Abolition of corporal punishment and the unfinished project of guidance and counselling: A critical comparative review

Abstract

This article provides a critical and comparative review of Ghana’s recent educational reforms, focusing on the introduction of the Standards-Based Curriculum (SBC), the abolition of corporal punishment, and the institutionalization of guidance and counselling (G&C) as instruments of Positive Discipline. It examines how these reforms reflect Ghana’s moral and pedagogical transition towards humane education. The paper employs an integrative-critical review design that synthesizes historical, policy, and empirical evidence from Ghana alongside comparative cases from Kenya, Nigeria, and India. Literature was drawn from peer-reviewed journals, government directives, and international frameworks on child rights and educational reform. The study reveals that the SBC’s learner-centred philosophy coheres with non-violent disciplinary approaches; however, weak legislation, limited teacher preparation, inadequate counselling infrastructure, and persistent cultural acceptance of corporal punishment hinder implementation. Comparative analysis indicates that reform sustainability depends on statutory clarity, teacher capacity development, and community engagement. The paper situates Ghana’s reforms within a broader moral-educational discourse, arguing that discipline and learning must be reconciled through dignity, empathy, and institutional strength. It proposes a framework integrating Positive Discipline, robust G&C systems, and legal reinforcement to align moral authority with learner rights and pedagogical effectiveness.