reliable education assessment should be part of any major education reform in the West Africa. Education in Ghana over the years has experience education reforms ( Kuyini, 2013 ). The proposed new education reform requires holistic approach devoid of intermittent interference during regime change. The reforms should cover all the pre-tertiary schools: Preparatory schools’ education could mimic Montessori education, which involved the children’s natural interest. Primary Schools to provide formative learning. Junior High Schools (JHS) to provide foundation to specialized advance subjects. Senior High Schools (SHS), TVET and Science, Technology, Engineering and Mathematics (STEM) schools to provide career development programmes, as an entry point to the world of work. While tertiary education and higher educational institutes (HEI) could concentrate on Research, Development and Demonstration (RD&D) ( Sweet & Palazzi, 2015 ) programmes tailored to fulfil lifelong Education-for-All (EFA). The courses being offered at the SHS and the subjects is to prepare students for the world of work, which begins with the selection of Courses Offered at the SHS. Problem - Selection of Courses Offered The selection of courses of study at the SHS and Senior High and Technical School (SHTS) goes a long way to influence the future career path of all students. Currently, the courses been offered in SHS/SHTS is limited to 7 main courses as shown in Table 1 (Courses Offered in SHS/SHTS). • Over the years, the main Courses Offered have been restricted to Seven, (Reference data attached, 2021 Second Cycle Schools Register), irrespective of individual student’s career aspiration, with exception of few schools with specialized programmes. • SHS graduates faces another challenge of choosing a course for further studies at tertiary institution, the courses offered at the university levels differ in most cases from the courses studied at the SHS. • Most working adults and graduate students admits that the courses they offered in SHS is different from the work they do, and their career objectives. Table 1. Courses Offered in SHS/SHTS. No. Programmes Abbreviation Code 1 Agriculture AGRIC 101 2 Business BUS 201 3 Technical TECH 301 4 Home Economics HOM. ECON. 401 5 Visual Arts VIS. ARTS 402 6 General Arts GEN. ARTS 501 7 General Science GEN. SCI 502 The trend of limited courses offered requires education reform, to harmonize courses of study, curriculums and career orientation, for seamless transition of courses and programmes to career development in a lifelong learning and the world of work. The review of the current policy outcomes and implications calls for education reform and a new policy for the courses offered and a new curriculum. Methods The method employed in the study of the courses offered and a new curriculum, use qualitative by considering the number of Courses Offered to the number of students at the high school level. Annually hundreds of thousands of students graduate from the SHS/SHTS, based on the current curriculums approved by policies of the Ministry of Education, Ghana Education Service, the West Africa Examination Council and the Government of Ghana. Policy Outcomes and Implications The policy of free SHS education by Government of Ghana has seen an increase in enrollment, with the total number of Students (SHS 1), (SHS 2), and (SHS 3) per one academic year exceeding one million students. However, the main Causes Offered for these number of students still remains largely as: Agriculture, Business, Technical, Home Economics, Visual Arts, General Arts, and General Science, irrespective of individual future career ambitions. Data tabulated from the “2021 Second Cycle Schools Register”, for the Academic Year 2019/2020. The total number of students according to the Ministry of Education and the Ghana Education Service, from Ghana Senior High Schools Annual Digest ( https://ges.gov.gh ) indicate the total number of Students (SHS 1); 400,612: Total number of Students (SHS 2); 426,219: Total number of Students (SHS 3): 354,126: The grand Total number of Students: 1,180,957. The lifelong learning foundation of these millions of students per annum is routed in only 7 courses. This problem requires call-to-action for a new policy of education reform, that offers option of courses for individual career interest. Actionable Recommendations Problem: Limited numbers of 7 Courses Offered: Action: Introduction of Common Career Selective Programme (CCSP), to provide option for 18 selective programmes to represent the Core subjects as the main Course of study, in addition to other specified courses and elective courses. Action: The CCSP dubbed (CCSP-18) policy brief provides seven points Actionable Recommendations as follows: • Adoption and Implementation of the concept of Common Career Selective Programme (CCSP-18) by the Key Policy makers, namely the: Government of Ghana (GoG), Ministry of Education (MoE), Ghana Education Service (GES), West Africa Examination Council (WAEC), National Council for Curriculum and Assessment (NaCCA), Schools and Colleges of Teacher Training, Universities and Faculties, Conference of Heads of Basic Schools (COHBS), Conference of Heads of Assisted Secondary Schools (CHASS), Ghana National Association of Teachers (GNAT), National Association of Graduate Teachers (NAGRAT), Pre-tertiary Schools, Teachers, Students, Parents, Guardian, and the General Public. • Funding and Development of CCSP-18 practices and structures of educational reforms which include: Occupational Standards, Curriculums development, Units Specifications, Learning Materials, Learning Outcomes, Assessment Instruments, and Marking Guidelines, Teaching Materials, Text Books, supplementary Career Guidnace, laboratories, workshops, tools, instruments, equipment, components and accessories. • Sensitization programmes, symposium and conferences of the Policy Brief of CCSP-18 to the main stakeholders, the key students and pupil of Ghana, the students and pupil of the regional countries forming members of the West Africa Examination Council. • Implementation of CCSP-18 model schools or a complete general rollout of CCSP-18 programmes nationwide. • Timelines: The first batch of CCSP-18 model schools equipped with the necessary facilities, resources, and facilitators can start experimental implementation of CCSP at the beginning of 2025/2026 academic year. • Teacher Training Colleges and Universities to begin CCSP-18 Course Base Training and Certification (CBTC), to modernize teaching and learning and enhance their knowledge and skills. • Regional Examination Board (West Africa Examination Council) to begin work on the modalities of their assessment instruments and Certification. Action: Once the CCSP policy is adapted, the next action is curriculum development. Curriculum reforms globally adhered to the six-step approach to curriculum development ( Khan & Abu Salek, 2019 ), Step 1: Problem Identification and General Needs Assessment. Step 2: Targeted Needs Assessment. Step 3: Goals and Objectives. Step 4: Educational Strategies. Step 5: Implementation. Step 6: Evaluation and Feedback. Step 1: Problem Identification and General Needs Assessment The Ghana Education Service operates 7 main courses or programmes, and two-tier subject systems, namely; 1. Core subjects, and 2. Elective subjects. The “Core subjects” represents English, Mathematics, Integrated Science, and Social Studies. These subjects are mandatory and should be taken by all students. The “Elective subjects” represents subjects that students can choose to study outside the main “Core subject”. The Electives are grouped into subject combination of learning areas and related learning areas depending on individual chosen course. The GES has also introduced common core programmes, with a standard-based curriculum aimed to develop critical thinking and problem-solving skills. Common Core Programme The Common Core Programme (CCP) refer to educational initiative based on a set of academic guidelines, designed for students that prepare for Senior Secondary Certificate Examination (SSCE) and West Africa Senior Secondary Certificate Examination (WASSCE). The key features of CCP aims is to ensure that all students preparing for the examination, that are held to the same academic expectations, regardless of where they live. The learning areas of CCP consist of the following: 1. Languages (English Language, Ghanaian Languages, French, Arabic) 2. Mathematics 3. Science 4. Creative Arts and Design (CAD) 5. Career Technology 6. Social Studies 7. Computing 8. Religious and Moral Education (RME) 9. Physical and Health Education (PHE) These courses do not lead to any specific career choice as the targeted needs of the students, although choosing a course is career related, hence the CCP lacks the main driver of development for the pre-tertiary education. Step 2: Targeted Needs Assessment The Targeted Need Assessment focuses on courses offered, and the curriculums associated with the courses for pre-tertiary students. The needs assessment recommends Common Career Selective Programme as a course of study. Common Career Selective Programme of Studies The policy brief proposes Common Career Selective Programme (CCSP). The CCSP is a structured basic educational and training programme designed to help students and job seekers to explore within a broader curriculum for Senior High School, Senior High Technical School, Technical and Vocational Education and Training, and Science, Technology, Engineering and Mathematics. The CCSP concept consist of 18 set of selective courses as shown in Table 2 . The CCSP curriculums provide Courses Offered, Courses Abstract, and Courses Description. CCSP curriculums covers Core subjects, Selective subjects, and Elective subjects, designed to provide basic educational knowledge of various career paths. The CCSP also provides career requirements, and career opportunities with related careers to arouse the interest of students opting for specific career education for quality EFA. Table 2. Courses Offered based on CCSP-18 concept. No Courses Offered Courses Abstract Code 1 Commercial Administration, Secretarial, and Office Support Studies 101 2 General Arts Art, Media, Communication, and Design Studies 102 3 Agriculture Science Farming, Fisheries, Forestry and Food Production Studies 103 4 Social Science Humanities, Community, Civil Protection, and Social Studies 104 5 Technical / Vocational Technical, Construction, Repairs, and Maintenance, Fashion, and Catering Studies 105 6 Engineering Science Engineering, Innovation and Mathematics Studies 106 7 Health Science Health Care, Medicine, and Allied Health Studies 107 8 Hospitality/Tourism Hospitality, Hotelier, Travel and Tourism Studies 108 9 Law and Legal System Law, Legal Systems, and Human Rights Studies 109 10 Life/Physical Science Life, and Physical Science Studies 110 11 Management Management, Leadership, Politics, and Authority Studies 111 12 Home Science Home Economics, and Personal Services Studies 112 13 Industrial Technology Industrial, Manufacturing, and Production Studies 113 14 Business and Finance Business, Accounting, Banking, and Financial Studies 114 15 Sports and Music Sports, Music, Acting, and Entertainment Studies 115 16 Education Education, Training, Teaching and Learning Studies 116 17 Computer Science Computers, Technology, IoT, and Coding Studies 117 18 Transportation Aviation, Shipping, Railways and Vehicular Studies 118 The CCSP-18 for EFA provide an outline to develop the goals and objectives of the key stakeholders (policy makers) and the key partners (pre-tertiary students). Step 3: Goals and Objectives The Goals and Objectives has two tiers under CCSP-18 for EFA: Tier-1 Stakeholders (key policy makers), and Tier-2 key partners (Pre-tertiary students). Goals of stakeholders - Policy makers Provide education reform, adapt and implement policy to improve the learning outcomes (LO) to better serve the interest of the pre-tertiary students under the concept of CCSP-18 for EFA. Objectives stakeholders - Actionable recommendations - Adapt and implement the policy of CCSP-18 - Provide the needed funding, resources and infrastructure - Develop the necessary Occupational Standard - Develop Career Core Competence - Certification and Licensing - Promote lifelong Learning - Enhance problem solving skills using available tools and technology. Goals of Pre-tertiary students Goals: To study the approved courses and prepare to take necessary examination and assessment for promotions and for the award of certificate. Objectives pre-tertiary students - Actionable recommendations To acquire the relevant basic educational knowledge and skills captured in the various curriculums and syllables and take the necessary examination and assessment for certification and promotions: - Preparatory Schools - Primary Schools - Junior High Schools - Senior High Schools, TVET and STEM schools The Goals and Objectives of all stakeholders require implementation as a call to action. Step 4: Educational Strategies Educational strategies to review existing policies and promote new and improved policies. Here are three strategies: • CCSP-18 for EFA require education reform and educational strategies to review existing policies and adopt quality educational reforms and facilitate teaching and learning that improve student learning outcomes. Effective strategies vary based on the subject, age group, and learning objectives. • CCSP-18 for EFA require Active Learning that allows students to actively participate in the learning process through discussions, problem-solving, and hands-on activities to meet the diverse needs of students. Students learn by asking questions and solving problems using Technology to Integrate digital tools that enhance learning. • CCSP-18 for EFA for Social and Emotional Learning (SEL) to focus on developing students’ emotional intelligence and interpersonal skills, and Project-Based Learning (PBL), where Students work on real-world projects over an extended period. Step 5: Implementation Implementation of CCSP-18 for EFA require extensive works on the part of policy makers to enact the necessary policies and adoption. The next is the development of Unit Specifications (US), Learning Materials (LM), Learning Outcomes (LO), Assessment Instruments (Ass), Marking Guidelines (MG), Strands, and facilities and resources for all the 18 Courses and programmes for all levels of the educational hierarchy. CCSP-18 Courses Offered for Studies The CCSP-18 provides the Header of the 18 selective course options, Core Course description, plus specified course description, tabulated list of careers and career requirements. Commercial - Administration, Secretarial and Office Support Studies The Commercial Course offers learners basic educational knowledge in Administration, Secretarial and Office Support Studies, that equip students with the skills and experience required, to manage administrative tasks and support organizational operations effectively. This area of study is essential for the roles in business, government, education, healthcare, and other sectors. Administration, Secretarial, and Office Support Careers Organizations such as industries, businesses, the private sector, and other government agencies require workers in offices and administrative sectors, to ensure the efficient and smooth running of such organizations. Table 3 shows a list of Administration, and Office Support careers. Table 3. Commercial - Administration, Secretarial, and Office Support Careers. Accounts Clerk Data Entry Clerk Marketing Manager Administrative Assistant Data Entry Operator Medical Secretary Administrative Coordinator Data Entry Specialist Office Coordinator Administrative Manager Database Administrator Office Manager Administrative Officer Executive Assistant Payroll Clerk Administrator File Clerk Personal Assistant Auditor Financial Analyst Postal Service Clerk Bank Teller Financial Manager Project Administrator Banker Front Desk Clerk Receiving Clerk Bilingual Secretaries General Office Clerk Receptionist Billing Clerk Human Resources Assistant Records Manager Bookkeeping Clerk Human Resources Coordinator Scheduling Coordinator Brokerage Clerk Human Resources Manager Secretary Budget Analyst Legal Secretary Shipping Clerk Cashier Mail Carrier Telephone Operator Client Relations Specialist Mail Clerk Timekeeping Clerk Customer Service Representative Market Research Analyst Typist Requirements: Administration, Secretarial and Office Support Careers Most administrative and office support workers have degree from universities, or Diploma from higher school education. Other employers prefer college, vocational or secretarial and high schools job seekers. General Arts - Art, Media, Communication, and Design Studies The General Arts - Art, Media, Communication, and Design Studies, provides basic educational knowledge that covers a diverse range of disciplines focused on creative, analysis, and interpretation of audio visual and media content. The Art studies involve exploration of Visual Arts, Performing Arts and Literary Arts. It focuses on both practical skills and creativity which require theoretical and practical tutelage. Media studies examine production, distribution, and consumption of media content, such as film, television, radio, and online platforms. Communication studies delve into the ways people share information through various channels, including journalism, and digital communication. Design studies focus on the principles and practices of creativity, fashion, graphic design, industrial design, and interior design. Art, Media, Communication, and Design Careers Occupations in the areas of art, media, communications, and design, express their thought, feeling, ideas and current affairs in their work, provide beauty to the lives of their customers. Others express their ideas through information processing. An option of careers in Art, Media, Communication, and Design has been provided in Table 4 . Table 4. General Arts - Art, Media, Communication, and Design Careers. Anchorman Creative Director Music Director Anchorwoman Curator Musician Animator Dancer Musicologist Art Director Design Director Photographer Art Therapist Designer Photojournalist Artist Digital Media Specialist Podcast Producer Audio Engineer Disc Jockey (DJ) Production Designer Author Editor Proofreader Blogger Event Planner Public Relations Officer Brand Identity Developer Fashion Designer Public Relations Specialist Broadcast News Analyst Film Director Radio Announcer Broadcast Technician Fine Artist Reporter Broadcaster Floral Designer Set Designer Calligrapher Game Designer Social Media Manager Camera operator Graphic Designer Sound Designer Cartoonist Illustrator Technical Writer Cinematographer Industrial Designer Television Anchor Colorist Interior Designer Television Producer Columnist Jewelry Designer User Experience (UX) Designer Commercial Artist Journalist Video Editor Communications Manager Lighting Technician Videographer Composer Makeup Artist Visual Effects (VFX) Artist Concept Artist Media Buyer Voice-over Artist Content Strategist Media Planner Web Designer Copywriter Motion Graphics Designer Writer Costume Attendant Multimedia Artist Requirements: Art, Media, Communication, and Design Careers A greater number of artists have natural artistic abilities. Some artists have to undergo training, while some have no formal training. However, others have a degree in fine arts from a university, college, or school of art. Most designers have diploma from polytechnics. In the field of communication, a bachelor’s degree or master’s degree is a requirement. Agricultural Science - Farming, Fisheries, Forestry and Food Production Studies Agricultural Science - Farming, Fisheries, Forestry and Food Production Studies, focus on basic educational knowledge of scientific principles and best agriculture practices, including traditional means of Farming, Forestry, Fishing. Agricultural Science include related food production, storage, marketing, resource management, and environmental sustainability. The study provides basics knowledge to integrates Crop Science, Animal Science, Soil Science, Agricultural Economics, Horticulture, Agricultural Engineering and Food Science. Agricultural Science Careers Agricultural science workers help to provide one of the main basic human needs, which is food. They work to produce all the food that we eat, and also some produce the materials that are used to make clothes, which also form part of the main basic needs of mankind. Careers in the Agricultural Science is listed in Table 5 . Table 5. Agriculture Science - Farming, Fisheries, Forestry and Food Production Careers. Agricultural and Food Science Engineer Biomass Plant Technician Irrigation Specialist Agricultural and Food Science Technician Botanist Landscape Agronomist Agricultural Crop Farm Manager Faller Logging Worker Agricultural Engineer Farm Worker Nursery Manager Agricultural Equipment Operator Farmer Organic Farming Specialist Agricultural Extension Officer Farmers and Rancher Pest Control Advisor Agricultural Extension Officer and Inspector Fish and Game Warden Plant Pathologist Agricultural Inspector Fish Farmer Precision Agriculture Specialist Agricultural Scientist Fisheries Biologist Rangeland Manager Agricultural Technician Fisheries Manager Silviculturist Agriculturist Fishing Crew Soil and Water Conservationist Agronomist Floriculturist Soil Scientist Animal Breeder Forest Conservationist Sustainable Agriculture Consultant Animal Farm Scientist Forest Engineer Timber Harvester Animal Farmworker Forest Ranger Tree Surgeon (Arborist) Beekeeper Forest Technician Veterinary Technician (Agriculture) Biofuels Processing Technician Forester Wildlife Biologist (Agriculture and Forestry) Dairy Farm Manager Greenhouse Manager Wood Technologist Environmental Consultant (Agriculture) Horticulturist Requirements: Agriculture Science Careers Agricultural Extension Officers have degrees or diplomas from Agricultural Colleges or a bachelor’s degree from a university. Mechanization and irrigation produced food on a larger scale. In the rural areas, most farmers and fishermen do not have formal education. Social Science - Humanities, Community, Civil Protection, and Social Studies The Social Science - Humanities, Community, Civil Protection, and Social Studies, provide basic educational knowledge of societal structures, the role of community engagement, and strategies for ensuring public safety and well-being. The study is essential for understanding and improving the quality of life in various communities through effective governance, social support systems, emergency management, Police, Military, and Para-Military Services for defense and protection. Humanities, Community, Civil Protection, and Social Services Careers People engaged in community and social services provide assistance to society, in order to improve the quality of life in their neighborhood and in the societies in which they find themselves. People depend on these workers to help them individually or as a group. They also help families solve their problems. Counselors in particular help people identify their problem and find solutions. Other social workers offer assistance in emergency cases. Careers in Community, Civil Protection, and Social Services has been provided in Table 6 . Table 6. Social Science – Humanities, Community, Civil Protection, and Social Services Careers. Air Force Personnel Police Chaplain Artillery Personnel Family and Youth Services Worker Police Detective Bailiff Fire Fighter Police Officer Border Patrol Agent Fire Inspector Prison Chaplain Case Manager Fire Inspector and Investigator Prison Officer Child and Family Social Worker Forensic Social Worker Probation Officer Child Protection Officer Forest Fire Fighter Public Defender (Social Justice Law) Child Welfare Specialist Foster Care Caseworker Public Health Advocate Clergy Government Social Policy Analyst Public Safety Officer Community Development Officer Homeless Shelter Coordinator Rehabilitation Counselor Community Health Worker Human Rights Advocate Search and Rescue Technician Community Outreach Coordinator Human Rights Lawyer Security Consultant (Community Safety) Community Service Manager Human Services Administrator Sexual Assault Crisis Counselor Correctional Counselor Infantry Soldier Shelter Worker (Domestic Violence, Homeless) Correctional Treatment Specialist Juvenile Caseworker Social Policy Analyst Counselor (Substance Abuse, Mental Health, Family) Juvenile Probation Officer Social Services Coordinator Crime Scene Investigator (CSI) Librarian Social Worker Criminal Justice Advocate Marriage and Family Therapist Suicide Prevention Counselor Curator Mediator Support Group Facilitator Custom Officer Mental Health Advocate Victim Advocate Detective & Criminal Investigator Military Personnel Violence Prevention Specialist Disaster Response Coordinator Municipal Fire Fighter Volunteer Coordinator (Community Services) Domestic Violence Counselor Nonprofit Program Coordinator Youth Caseworker Drug and Alcohol Counselor Paralegal (Community Legal Services) Youth Counselor Emergency Management Director Parole Officer Youth Development Specialist Requirements: Humanities, Community, Civil Protection, and Social Services At least a High School level of education is the minimum requirement for all branches of the forces such as the Army, Air-force, Police, Fire, Prison, Customs, and Immigration services and other voluntary services. A diploma or university degree may be preferred in some cases or a professional qualification. Most members of the Clergy attend seminaries, other field within the community and social services require degree from a university. Technical / Vocational - Technical, Construction, Repairs, and Maintenance, Fashion and Catering Studies The Technical / Vocational - Technical, Construction, Repairs, and Maintenance Fashion and Catering Studies, provide basic educational knowledge that focuses on basics of design, building, fitting, mechanics, technicians and other specialized sectors such as Fashion, Clothing, and Catering Services. For effective working of automobiles, electricals, electronics, structures, infrastructure, and systems, these workforces are inevitable. These fields are essential for creating and maintaining the built environment, ensuring safety and sustainability. Construction, Maintenance, Repairs and Technical skills is prerequisite as Interdisciplinary Civil Engineering, Architecture, Environmental Engineering and Urban Planning and many others, to ensure that infrastructure meets current and future needs. Careers in Technical, Construction, Maintenance, and Repairs Most workers in the field of construction help in the building of houses, roads, bridges, culverts, shops and other commercial building. Maintenance and repair workers help to maintain machinery and other properties and fix them when they are faulty or not working properly. Construction, Maintenance, and Repairs careers shown in Table 7 offers option in this category. Table 7. Technical / Vocational - Technical, Construction, Repairs and Maintenance, Fashion and Catering Careers. Assembler and Fabricator Roofer Insulation Installer Automatic Teller Machine Attendant Tile and Marble Setter Landscaper & Groundskeeper Automotive Body Repairer Air Conditioning Technician Machinery Maintenance Worker Automotive Engineer Automatic Teller Machine (ATM) Attendant Marine Mechanic Automotive Engineering Technician Boilermaker Mason (Brick, Stone, Cement) Automotive Glass Installer & Repairer Bridge Construction Worker Metal Fabricator Automotive Master Mechanic Cabinetmaker Millwright Automotive Mechanic Carpet Installer Oil and Gas Driller Automotive Specialty Technician Ceiling Tile Installer Pipefitter Automotive Technician and Mechanic Cement Mason and Concrete Finisher Plasterer Auxiliary Power Equipment Operator Construction Equipment Operator Power Plant Maintenance Technician Aviation Inspector Construction Foreman Railroad Maintenance Technician Avionics Technician Construction Laborer Refrigeration Mechanic Bricklayer Crane Operator Rigger Carpenter Demolition Worker Scaffolder Carper Installer Diesel Mechanic Sheet Metal Worker Concrete Mason Dock and Port Maintenance Technician Shipbuilder and Repair Technician Electrician Drywall Finisher and Installer Solar Panel Installer Elevator Installer and Repairer Equipment Operator (Heavy Machinery) Stonemason Exterminator Excavator Operator Structural Iron and Steel Worker Fitter Exterminator (Pest Control Technician) Tire Technician Gas Appliance Repairer Flooring Installer Tool and Die Maker Gearbox Specialist Furniture Finisher Tower Climber & Maintenance Technician Generator Mechanic Glazier Upholsterer Janitor Handyman Vehicle Maintenance Supervisor Locksmith Hazardous Materials Removal Worker Wastewater Treatment Operator Maintenance & Repair Worker Heavy Equipment Mechanic Welder Construction Electrician Heating, Ventilation, and AC Technician Window Installer Motorcycle Mechanic Industrial Machinery Mechanic Woodworker Painter Caterer Wind Turbine Technician Plumber Fashion Designer Dress Maker Requirements: Technical, Vocational Construction, Maintenance, and Repairs Most workers in this field of careers have a minimum of JHS or SHS. Others learn or attend either a technical or a vocational school, whiles others have degrees from university. Mostly the fitters learn their skills through on-the-job training. Engineering Science - Engineering, Innovation and Mathematics Studies The Engineering Science - Engineering, Innovation, and Mathematics Studies, provide the basic educational knowledge of a broad interdisciplinary field that integrates principles of engineering, scientific methods, and mathematical analysis to solve real-world complex technical problems by focusing on core concepts in physics, chemistry, materials science, and mathematics. Engineering Science focuses on applying scientific principles to real-world engineering problems. Bridge the gap between theoretical science and practical engineering applications such as Aerospace, Biological, Civil, Chemical, Computer, Environmental, Electrical and Electronics. Mathematics for Engineering provides the quantitative tools needed for problem-solving and system modeling. Engineering Science, Innovation and Mathematics Careers Professional in Engineering Science and Mathematics field like mechanical, electrical, civil, and chemical engineering have the ability, knowledge, experience and problem-solving skills. They develop analytical and critical thinking skills to tackle engineering challenges. Using Innovation and Research to supports technological advancements in emerging areas like renewable energy, robotics, and Artificial Intelligence (AI). Careers in Engineering and Mathematics is shown in Table 8 , and offer alternative careers options. Table 8. Engineering Science - Engineering, Innovations and Mathematics Careers. Acoustical Engineer Construction Electrician Meteorologist Actuary Control Systems Engineer Mining Engineer Aerospace Engineer Control/Instrumentation Engineer Molecular Biologist Aerospace Technician Cryptographer Nanoengineer Aircraft Mechanic Cybersecurity Engineer Network Engineer Aircraft Systems Engineer Data Analyst Nuclear Engineer Architect Data Scientist Oceanographer Architectural Drafter Design Engineer Operations Research Analyst Draftsman Optical Engineer Architectural Engineer Ecologist Petroleum Engineer Architectural Technician Electrical Engineer Pharmaceutical Scientist Artificial Intelligence Engineer Electrical Engineering Technologist Photonics Engineer Astrobiologist Electrician Physicist Astronomer Electromechanical Equipment Assembler Planetary Scientist Astrophysicist Electronics Drafter Plasma Physicist Automation Engineer Electronics Engineer Process Engineer Automobile Mechanic Energy Systems Engineer Quantum Computing Scientist Automotive Engineer Environmental Engineer Quantum Physicist Biochemical Engineer Environmental Scientist Remote Sensing Scientist Biofuels Processing Technician Epidemiologist Renewable Energy Engineer Biological Scientist Forensic Scientist Research Scientist Biological Technician Genetic Engineer Robotics Engineer Biomass Plant Technician Geologist Satellite Engineer Biomechanics Engineer Geophysicist Seismologist Biomedical Engineer Industrial Engineer Software Engineer Biostatistician Information Security Analyst Solar Energy Engineer Broadcast Technician Instrumentation Engineer Statistician Cartographer Machine Learning Engineer Structural Engineer Cartographer (Map Maker) Manufacturing Engineer Surveyor Chemical Engineer Marine Engineer Systems Engineer Chemical Technician Materials Engineer Telecommunications Engineer Chemist Mathematician Theoretical Physicist Civil Drafter Mechanical Drafter Transportation Engineer Civil Engineer Mechanical Engineer Waste Management Engineer Civil Engineering Technician Mechatronics Engineer Water Resources Engineer Computer Engineer Metallurgical Engineer Wind Energy Engineer Requirements: Engineering Science, Innovations, and Mathematics Most engineers require basic strong foundation in Mathematics, Physics, Chemistry, Biology and Computer Science to pursue a degree in Engineering Science and Mathematics. Professionals in this field require Bachelor’s Degree (BEng/BSc), Master’s Degree (MEng/MSc), or PhD (Doctorate). Health Science - Health Care, Medicine, and Allied Health Studies The Health Science - Health Care, Medicine, and Allied Health Studies, provide basics educational knowledge of scientific, social, and behavioral aspects of health care and wellness, focusing on the prevention, diagnosis, and treatment of diseases and the promotion of overall health. This interdisciplinary field of study integrates knowledge from biology, chemistry, medicine, psychology, and public health to improve individual and community health outcomes. HSS cover basics of Biomedical Sciences, Public Health, Clinical Medicine, Nursing and Allied Health Professions, Nutrition and Dietetics, Pharmacy and Pharmacology, Mental Health and Psychology, Health Informatics and basics herbal medicine . Health Science Studies are fundamental for advancing healthcare practices, improving patient outcomes, and promoting public health on a global scale. Careers in Health Care, Medicine, and Allied Health Services Workers in this category provide a wide range of services, which help people live healthier and happier lives. They prevent, diagnose and treat illnesses. And in some case complex surgical operation or transplant could be performed. Table 9 provide several career options in the Health Science and Health care services. Table 9. Health Science - Health Care, Medicine, and Allied Health Services Careers. Acute Care Nurse Health Information Technician Pharmacist Allergist and Immunologist Immunologist Physical Therapist Anatomist Laboratory Technician Physician Anesthesiologist Magnetic Resonance Imaging Technologist Physician Assistant Anesthesiologist Assistant Medical and Clinical Laboratory Technician Physiotherapist Anesthetist Medical and Clinical Laboratory Technologist Plastic Surgeon Audiologist Medical and Health Services Manager Podiatrist Biomedical Engineer Medical and Public Health Social Worker Psychiatric Nurse Cardiologist Medical Appliance Technician Radiologist Cardiovascular Technologist Medical Assistant Radiotherapist Chemist Medical Microbiologist Registered Nurse Chiropractor Medical Officer Speech-Language Pathologist Clinical Neuropsychologist Medical Practitioner Surgeon Clinical Nurse Specialist Medical Record Traditional Birth Attendant Clinical Psychologist Medical Records Technician Urologist Clinical Research Coordinator Medical Scientist Veterinarian Community Health Worker Medical Secretary Ward Assistant and Ward Help Critical Care Nurse Medical Transcriptionist Mental Nurse Dental Assistant Mental Health Counselor Midwife Dental Hygienist Mental Nurse Neurodiagnostic Technologist Dental Laboratory Technician Midwifery Neurologist Dentist Neurodiagnostic Technologist Neuron physiologist Dermatologist Neurologist Neuropathology Diagnostic Medical Sonographer Neuron Physiologist Neuropsychologist Dietetic Technician Neuropathology Neurosurgeon Dietitian Neuropsychologist Nuclear Medicine Physician Dietitian and Nutritionist Nuclear Medicine Technologist Echo Cardiographer Nuclear Medicine Physician Nurse Emergency Medical Technician Nuclear Medicine Technologist Obstetrician Endocrinologist Occupational Therapist Endoscopy Technician Obstetrician Ophthalmic Optician Epidemiologist Ophthalmologist Etiologist Ophthalmic Optician Opticians Family and General Practitioner Optometrist Gastro Entomologist General Dentist Geriatrician Orthopedist Pharmacist Gynecologist Pediatrician Physical Therapist Physician Requirements: Health Care, Medicine, Allied Health Services Preparation towards health care careers can take many years of studies. In most cases a Bachelor’s degree has to be obtained before the actual medical training begins. In other areas a Bachelor’s, Master’s or Associate degrees has to be obtained. And most healthcare assistance may have to attend specialized institutions to acquire a degree or diploma. Hospitality and Tourism - Hospitality, Hotelier, Travel and Tourism Studies The Hospitality and Tourism - Hospitality, Hotelier, Travel and Tourism Studies, is to provide the basic educational knowledge of Hospitality and tourism industries, such as hotels, restaurants, travel agencies, event planning and tourism management. It provides the framework of the importance of customers and perspective of global tourism and travel trend and destination management. Careers in Hospitality, and Tourism, Hotelier, and Travel and Tour People who work in the field of tourism and hospitality provide services that help people to enjoy their vacations and leisure times. Some hospitality services plan their activities, which include recreational services. Other makes the guest happy while they enjoy live programs and services. Table 10 is the list of careers in the Hospitality, and Tourism industries. Table 10. Hospitality and Tourism - Hospitality, Hotelier, Travel and Tourism Careers. Accommodation Manager Exhibition Coordinator Restaurant Host/Hostess Adventure Tourism Guide Flight Attendant Restaurant Manager Airline Customer Service Agent Food and Beverage Director Revenue Manager Airline Reservation Agent Food Critic Ski Resort Manager Airport Duty Manager Food Safety Inspector Sommelier (Wine Expert) Airport Manager Food Stylist Spa Manager Baker Front Desk Agent Sports Tourism Manager Banquet Manager Front Desk Clerk Sustainable Tourism Specialist Bartender Guest Experience Manager Theme Park Manager Bed and Breakfast Owner Hospitality Consultant Tour Guide Bellhop/Bell Attendant Hospitality Trainer Tour Operator Butler Hotel General Manager Tourism Marketing Manager Caterer Recreational Manager Tourism Research Analyst Catering Manager Hotel Manager Travel Agent Chef Hotel Receptionist Travel Blogger Concierge Hotel Reservation Agent Travel Consultant Conference and Event Coordinator Hotelier Travel Influencer Cook Housekeeper Travel Photographer Corporate Travel Manager Housekeeping Manager Travel Show Host Cruise Director Lodge Manager Vacation Rental Manager Cruise Line Manager Luxury Travel Advisor Waiter and Waitress Cruise Ship Casino Dealer Night Auditor (Hotel Accounting) Waiter/Waitress Cruise Ship Entertainer Park Ranger (Eco-Tourism Sector) Wellness Retreat Coordinator Cruise Ship Staff Personal Chef (Luxury Hospitality) Wildlife Tour Operator Culinary Instructor Recreation Manager Wine Tour Guide Destination Manager Resort Activities Coordinator Yacht Crew Member Eco Tourism Guide Resort Manager Yacht Steward/Stewardess Event Planner Restaurant Host and Hostess Requirements: Hospitality, and Tourism, Hotelier, Travel and Tour Careers At least high school education is required in most tourism and hospitality services. Travel and tour services also prefer people with vocational education, technical, college, polytechnic or university graduate. Law and Legal Systems - Law, Legal Systems, and Human Rights Studies The Law and Legal Systems - Law, Legal Systems, and Human Rights Studies, is to provide basic educational knowledge involve in the exploration of legal principles, institutions, and practices that govern societies. This field encompasses analysis of laws, the role of legal institutions, constitutions and the impact of legal systems on individuals and communities. It is essential for understanding the frameworks that maintain order, protect rights, and resolve disputes. The Course provides foundation of law, civil law, criminal law, public law, international law, corporate and commercial law, dispute resolution, legal systems and institutions. The basics of Law and Legal practice are critical for training legal professionals, shaping public policy, and understanding the legal foundations that support justice and governance in society. Careers in Law, Legal Systems, and Human Rights Workers in these categories help people to protect and preserve their rights and freedom. Law is one of the basic social institutions without which no society could exist if people could do just what they pleased. Within every society each person has some obligation towards one another. Table 11 provides the list of careers in Law, and Legal Practice. Table 11. Law and Legal System - Law, Legal System and Human Rights Practice Careers. Adjudicator E-Discovery Specialist Legal Operations Manager Administrative Law Judge Hearing Officer Legal Secretary Arbitrator Human Rights Lawyer Legal Technology Specialist Attorney Immigration Lawyer Legislative Counsel Attorney General Judge Legislator Bailiff Judicial Law Clerk Magistrate Civil Rights Advocate Law Clerk Magistrate Judge Compliance Officer Law Librarian Mediator Conciliator Lawyer Paralegal Contract Manager Legal Assistant Professional Support Lawyer Corporate Counsel Legal Consultant Prosecutor Court Clerk Legal Contractor Title Examiner, Abstractor, and Searcher Court Interpreter Legal Operations Analyst Victim Advocate Court Reporter Requirements: Law, Legal Practice and Human Right Support Services Most lawyers have college education and degree from a Law schools and universities. Most judges have been lawyers. Workers in the paralegals usually have an associate or a bachelor’s degree, and may have specialized legal training. Life, and Physical Science Studies The Life, and Physical Science Studies (LPSS), provide the basic educational knowledge of a wide range of disciplines that explore the natural world, from the molecular mechanisms of life, to the fundamental principles governing the universe. These fields are crucial for advancing scientific knowledge, technological innovation, and understanding the complexities of the environment and living organisms. Life Science Studies include Biology, Biochemistry, Botany, Zoology, Microbiology. While Physical Science Studies covers Physics, Chemistry, Earth Science and Astronomy. LPSS are foundational for scientific discovery and innovation, addressing global challenges, and improving the quality of life through a deeper understanding of natural phenomena. Life, and Physical Science Careers Careers within these categories, mostly scientists, their discoveries and redevelopment help us to understand the functions of the world in which we live. There are areas where prevention is needed and where new development is required. Life, Physical, and Social Science careers in Table 12 , offers option of career types in this category. Table 12. Life and Physical - Life, and Physical Science Careers. Agricultural Scientist Environmental Economist Forensic Scientist Agronomist Environmental Engineer Hydrologist Animal Scientist Environmental Scientist Marine Biologist Anthropologist Epidemiologist Materials Scientist Archaeologist Geneticist Meteorologist Astronomer Geochemist Microbiologist Astrophysicist Geochronologist Neuroscientist Atmospheric Scientist Geodetic Surveyor Oceanographer Bacteriologist Geographer Paleontologist Biochemist Geologist Physicist Biologist Geomorphologist Political Scientist Biophysicist Geophysicist Psychologist Biotechnologist Geoscientist Sociologist Botanist Biological Technician Soil Scientist Climatologist Cartographer Statistician Conservation Scientist Chemical Technician Survey Researcher Cosmologist Chemist Urban and Regional Planner Economist Ecologist Zoologist Environmental Compliance Inspector Requirements for Life, Physical Sciences Careers Most scientists have doctorate degree. A minimum of bachelor’s degree is required. In most cases these scientists and doctor of philosophy (PhD) undertake research with research assistance. Management - Management, Leadership, Politics, and Authority Studies The Management, Leadership, Politics, and Authority Studies (MLPAS), provide the basic educational knowledge which delve into the principles and practices of guiding organizations, influencing political systems, and exercising power and authority. These fields are crucial for understanding how societies are organized, decisions are made, and leadership is exercised across various sectors. Management studies cover business, organizational behavior, financial management. Leadership ensures ethics, local and global politics, and international relations. Authority studies include sociology of power, legal authority and public administration. MLPAS are vital for equipping individuals with the knowledge and skills to lead organizations, influence public policy, and understand the complex dynamics of power in society. Management, Leadership, Politics, and Authority Careers MLPAS workers, called managers are the leaders of businesses and organizations. All businesses and organizations need managers to plan and administer activities and policies and to train and supervise other employees. Some managers are elected officials, they develop policies and laws and direct activities. The levels of management are different with different amount of authority and responsibility. Upper managers and chief executive officers, president and vice president have the most authority. Table 13 provide an option of careers in the Management, Leadership, Politics, and Authority. Table 13. Management - Management, Leadership, Politics, and Authority Careers. Accountant Director of Operations Plant Foreman Ambassador Economic Development Director Police Chief Campaign Manager Education Administrator Policy Advisor Center Manager Executive Director Political Analyst Chief Executive Officer (CEO) Foreman/Forewoman Politician Chief Financial Officer (CFO) General Manager President (of organizations or countries) Chief Information Officer (CIO) Governor Press Secretary Chief Marketing Officer (CMO) Human Resources Manager Product Manager Chief Operating Officer (COO) Immigration Officer Project Manager Chief Technology Officer (CTO) Judge Public Health Administrator City Manager Legislative Assistant Public Relations Manager City Planner Manager Regulatory Officer Community Service Manager Mayor School Superintendent Consultant Military Officer Social and Community Service Manager County Administrator Nonprofit Manager State Representative Customs and Border Protection Officer Operations Manager Supervisory Manager Diplomat Parliamentarian Requirements: Management, Leadership, Politics, and Authority Most managers, elected officials and management analysts are college graduates and many have advance degrees. Courses in business administration are helpful. Some organizations offer formal training programmes for their managers. Home Science - Home Economic, and Personal Services Studies The Home Science - Personal Services, and Home Economics Studies (PSHES), provide the basic educational knowledge that focuses on skills and knowledge related to individual well-being, family management, and consumer services. These fields prepare individuals for careers in service-oriented industries and equip them with practical skills for managing personal and household needs. Personal Services include Cosmetology and Beauty, Fitness and Personal Training, Health and Wellness. Home Economics covers Family and Consumer Sciences, Textiles and Clothing, and Home Management, Food and Nutrition. Personal Services and Home Economics Studies are integral for preparing individuals to provide essential services that enhance quality of life, foster healthy living, and support personal and family well-being. Careers in Personal Services, and Home Economic Some of the workers in this category require special skills to perform personal task for people. Many personal services are the type of services people can do themselves but for one reason or the other they prefer that specialist in these areas perform these tasks. Careers in Personal Services, and Home Economics in listed in Table 14 . Table 14. Home Science - Home Economics and Personal Services Careers. Animal Caretaker Hairstylist Family and Consumer Sciences Educator Animal Trainer Home Care Aide Home Economist Barber Home Health Aide Massage Therapist Beautician Janitor and Cleaner Personal Shopper Bridal Consultant Makeup Artist Tailor/Dressmaker Clergy Manicurist Laundry and Dry-Cleaning Worker Concierge Marriage and Family Therapist Social and Community Service Manager Cosmetologist Nanny Event Planner Embalmer Pedicurist Butler Fitness Trainer Child Care Provider Sommelier Flight Attendant Dietitian/Nutritionist Tour Guide Floral Designer Interior Designer Personal Assistant Funeral Director Culinary Professional Life Coach Hairdresser Requirements: Personal Services, and Home Economics Most workers in this field require formal education or training. However, at least Junior school level may be required, other workers receive on the job training, some may have to attend special training and have degree. Industrial Technology - Production, Manufacturing and Industrial Studies The Industrial Technology - Production, Manufacturing, and Industrial Studies (PMIS), provide the basic educational knowledge of broad field that encompasses various aspects of creating goods and managing industrial processes. Production teaches the process of transforming raw materials into finished goods through various methods and processes. Manufacturing provides steps through which raw materials are transformed into a final product. Industrial Studies is an interdisciplinary field that examines industrial processes, systems, and organizations to improve efficiency, productivity, and sustainability. Technological Integration provide the use of control systems for operating equipment. Applications of Health and Safety in addition to Research and Development (R&D). This field is dynamic and continuously evolving with advancements in technology and shifts in global markets, making it a vital area of study for improving industrial efficiency and innovation. Careers in Production, Manufacturing, and Industry Workers in this category are involved in making or preparing goods either by hand or machine. These products range from simple wooden objects such as tables and chairs to complex computer parts. Some production workers are involved in food processing. Production, Manufacturing, and Industrial careers options is provided in Table 15 . Table 15. Industrial Technology - Industrial, Manufacturing, and Production Careers. AI and Data Analyst Logistics Coordinator Chemical Plant Operator Assembler Machine Operator Food Processing Operator Assembly Line Worker Machinist Metal and Plastic Machine Worker Baker Manufacturing Engineer Ophthalmic Laboratory Technician Bindery Worker Manufacturing Technician Painting and Coating Worker Butcher Meat Dresser Power Plant Operator CNC Machinist Millwright Semiconductor Processor Desktop Publisher Mine Worker Sewer and Tailor Detailer Precision Assembler Slaughterer and Meat Packer Dressmaker Prepress Worker Textile Worker Industrial Electrician Printing Press Operator Tool and Die Maker Environmental Engineer Procurement Specialist Welder Industrial Automation Specialist Production Manager Woodworker Industrial Designer Quality Control Specialist Quality Engineer Industrial Hygienist Robotics Technician Process Engineer Inventory Manager Safety Officer Lithographer Jeweler Boilermaker Requirements: Production, Manufacturing, and Industry Most workers in this group have to study at college, technical or vocational school. Others pursue apprenticeship programs. In other area, JHS or SHS level is required, while in other sectors formal education and Bachelor’s or Master’s degree is required. Business and Finance - Business, Accounting, Banking, and Financial Studies The Sales, Business, Accounting, Banking, and Financial Studies, Provide the basic educational knowledge of a comprehensive field that covers various aspects of commerce, finance, and economic transactions. Sales and process of promoting and selling goods or services. Business activity of making, buying, or selling goods or services for profit. Banking the business conducted or services offered by a bank, including holding money for savings and checking accounts or issuing loans. Financial studies of how individuals, businesses, and organizations manage and use financial resources. This field is vital for understanding the dynamics of how businesses operate, how sales drive growth, and how financial systems underpin the economy, providing a foundation for careers in various industries. Careers in Business, Accounting, Banking, and Financial Services Workers in the areas of sales, service, Banking and finance inform people about products or services and persuade them to buy. Most sales workers sell their products in the markets and in shops and super markets. There are other sales representatives ready to answer questions about a product or to demonstrate how a product works. Careers in Sales, Business, Banking, and Finance options in listed in Table 16 . Table 16. Business and Finance - Business, Accounting, Banking and Financial Careers. Account Executive Financial Planner Telemarketer Actuary Insurance Sales Agent Treasury Analyst Advertising Sales Agent Investment Banker Wholesaler Banker Manufacturer’s Representative Budget Analyst Branch Manager Marketing Manager Accountant Business Analyst Operations Manager Loan Officer Business Development Manager Real Estate Agent Credit Analyst Entrepreneur Retail Banker Financial Manager Commercial Banker Retail Sales Associate Tax Preparer Consultant Risk Manager Claims Adjuster Data Scientist Sales Manager Insurance Underwriter E-Commerce Specialist Sales Representative Financial Quantitative Analyst Financial Analyst Salesforce Administrator Financial Risk Specialist Businessman/Businesswoman Stockbroker Requirements: Business, Accounting, Banking, and Finance Careers Companies that employ sales workers prefer to have at least high school education. Usually, they receive on-the-job training. Insurance sales agents, stockbrokers and other financial services employ people with a degree or college education. Wholesale, retail and manufacturing sale representatives prefer to have people with college or university degree. Sports and Music - Sports, Music, Acting and Entertainment Studies The Sports, Music and Entertainment Studies (SMES), provide the basic educational knowledge of interdisciplinary field which focuses on preparing students for careers in sports, music and entertainment industries. The course provides combine creative technical and artistic skills. Sports management, athlete representation, music production, concert and event promotion, Film, Radio and Television production. Careers in Sports, Music, Acting, and Entertainment Millions of people are actively involved in sporting events and enjoy the excitement of competition. Entertainment activities amuse many audiences. Others, like beauty contests and concert performances, are also enjoyed by thousands of people. Some workers specialized in certain sporting and athletic activities. Sports, Music, and Entertainment career options are provided in Table 17 . Table 17. Sports, Music - Sports, Music, Acting, and Entertainment Careers. Acoustician Cyclist Goalkeeper Actor/Actress Dancer Music Director Amusement Attendant Director (Television, and Radio) Screenwriter Athlete Disc Jockey Set Designer Balloonist Entertainer Sound Engineer Bandleader/Bandmaster Fashion Coordinator Sports Announcer Bandsman Fashion Designer Sports Official/Referee Baseball Player Fashion Editor Stunt Performer Basketball Player Fashion Photographer Talent Agent Choreographer Fashion Writer/Artist Theater Manager Coach Film Director Video Game Designer Comedian Film Laboratory Technician Voice-over Artist Composer Fitness Trainer Wardrobe Stylist Conductor Footballer Wedding Planner Yoga Instructor Requirements: Sports, Music, and Entertainment Careers For many careers in the sports and entertainment group, there are no specific educational requirements before one cold engage in such activities. Most of the people engaged in sports or entertainment have natural talent and they practice or train for hours in a day. Many athletes earn degrees while they compete in college athletics programs. Officials of sports were in most cases sports personnel and may specialize in coaching or as trainers. Other attends colleges or earns degree from university. Education - Education, Training Teaching and Learning Studies The Education – Education, Training, Teaching, and Learning studies to offer basic educational knowledge of teaching, training and education studies as academic and professional field focused on the theory and practice of facilitating learning and skill development, as pre-requisite entry requirement to teacher training colleges. Careers in Teaching, Education, and Training Workers in this professional group offer systematic information to students based on subjects. They teach many kinds of skills and cultural values to students of all ages. A variety of methods of teaching are employed, including practical, laboratory, workshops, presentations, demonstrations, excursions, research, the use of computers and information technology, and project presentations. While others practice a Dual Education System. Career options in Teaching, Education, and Training are provided in Table 18 . Table 18. Education - Education, Training, Teaching and Learning Careers. Adapted Physical Education Specialist Education Teacher (Postsecondary) Library Science Teacher (Postsecondary) Adult Literacy and Remedial Education Teacher Elementary School Teacher Life, and Physical Science Studies Teacher Administration, and Office Support Teacher Engineering Science, and Mathematics Studies Teacher Management, Leadership, Politics, and Authority Studies Teacher Agricultural Science Teacher (Postsecondary) Engineering Teacher (Postsecondary) Mathematical Science Teacher (Postsecondary) Anthropology and Archaeology Teacher (Postsecondary) English Language and Literature Teacher Montessori Teacher Architectural Teacher (Postsecondary) Environmental Science Teacher (Postsecondary) Music Instructor (Private & Institutional) Area, Ethnic, and Cultural Studies Teacher Forestry and Conservation Science Teacher Personal Services, and Home Economics Studies Teacher Art, Drama, and Music Teacher Geography Teacher Physical Education Teacher Art, Media, Communication, and Design Teacher Health Science Studies Teacher Physics Teacher (Postsecondary) Head Teacher Preschool Teacher Atmospheric, Earth, Marine, and Space Science Teacher Headmaster/Headmistress Principal/School Administrator Biological Science Teacher (Postsecondary) Health Specialties Teacher (Postsecondary) Production, Manufacturing, and Industrial Studies Teacher Business Teacher (Postsecondary) History Teacher (Postsecondary) Psychology Teacher (Postsecondary) Chemistry Teacher (Postsecondary) Home Economics Teacher (Postsecondary) Sales, Commerce, Banking, and Financial Studies Teacher College and University Faculty Hospitality, and Tourism Studies Teacher Science Teacher (General) Communications Teacher (Postsecondary) Instructional Coordinator Secondary School Teacher (SHS) Community, Civil Protection, and Social Studies Teacher Junior High School Teacher (JHS) Special Education Teacher Computer Science Teacher (Postsecondary) Kindergarten Teacher Sports, Music, and Entertainment Studies Teacher Construction, Maintenance, Repairs, and Technical Studies Teacher Law, and Legal Systems Studies Teacher Teacher Trainer/Educational Consultant Continuing Education Teacher Law Teacher (Postsecondary) Teaching Assistant Criminal Justice/Law Enforcement Teacher Transportation, and Facilities Studies Teacher Teaching, Education, and Training Studies Teacher Early Childhood Education Teacher Tutor/Private Educator Technical and Vocational Education Teacher Economics Teacher (Postsecondary) Technology, IoT, Computer, and Coding Studies Teacher Requirements: Teaching, Education, and Training Almost all teachers need a bachelor’s degree. Others are required to complete a professional teacher training program before they can teach. Some pre-school teachers and teacher’s aides do not need a degree. Many high school teachers and most college and university faculty have advanced degrees. Those teaching in the universities have a doctorate degree others require a minimum of a master’s degree. Computer Science – Computer, Technology, IoT, and Coding Studies The Computer Science – Computer, Technology, IoT, and coding Studies focuse on the basic educational knowledge of understanding, designing and applying mordern technological systems and programming languages of coding to solve real word problems. Study tools and systems such as Artificial Intelligence (AI), Cybersecurity, Data Science, Cloud Computing and Human-Computer Interraction (HCI). Careers in Computers, Technology, Internet-of-things, Computer, and Coding Workers in this group use computer and technology to prepare or analyze a variety of complicated procedures. Business and organization cannot function efficiently without these professionals who design complicated items like the microprocessor clip, computers, automobile, aircraft and other complex projects. Careers in the Technology, Internet-of-things, Computer, and Coding in provided in Table 19 . Table 19. Computer Science - Computer, Technology, IoT, and Coding Studies Careers. Actuaries Computer Systems Analyst Information Security Analyst AI Research Scientist Computer Technician IoT Architect Artificial Intelligence Specialist Computer/Office machine Technician IoT Developer Augmented Reality (AR) Developer Cybersecurity Analyst Machine Learning Engineer Blockchain Developer Data Analyst Mobile Application Developer Cloud Engineer Data Scientist Network Engineer Cloud Solutions Architect Database Administrator Robotics Engineer Computer Network Architect Database Architect Systems Analyst Computer Programmer DevOps Engineer User Experience (UX) Designer Computer Security Specialist Embedded Systems Engineer Virtual Reality (VR) Developer Computer Software Engineer Game Developer Web Developer Computer Support Specialist Hardware Engineer Requirements: Technology, Internet-of-things, Computer, and Coding Almost all the professionals in the fields of Computer Science and Technology, either have to complete their education at a technical institution, college, polytechnic or university. Most employers require a bachelor’s degree. Transportation - Aviation, Shipping, Railways and Vehicular Studies The Transportation - Aviation, Shipping, Railways and Vehicular Studies, provide basic educational knowledge in planning, design, management and optimization of transportation systems and facilities. It emphasizes sustainability, efficiency and safety. The transportation sector include; Air, Rail, Road, and Water transportation. The study provides knowledge acquisition in the systems and network of Aviation, Aircraft and Airport systems. It also includes; Maritime, Shipping, Harbour, Port freight and forward, import and export systems, railway and train service system, Heavy duty vehicles and light trucks, commercial Buses and private cars used to move people, goods and services efficiently and safely. Careers in Transportation - Aviation, Shipping, Railways and Vehicular Studies People, goods and services moving from one place to another depend greatly on transport services. These services range from air, sea, rail and road transportation, worker in the field of transport help passengers and goods to move from one place to another. Transportation, and Facilities careers Table 20 provide an option of water, rail, road and air transportation. Table 20. Transportation - Aviation, Shipping, Railways and Vehicular Careers. Able Seaman Aircraft Systems Assembler, Precision Commercial Pilot Agricultural Machinery Operator Aircraftman Construction Equipment Operator Air Chief Marshal Airfield Operations Specialist Automotive Mechanic Air Crew Member Airframe-and-Power-Plant Mechanic Logistics Analyst Air Crew Officer Airline Pilot, Copilot, and Flight Engineer Logistics Specialist Flight Attendant Airman or Airwoman Transportation Analyst Air Marshal Ambulance Driver Import/Export Clerk Air Traffic Controller Boatswain (Bosun) Dispatcher Air Vice-Marshal Bulldozer Operator Warehouse Associate Aircraft Body & Bonded Structure Repairer School Bus Driver Quality Control Clerk Aircraft Cargo Handling Supervisor Transit and Intercity Bus Driver Traffic Office Specialist Aircraft Engine Specialist Bus, Truck and Diesel Engine Specialist Railroad Worker Aircraft Launch and Recovery Officer Captain Ship Engineer Aircraft Launch and Recovery Specialist Car and Wagon Driver Logistician Aircraft Mechanic and Service Technician Chief Engineer Captain (Maritime) Aircraft Rigging Assembler Chief Officer Logistics Manager Aircraft Structure Assembler, Precision Commercial Diver Aircraft Structure, Rigging, and Systems Assembler Requirements: Transportation - Aviation, Shipping, Railways and Vehicular Studies At least all qualified drivers should have basic formal education and should possess valid driver’s license. Aircraft pilot should have bachelor’s degree. Many water transportation workers have professional training or bachelor’s degree from Maritime University or nautical college. Air transportation requires special training relating to aviation and airport systems. Step 6: Evaluation and Feedback Evaluation and Feedback of CCSP-18 to promoting EFA as educational and curriculum reforms is needed to assess progress and performance, or output of CCSP-18 and provide responses for improvement or recognition of CCSP-18 for EFA. Where concepts such as CCSP-18 could have systematic process to measure the quality, effectiveness, or performance of Examination and assessment body, Teaching and supervisory system, Student and pupils’ evaluations, teaching materials and learning outcomes of CCSP-18 for EFA. Feedback from the stakeholders; Examination and assessment bodies, Teaching and supervisory system, Student and pupils on the educational and curriculum reforms for CCSP-18 for EFA. Feedback communicates the evaluation results and suggests actions to improve or sustain performance of CCSP-18 for EFA. Conclusions The challenges in choosing a course of study in a Senior High School in Ghana as a foundation to a student’s career aspiration has always been a challenge for students, parents, guardians and the school authorities due to the policy of limited number of the main Courses Offered by the Ministry of Education, the Ghana Education Service and the West Africa Examinations Council. This problem calls for a reform in Ghanaian education, because knowledge and technology have advanced and teaching and learning has evolved. The introduction of new Education Reform using Common Career Selective Programme (CCSP) to promulgate Education-for-All (EFA) provide the key to solving these problems. The CCSP provided 18 selective Core subjects known as CCSP-18, with course header, course descriptions, specified courses option, elective courses, career options, career requirements and a list of tables of related careers. The CCSP-18 concept offer students a diverse range of course options to drive individual natural capabilities and future career aspirations for lifelong learning. The significance of the study is that the basic educational knowledge acquired during Senior High School and Senior High Technical Schools provide seamless transition of knowledge from the basic to advance level of education to the world of work. The policy brief outlines policy outcomes and implications, and actionable recommendations in terms of Courses Offered, Curriculum requirements and career guidance. In conclusion, the CCSP-18 for EFA concept has the potential to affect the lives of millions of students globally in choosing a course of study, as the key to unlock students’ natural potentials in terms of their abilities, interest, aspiration and dreams, in choosing a course of study, to drive development of Education-for-All. Recommendations • Domestic and Regional stakeholders and collaborators to reform the current educational system, develop the necessary curriculums for adoption and implementation CCSP-18 for EFA. • Model schools equipped with the necessary facilities and resources to experimentally implementation CCSP-18 for EFA as an action to drive development framework of EFA by 2030. • Facilitator for CCSP-18 for EFA to begin modernization of teaching and learning to enhance their knowledge and skills using Competent Base Training (CBT). • Method of teaching for CCSP-18 for EFA could be based on 80% for all Academic work and 20% hands-on or internship programmes, and 80% practical’s and 20% theory for all trade and apprentice programmes. Data availability The data used for the study was based on electronic copy of Ministry of Education, Ghana Education Service, Ghana Senior High Schools Annual Digest 2019/2020 ( https://ges.gov.gh ) Annual-Digest-2020-ecopy.pdf. The number of Courses Offered and School Statistics were tabulated from the “Annual Digest 2019/2020”. The data tabulated from “2021 Second Cycle Schools Register” for the Academic Year 2019/2020, where the numbers of Courses Offered and the Students Statistics of the number of students in (SHS 1), (SHS 2), and (SHS 3). Acknowledgements Ministry of Education, Ghana Education Service, Ghana Senior High Schools Annual Digest 2019/2020. ( www.ghanaschooinfo.org|© 2020.) Ministry of Education, Ghana Education Service, 2021 Second Cycle Schools Register The World Book Encyclopedia , 2001, “Career”. Duane Brown, “Career” The World Book Encyclopedia , 2001, Vol. 3, pp 213. And David A. Jepsen, “Career Education” The World Book Encyclopedia , 2001, Vol. 3, pp 214-235. References Adu-Agyem J, Osei-Poku P: Quality education in Ghana: The way forward. Int. J. Innov. Res. Dev. 2012; 1 (9): 164–177. Adu-Gyamfi S, Donkoh WJ, Addo AA: Educational reforms in Ghana: Past and present. J. Educ. Hum. Dev. 2016; 5 (3): 158–172. Amegah A, Iddrisu DH: Inclusive Education in Ghana. Inclusive Education in Africa. n.d.; 69. Asante G, Arhin D, Essien N, et al. : Implementation of the Standard-Based Curriculum: An Overview of Pre-Tertiary Curriculum in Ghana (1951-2019). Open Access Library Journal. 2024; 11 (2): 1–24. Boeren E: Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. Int. Rev. Educ. 2019; 65 (2): 277–294. Publisher Full Text Hagos Baraki A, van Kemenade E : Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia’s reform. TQM Journal. 2013; 25 (5): 492–506. Publisher Full Text Jones PW: International policies for Third World education: UNESCO, literacy and development. Routledge; 2018. Khan KA, Abu Salek M: A study on research, development and demonstration of renewable energy technologies. IJARIIE. 2019; 5 (4): 113–125. Kuyini AB: Ghana’s education reform 2007: A realistic proposition or a crisis of vision? Int. Rev. Educ. 2013; 59 : 157–176. Publisher Full Text Nweze BN, Obu AU: Comparative Analysis of 2021 and 2022 West Africa Examination Council (WAEC) and National Examination Council (NECO) Chemistry Multiple Choice Questions in Enugu State, Nigeria. Br. J. Educ. 2022; 10 (14): 7–14. Publisher Full Text Sweet LR, Palazzi DL: Application of Kern’s six-step approach to curriculum development by global health residents. Educ. Health. 2015; 28 (2): 138–141. PubMed Abstract | Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 09 Jul 2025 ADD YOUR COMMENT Comment Author details Author details 1 Ghana Atomic Energy Commission (GAEC), Accra, Greater Accra Region, Ghana 2 Wisdom and Instruction Career Advisory Board (WICAB), Accra, Ghana 3 University of Ghana (UG), Accra, Greater Accra Region, Ghana 4 Ghana Education Service (GES), Accra, Ghana 5 Academy for Advanced and Further Education and Training (AFAFET) Global, Accra, Ghana Frederick Agyemang Roles: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Benedicta Woode Roles: Project Administration, Validation, Writing – Review & Editing Samuel Kofi Fosuhene Roles: Supervision, Validation, Writing – Review & Editing Nana Ama Browne Klutse Roles: Supervision, Validation, Writing – Review & Editing Alexander Kojo Nyarko Roles: Supervision, Validation, Writing – Review & Editing Seth Oku Asamoah Roles: Supervision, Validation, Writing – Review & Editing Bismark Antwi Agyei Roles: Data Curation, Project Administration, Software, Validation, Visualization, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (2) version 2 Revised Published: 29 Oct 2025, 14:679 https://doi.org/10.12688/f1000research.163862.2 version 1 Published: 09 Jul 2025, 14:679 https://doi.org/10.12688/f1000research.163862.1 Copyright © 2025 Agyemang F et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Agyemang F, Woode B, Kofi Fosuhene S et al. Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.12688/f1000research.163862.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 09 Jul 2025 Views 0 Cite How to cite this report: Rijal MK. Reviewer Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409282 ) The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409282 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Sep 2025 Muhammad Khairul Rijal , State Islamic University of Samarinda, Samarinda, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.180279.r409282 The paper provides a clear and comprehensive overview of the proposed policy and the challenges it aims to address. The context of its implementation is also well-explained, with detailed descriptions of the current educational landscape in Ghana. the paper provides ... Continue reading READ ALL The paper provides a clear and comprehensive overview of the proposed policy and the challenges it aims to address. The context of its implementation is also well-explained, with detailed descriptions of the current educational landscape in Ghana. the paper provides a clear and comprehensive overview of the proposed policy and the challenges it aims to address. The context of its implementation is also well-explained, with detailed descriptions of the current educational landscape in Ghana. While the paper cites key literature, it could benefit from a more thorough discussion of recent research specifically on educational reforms similar to the CCSP in other countries or regions. Drawing on examples from other African nations or globally could provide stronger evidence for the proposed changes. Additionally, more citations from recent studies on the impacts of education reforms would strengthen the credibility of the paper. To enhance the scientific rigor and relevance of the paper, the authors should address the following: 1. Incorporate more empirical evidence and case studies on similar reforms from other regions. 2. Provide a more detailed analysis of potential challenges and strategies for overcoming them. 3. Clarify the roles of each stakeholder group in the implementation process. 4. Propose a more detailed framework for evaluating the policy’s success and continuous improvement. 5. Address the potential impact on marginalized groups to ensure inclusivity. These improvements will make the article more comprehensive and scientifically sound, enhancing its contribution to the field of educational policy. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Yes Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Curriculum, education, teaching and learning I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Rijal MK. Reviewer Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409282 ) The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409282 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: George A. Reviewer Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409273 ) The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409273 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Sep 2025 Asante George , University of Cape Coast, Cape Coast,, Ghana Approved VIEWS 0 https://doi.org/10.5256/f1000research.180279.r409273 Topic: The topic is suitable for the work. Abstract: The general issue, together with the core concern of the study, is touched on. Kindly do the following: 1. Add the methodological component of ... Continue reading READ ALL Topic: The topic is suitable for the work. Abstract: The general issue, together with the core concern of the study, is touched on. Kindly do the following: 1. Add the methodological component of the work in the abstract (design, data analysis). Introduction: Kindly link the 7th and 8th sentences well. There is a disjoint within. Check your reference list well. The intext must be in line with the main reference list. Education Reform: Kindly link the 4th sentence (Asante et al, 2024) with the new educational reform of Ghana. For instance: Ghana's new educational reform over the years... Kindly reframe the 1st sentence under 2nd paragraph. For instance: Ghana's education has experienced reforms over the years. Problem Selection of Courses offered: Please, limit redundancy. The introduction under this heading is repeated as the 1st bullet under Table 1 . Please, merge them. The research objectives are clearly touched upon. The objectives or work is very important in our contemporary world. It looks at how educational practices are preparing students to acquire the relevant skills, knowledge, and attitudes required at the workplaces, due to global mega-trends. The objectives again, respect the UN SDGs for development: The Era of Leaving No Student Behind. Literature source for the study is current. Policy Outcomes and Implications: Delete the 1st part. It is already stated as the objectives of the study: the last paragraph under "Problem Statement of Courses Offered". Merge the last paragraph under "Policy Outcome and Implications" with the statement of the problem. Follow it then with the research objectives. NB: Consider some theoretical underpinnings for the study, such as 1. The Big Five Personality Theory (Goldberg, 1993) 2. John Holland's Theory of Career Choice (RAISEC). Methodology: 1. Consider the methodological component again. This is not a qualitative study but rather a content analysis write-up. Touch on the sources of data and how it was done (manually or electronically). Justify your usage of content review. Speak about data analysis (content review, comparative analysis, and thematic analysis). Justify your usage of these analyses. NB: Organization: Please consider reordering the work to make it simpler and clearer. 1. Introduction 2. Literature Review (Educational Reforms, Problem-Selection of Courses Offered, Actionable Recommendation, Theoretical Review). 3. Methodology a. Research Design (Content Analysis) b. Data Analysis Method (Content Analysis, Comparative Analysis, Thematic Analysis). 4. Results and Discussions a. Summary of key findings or results (This will be a summary of the literature. It can be in bullets. b. Discussions (here, elaborate a bit on the bulleted key findings. Please, let us hear your voice here. 5. Conclusion and Recommendations. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Yes Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Yes Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Social Studies Education, Educational Assessment, Social Issues, Climate Change Education, SDGs for Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT George A. Reviewer Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409273 ) The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409273 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 09 Jul 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 4 Version 2 (revision) 29 Oct 25 read read Version 1 09 Jul 25 read read Asante George , University of Cape Coast, Cape Coast,, Ghana Muhammad Khairul Rijal , State Islamic University of Samarinda, Samarinda, Indonesia Suhan WU , Nanjing Polytechnic Institute, Nanjing, China Hamid Asghari , Karlstad University, Karlstad, Sweden Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Asghari H. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Dec 2025 | for Version 2 Hamid Asghari , Karlstad University, Karlstad, Sweden 0 Views copyright © 2026 Asghari H. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The paper addresses challenges in Ghana’s education system, including poor quality and limited course offerings, and proposes the Common Career Selective Programme (CCSP) as a reform strategy. CCSP expands the current seven courses into 18 career-oriented tracks to enhance inclusivity, equity, and relevance to labour market needs. The paper outlines seven actionable recommendations for policy integration, curriculum development, capacity building, and monitoring. Strengths 1) The topic is highly relevant and aligned with SDG 4 and Education-for-All goals. 2) The paper provides practical recommendations for policy and curriculum reform. 3) The attempt to link career guidance and curriculum design is commendable. Weaknesses and points for major revision 1) Methodology: The paper claims to use “content analysis” and “course and curricula modification”, but the process is unclear. There is no detailed description of steps, criteria, or how data informed the design of the 18 courses. 2) Result transparency: The result is a list of 18 courses and policy recommendations, but it is not evident how these were derived from the data. The paper mixes normative policy ideas with scientific presentation, making it difficult to assess rigour. 3) Research neutrality: The aim is value-laden (“to analyse gaps”), and headings such as “Poor education in Ghana” reinforce a negative framing. The paper lacks balance and does not acknowledge any strengths or progress in the system. 4) Theory integration: Big Five and Holland’s RIASEC are mentioned but not applied in the analysis. The theoretical section feels disconnected from the results. 5) Knowledge contribution: It is unclear what new insights the paper offers compared to existing reform discussions. 6) International comparison: No reference to similar reforms in other countries, which would strengthen the argument. 7) Ethical reflection: While equity is mentioned in recommendations, there is no deeper discussion of policy implications for marginalised groups. 8) Structure and language: The paper is lengthy and repetitive. Policy recommendations should be clearly separated from the research analysis, and normative language should be toned down. Constructive suggestions 1) Clarify the methodology and explicitly link data to the proposed CCSP model. 2) Neutralise the framing in the introduction and literature review; provide a balanced view of both challenges and strengths. 3) Integrate theoretical frameworks into the analysis. 4) Discuss the paper’s unique contribution and compare with similar reforms internationally. 5) Add an ethical reflection on how CCSP affects marginalised groups. Restructure the paper to separate policy proposals from research content and reduce redundancy. Approval status Approved with reservations (Major revision required) – The paper addresses an important issue and has potential, but significant improvements in methodology, neutrality, theoretical integration, and structure are necessary to make it scientifically sound. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Vocational Education and Training, Educational Policy, Curriculum Development, Teacher Education, Lifelong Learning, Educational Assessment, Comparative Education, Adult Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Asghari H. Peer Review Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.189281.r439792) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-679/v2#referee-response-439792 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 WU S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 24 Dec 2025 | for Version 2 Suhan WU , Nanjing Polytechnic Institute, Nanjing, Jiangsu, China 0 Views copyright © 2025 WU S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Peer Review Report Title: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) Recommendation: Approved with Reservations — Major Revision Required 1. General Assessment The manuscript addresses a relevant problem in Ghana's pre-tertiary education landscape and proposes the Common Career Selective Programme (CCSP) as a mechanism to improve course–career alignment. The aspiration of expanding educational pathways is commendable. However, the current version of the manuscript suffers from fundamental structural, methodological, and analytical limitations. Much of the text presents descriptive listings rather than scholarly argumentation, and the central claims are not supported by systematic data or evidence. Substantial revision is required to meet academic standards expected of a policy-oriented research article. 2. Major Concerns 2.1 Lack of Evidence Supporting Key Claims Several central assertions—such as " The key findings revealed urgent need of education reform…" (p.25) and the claim that Ghanaian students "learn at half capacity"—are not supported by empirical analysis within the study. While the authors cite the 2018 World Bank Human Capital Index, no methodological steps show how this data informs the CCSP model. No pilot study, comparative analysis, or evaluation data are presented to justify expanding the curriculum from 7 to 18 major courses. 2.2 Absence of a Research Methodology Although the manuscript states that content analysis was used, the methodology section does not describe: data sources selection criteria, coding procedures, analysis process, reliability or validity measures, how content analysis led to the derivation of 18 major courses. As written, the methodology describes a policy design—but not a research method. 2.3 Structural and Logical Inconsistencies The Results and Discussion section appears in the middle of the paper (p.7), but the manuscript continues with lengthy reform proposals afterward (p.9–24), breaking the expected academic structure. The "six-step model" reproduced in the Results section simply reiterates a general curriculum development framework earlier cited (Kern's model), not findings derived from data analysis. 2.4 Excessive Descriptive Listing without Analysis More than half of the manuscript consists of long tables enumerating hundreds of possible careers for each proposed major. These listings: do not demonstrate relevance to curriculum reform, do not inform research questions, and do not contribute to policy argumentation. The paper would benefit from substantial condensation and replacement of such lists with analytical content. 2.5 Weak Linkage Between Theoretical Framework and Reform Proposal The manuscript briefly references the Big-Five Personality Theory and Holland’s RIASEC model (p.3–4), yet does not apply these theories to justify: how the 18 major courses were conceptualized, how student interests and traits map onto the proposed structure, or how CCSP aligns with established educational or psychological theory. The theoretical elements remain disconnected from the reform proposal. 2.6 Recommendations Are Idealistic Without Feasibility Analysis Actionable recommendations (p.7) call for national-scale policy integration, inter-ministerial coordination, and large-scale institutional changes. However, the manuscript provides no analysis of: resource requirements, implementation barriers, cost implications, teacher capacity, or political feasibility. The recommendations therefore lack grounding in realistic policy analysis. 3. Minor Concerns Introduction is overly brief and should better contextualize global education reform trends and Ghana's policy landscape. Literature review is thematically inconsistent and requires reorganization to present a coherent conceptual flow. Several sentences are repetitive or reappear verbatim across sections, reducing clarity. Table 1 is duplicated in narrative form within the methodology and should be summarized analytically instead. 4. Recommendations for Improvement To strengthen the manuscript, I recommend: Substantially revising the structure following conventional academic organization (Introduction → Literature Review → Methodology → Results → Discussion → Conclusion). Clarifying the research methodology , including data sources, analytical procedures, and justification for the 18-course framework. Replacing extensive career listings with analytical discussion of why curricular expansion is necessary and how it aligns with Ghana's needs. Integrating theoretical models (RIASEC, Big-Five) into the rationale for course redesign. Providing evidence-based justification for the CCSP model, including case studies, comparative policy insights, or pilot implementation data. Aligning the conclusion with the actual analysis presented, avoiding overstated claims unsupported by data. 5. Final Verdict The manuscript requires major revision before it can be considered scientifically sound. With a clearer methodological foundation, deeper analysis, and tighter structure, the study could potentially contribute valuable insights into curriculum reform in Ghana. Recommendation: Approved with Reservations (Major Revision Required). Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Higher education；Supply chain management；Game theory；Chinese poetry and literature I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) WU S. Peer Review Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.189281.r438051) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-679/v2#referee-response-438051 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Rijal M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Sep 2025 | for Version 1 Muhammad Khairul Rijal , State Islamic University of Samarinda, Samarinda, Indonesia 0 Views copyright © 2025 Rijal M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The paper provides a clear and comprehensive overview of the proposed policy and the challenges it aims to address. The context of its implementation is also well-explained, with detailed descriptions of the current educational landscape in Ghana. the paper provides a clear and comprehensive overview of the proposed policy and the challenges it aims to address. The context of its implementation is also well-explained, with detailed descriptions of the current educational landscape in Ghana. While the paper cites key literature, it could benefit from a more thorough discussion of recent research specifically on educational reforms similar to the CCSP in other countries or regions. Drawing on examples from other African nations or globally could provide stronger evidence for the proposed changes. Additionally, more citations from recent studies on the impacts of education reforms would strengthen the credibility of the paper. To enhance the scientific rigor and relevance of the paper, the authors should address the following: 1. Incorporate more empirical evidence and case studies on similar reforms from other regions. 2. Provide a more detailed analysis of potential challenges and strategies for overcoming them. 3. Clarify the roles of each stakeholder group in the implementation process. 4. Propose a more detailed framework for evaluating the policy’s success and continuous improvement. 5. Address the potential impact on marginalized groups to ensure inclusivity. These improvements will make the article more comprehensive and scientifically sound, enhancing its contribution to the field of educational policy. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Yes Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Curriculum, education, teaching and learning I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Rijal MK. Peer Review Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409282) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409282 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 George A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Sep 2025 | for Version 1 Asante George , University of Cape Coast, Cape Coast,, Ghana 0 Views copyright © 2025 George A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Topic: The topic is suitable for the work. Abstract: The general issue, together with the core concern of the study, is touched on. Kindly do the following: 1. Add the methodological component of the work in the abstract (design, data analysis). Introduction: Kindly link the 7th and 8th sentences well. There is a disjoint within. Check your reference list well. The intext must be in line with the main reference list. Education Reform: Kindly link the 4th sentence (Asante et al, 2024) with the new educational reform of Ghana. For instance: Ghana's new educational reform over the years... Kindly reframe the 1st sentence under 2nd paragraph. For instance: Ghana's education has experienced reforms over the years. Problem Selection of Courses offered: Please, limit redundancy. The introduction under this heading is repeated as the 1st bullet under Table 1 . Please, merge them. The research objectives are clearly touched upon. The objectives or work is very important in our contemporary world. It looks at how educational practices are preparing students to acquire the relevant skills, knowledge, and attitudes required at the workplaces, due to global mega-trends. The objectives again, respect the UN SDGs for development: The Era of Leaving No Student Behind. Literature source for the study is current. Policy Outcomes and Implications: Delete the 1st part. It is already stated as the objectives of the study: the last paragraph under "Problem Statement of Courses Offered". Merge the last paragraph under "Policy Outcome and Implications" with the statement of the problem. Follow it then with the research objectives. NB: Consider some theoretical underpinnings for the study, such as 1. The Big Five Personality Theory (Goldberg, 1993) 2. John Holland's Theory of Career Choice (RAISEC). Methodology: 1. Consider the methodological component again. This is not a qualitative study but rather a content analysis write-up. Touch on the sources of data and how it was done (manually or electronically). Justify your usage of content review. Speak about data analysis (content review, comparative analysis, and thematic analysis). Justify your usage of these analyses. NB: Organization: Please consider reordering the work to make it simpler and clearer. 1. Introduction 2. Literature Review (Educational Reforms, Problem-Selection of Courses Offered, Actionable Recommendation, Theoretical Review). 3. Methodology a. Research Design (Content Analysis) b. Data Analysis Method (Content Analysis, Comparative Analysis, Thematic Analysis). 4. Results and Discussions a. Summary of key findings or results (This will be a summary of the literature. It can be in bullets. b. Discussions (here, elaborate a bit on the bulleted key findings. Please, let us hear your voice here. 5. Conclusion and Recommendations. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Yes Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Yes Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Social Studies Education, Educational Assessment, Social Issues, Climate Change Education, SDGs for Education I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) George A. Peer Review Report For: Education Reform using Common Career Selective Programme (CCSP) to Promote Education-for-All (EFA) [version 1; peer review: 1 approved, 1 approved with reservations] . F1000Research 2025, 14 :679 ( https://doi.org/10.5256/f1000research.180279.r409273) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-679/v1#referee-response-409273 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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