The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT sustainable. Therefore, they launched a joint study on the CBT contextualisation and adaptation in seven African countries, Benin, Morocco, Rwanda and Senegal, and three non-francophone countries -- Ethiopia, Ghana and South Africa. The study includes non-francophone African countries that apply a modular CBT model. The aim of the study is, firstly, to identify good practices and explore how these practices can be used in other contexts/countries to enhance the performance of the CBT in their technical and vocational education and training (TVET) systems and, secondly, to identify the difficulties encountered in introducing and/or sustaining the CBT implementation. Particular attention was devoted to identifying positive or negative tipping points that characterised the implementation of the CBT, in order to take stock of the lessons learned. Based on the findings of the analysis of the CBT implementation in the seven countries, the study makes recommendations on how best to adapt the CBT to the specific contexts of African countries. This report focuses on Ghana's progress in CBT implementation approach and adaptation. [For "Competency-Based Approach to Technical and Vocational Education and Training in Africa. Study Based on Seven African Countries: Benin, Ethiopia, Ghana, Morocco, Rwanda, Senegal, and South Africa. Synthesis Report," see ED617235.]