Education News from Ghana

The latest education news from Ghana, curated from the country's leading newsrooms and updated through the day. Newest stories first.

Education Minister Haruna Iddrisu Warns University Councils Against Management Interference and Announces Policy Reforms
education|

Education Minister Haruna Iddrisu Warns University Councils Against Management Interference and Announces Policy Reforms

Minister for Education Haruna Iddrisu has issued a stern warning to the governing councils of public universities, cautioning them against encroaching on the day-to-day administrative functions of university management. Speaking during the commissioning of a new 200-bed hostel at the Wisconsin International University College in the Ashanti Region, the Minister emphasized that such interference is detrimental to institutional performance and effective governance. He underscored that the government would not support any council actions that undermine the established roles of university management, calling instead for a collegiate atmosphere focused on institutional growth. The Minister’s address highlighted the necessity of a clear separation of powers within higher education institutions. According to Iddrisu, while governing councils play a vital role in setting strategic direction and policy, their direct involvement in daily operations creates unnecessary friction and hinders academic progress. He advocated for a collaborative and respectful relationship between councils and management, urging all parties to respect institutional autonomy. This push for governance reform is intended to ensure that universities function effectively and focus on their core mandate of academic excellence without the distractions of internal power struggles. In a significant policy announcement during the same event, Minister Iddrisu revealed that the government has amended the Education Regulatory Bodies Act, 2020. This amendment is set to grant private universities formal representation on the governing board of the Ghana Tertiary Education Commission (GTEC). The Minister noted that this move recognizes the indispensable role private institutions play in expanding access to higher education for students who may not find placement in public universities. By including private sector voices in the regulatory framework, the government aims to create a more inclusive, balanced, and representative educational landscape. Beyond governance and representation, the Minister challenged all tertiary institutions to prioritize the quality and relevance of their academic offerings. He stressed the importance of aligning curricula with the evolving needs of the global workforce, specifically mentioning the need to equip students with skills in emerging technologies like artificial intelligence (AI). By focusing on academic productivity and modern technology, the Minister concluded, Ghana’s universities can better contribute to the nation’s socio-economic development and ensure graduates are prepared for the challenges of a competitive international market.

Parliament's Education Committee Flags 'Exorbitant' Distance Learning Fees at Ghana's Public Universities
education|

Parliament's Education Committee Flags 'Exorbitant' Distance Learning Fees at Ghana's Public Universities

The Parliamentary Select Committee on Education has expressed grave concerns regarding the high cost of distance education programs in Ghana, characterizing the current fee structures as potentially exploitative. During a formal visit to the Ghana Tertiary Education Commission (GTEC) headquarters, Dr. Fred Kyei Asamoah, a member of the committee, highlighted a worrying disparity between the fees charged for distance learning and those for traditional, on-campus programs. The committee observed that distance education programs, which typically require fewer physical resources, are often priced significantly higher than regular programs, suggesting that universities may be prioritizing these offerings as a primary source of revenue rather than as a tool for accessible education. Beyond the financial burden on students, the committee raised alarms about the systemic incentives these high fees create. Members suggested that the lack of fee regulation for distance learning programs encourages public universities to prioritize these costly alternatives over traditional enrollment. This trend, they argue, risks turning tertiary education into a profit-driven venture that exploits students seeking flexible learning options. There is also a growing concern that the expansion of distance programs has not been matched by a focus on quality, with some committee members, including Dr. Yaw Osei Adutwum, pointing out that many graduates of these programs face significant challenges in the job market due to poor alignment between course content and industry needs. In response to these criticisms, the Director-General of GTEC, Professor Ahmed Jinapor, clarified the commission's current regulatory limitations. He explained that distance education fees currently operate under a market-based system and fall outside GTEC's direct jurisdiction, meaning the commission lacks the legal mandate to cap or control these costs. Prof. Jinapor also echoed the committee's concerns regarding the relevance of certain academic programs, noting that some universities continue to replicate international curricula that do not address local economic realities or job market demands. He stressed that without legislative intervention or a change in policy from Parliament, GTEC’s ability to curb these high costs remains restricted. To address these challenges, the Parliamentary Committee and GTEC are advocating for a more robust framework of accountability and quality assurance. This includes a proposal for GTEC to implement a formal ranking system for university programs, which would provide transparency regarding the success rates and market relevance of various courses. The goal is to ensure that students are receiving value for their investment and that the education sector effectively contributes to national development. Both parties emphasized the need for closer collaboration to reform the sector, ensuring that distance education becomes a viable, affordable, and high-quality path for Ghanaian students rather than a financial burden. Moving forward, the committee's findings are expected to inform potential legislative reviews aimed at granting GTEC more authority to regulate fee structures and enhance educational standards across the country.

University of Ghana’s Prof. Isaac Wiafe Calls for Agile AI Curriculum Approval and Local Data Infrastructure to Secure Ghana’s Digital Sovereignty
education|

University of Ghana’s Prof. Isaac Wiafe Calls for Agile AI Curriculum Approval and Local Data Infrastructure to Secure Ghana’s Digital Sovereignty

Professor Isaac Wiafe, a prominent computer scientist at the University of Ghana, has issued a sharp critique of the current barriers hindering the nation’s Artificial Intelligence (AI) progress. Speaking at an inaugural lecture in Accra, Prof. Wiafe highlighted that systemic delays in the approval of AI-related curricula and a lack of local-language data infrastructure are stifling the effectiveness of Ghana’s National AI Strategy. He warned that without urgent reform, the country risks becoming digitally dependent on external powers, which could lead to the marginalization of indigenous knowledge and the homogenization of Ghanaian culture through foreign-biased algorithms. A primary concern raised by Prof. Wiafe is the bureaucratic bottleneck at the Ghana Tertiary Education Commission (GTEC). He lamented that the slow pace of curriculum approval often results in academic programs becoming obsolete before they are even implemented in classrooms, given the lightning speed of global technological advancement. To combat this, he urged GTEC to adopt more agile quality assurance mechanisms that can keep pace with the evolution of AI. Prof. Wiafe emphasized that universities must take a more proactive role in shaping AI discussions to ensure that education remains relevant and prepares students for a fast-changing global landscape. Beyond academic structures, the lecture addressed the critical need for "local content" within Ghana’s technological ecosystem. Prof. Wiafe pointed out that the current National AI Strategy lacks sufficient emphasis on local-language data, which is essential for making AI tools useful in vital sectors such as health, education, and agriculture. He advocated for a government-backed local-language policy to support research institutions in building robust data infrastructures. By prioritizing datasets that reflect Ghanaian languages and cultural realities, the nation can ensure that AI developments are inclusive and serve the specific needs of its citizens rather than relying solely on foreign datasets and priorities. Highlighting active efforts to bridge this gap, the Professor noted the University of Ghana’s partnership with Google Research Africa on ‘Project Euphonia,’ an initiative aimed at improving speech recognition for diverse local languages. Vice-Chancellor Professor Nana Aba Appiah Amfo commended these contributions, noting their alignment with local socio-economic realities. Prof. Wiafe concluded by calling for a human-centered transformation of AI models that prioritizes societal wellbeing and cultural preservation. Achieving technological sovereignty, he argued, requires a collective effort to build a resilient, locally-grounded AI ecosystem that safeguards Ghana’s digital future.

Kwaku Asare to Adutwum: Don't blame degrees, blame the economy that fails to absorb graduates
education|

Dr. Yaw Osei Adutwum’s Critique of ‘Degrees to Nowhere’ Ignites National Debate on Education and Economic Reform

The debate over the relevance of higher education in Ghana has reached a fever pitch following recent comments by former Minister of Education, Dr. Yaw Osei Adutwum. Speaking on the Konnected Minds Podcast, Dr. Adutwum characterized several university programs as "degrees to nowhere," specifically targeting Development Studies at the University for Development Studies and the BA in Education (Non-Teaching) at the University of Ghana. He argued that these curricula fail to align with the country's national manpower requirements, leading to a surplus of graduates who lack the skills required by the current labor market. Dr. Adutwum called for a comprehensive review of university offerings, urging the Ghana Tertiary Education Commission (GTEC) to enforce regulations that prioritize market-driven disciplines and strategic educational planning, citing India’s successful IT sector as a potential blueprint for Ghana. However, Dr. Adutwum’s assessment has faced significant pushback from governance experts and education advocates who argue that the problem lies with the economy rather than the degrees themselves. Prof. Kwaku Asare, a prominent governance expert, contended that "no degree is useless in an economy that works," asserting that graduate unemployment is primarily a symptom of a stagnant political and economic structure that fails to absorb talent. Investigative journalist Manasseh Azure Awuni echoed this sentiment, suggesting that the unemployment crisis is a direct result of poor leadership. These critics argue that instead of dismissing academic disciplines, the government should focus on systemic reforms that stimulate job creation and improve political accountability. The conversation has also sparked a philosophical defense of the liberal arts and social sciences. Kofi Asare, Executive Director of Africa Education Watch, emphasized that university education should be evaluated based on the practical competencies and transferable skills it provides—such as critical thinking and entrepreneurship—rather than immediate job placement. Similarly, defenders of Development Studies argue that the program is a vital "blueprint for nation-building," essential for the social engineering required for long-term national progress. They warn against a "colonial mindset" that views education solely as a tool for job acquisition, advocating for a broader perspective that recognizes the importance of producing citizens capable of driving societal growth and community building. Ultimately, the discourse highlights a pressing need for a middle ground where academic institutions and national planners collaborate more effectively. While there is a consensus on the need for universities to be more accountable and for curricula to be enhanced with essential skills, experts believe this must be coupled with an economic environment that fosters growth. Moving forward, the Ghana Tertiary Education Commission and other stakeholders are being urged to conduct a national labor needs assessment. Such a measure would ensure that the tertiary education system not only fulfills the aspirations of students but also serves as a robust engine for Ghana’s national development goals.

Paramount Chief Bonaba Salifu Alemyaarum Calls for Teacher Training College to Drive Development in Bongo District
education|

Paramount Chief Bonaba Salifu Alemyaarum Calls for Teacher Training College to Drive Development in Bongo District

Bonaba Salifu Alemyaarum, the Paramount Chief of the Bongo Traditional Area, has formally appealed to the development advocacy group Alagumgube to spearhead a campaign for the establishment of a teacher training college within the Bongo District. This call to action, made during a recent monthly meeting, seeks to address the educational infrastructure deficit in the region while simultaneously creating sustainable employment opportunities for the local youth. The Paramount Chief highlighted that such an institution would significantly reduce the barriers students face when seeking higher education within the district and the broader Upper East Region. During the engagement, the Paramount Chief praised Alagumgube for its proactive role in regional development, specifically referencing the group's ongoing advocacy for an airport in the Upper East Region. He emphasized that the proposed teacher training college would complement existing efforts to transform Bongo into a hub for human resource development. The chief's vision rests on the belief that localized tertiary education is essential for retaining talent and ensuring that the youth are equipped with professional skills that contribute directly to the community’s socioeconomic growth. In addition to the educational focus, the meeting provided a platform for updates on other critical infrastructure projects, including healthcare. Bonaba Alemyaarum shared progress regarding a new district hospital planned for Gurigo, which is being developed in collaboration with international partners from South Korea. These combined efforts in education and healthcare underscore a broader strategic priority for the Bongo District to improve the living standards of its residents. The meeting concluded with a call for continued collaboration between traditional authorities and advocacy groups to ensure these developmental goals are realized through persistent engagement with government and development partners.

Mfantsipim @150 committee calls on Osabarima Kwesi Atta II ahead of historic anniversary celebrations
education|

Mfantsipim School Sesquicentennial Committee Briefs Paramount Chief on 150th Anniversary Plans

Mfantsipim School, recognized as Ghana’s first secondary institution, has officially initiated high-level consultations for its upcoming 150th-anniversary celebrations. The planning committee, under the leadership of Kenneth Shelton Aikins, recently visited Osabarimba Kwesi Atta II, the Paramount Chief of the Oguaa Traditional Area, to present the strategic roadmap for the school’s sesquicentennial. Established on April 3, 1876, Mfantsipim is preparing for a historic milestone that celebrates a century and a half of educational leadership and academic excellence in Cape Coast. The anniversary festivities are scheduled to culminate in a grand durbar on November 14, 2026. A central feature of the upcoming program is the “Aseda Durbar,” a thanksgiving event that will bring together various historic secondary schools in the Cape Coast enclave. This initiative is intended to celebrate the shared legacy of these institutions and their collective impact on Ghana's development. By engaging with the Paramount Chief, the committee aims to ensure the celebrations are deeply integrated with the cultural fabric of the Oguaa Traditional Area. Osabarimba Kwesi Atta II expressed his enthusiastic support for the anniversary, pledging the traditional council's commitment to the success of the event. The Chief highlighted the school's prestige and its vital contribution to the intellectual and social character of the region. Headmaster Ebenezer Aidoo thanked the Paramount Chief for his continuous patronage, noting that the school's prestige is bolstered by its strong relationship with traditional authorities and the local community. As the countdown to 2026 begins, the sesquicentennial is expected to serve as a rallying point for the global "Old Boy" network and the wider educational community. The celebrations will not only honor the school's past achievements as a pioneer in West African education but also provide a platform for future-looking developmental projects. With the endorsement of the local traditional leadership, the planning committee is now set to execute a series of events that will commemorate Mfantsipim’s enduring influence on Ghana’s national progress.

British Council Urges Shift Toward Language-Responsive Education to Boost Learning Outcomes
education|

British Council Urges Shift Toward Language-Responsive Education to Boost Learning Outcomes

The British Council has issued a call for the adoption of inclusive and context-sensitive language policies in education systems, emphasizing that the language of instruction is a critical factor in determining student success. In its recently updated position paper, the international organization argues that educational decisions regarding language must be deeply rooted in the unique social, cultural, political, and historical realities of each country. By prioritizing language-responsive approaches, the Council aims to address the barriers that often hinder learners who are taught in languages they do not fully understand, particularly in diverse or multilingual environments. Central to the British Council’s recommendation is the rejection of a one-size-fits-all model, especially concerning the rapid shift toward English-medium instruction in non-native speaking regions. The report stresses that for any language policy to be effective, it must be supported by adequate resources, including specially trained teachers and high-quality instructional materials. The Council advocates for evidence-based decisions that support literacy in languages familiar to the students, which serves as a foundational building block for academic achievement and cognitive development. The position paper highlights a significant risk associated with poorly planned transitions to English-only instruction. When schools switch to English too early or without proper preparation, it can lead to a decline in learning outcomes and exacerbate educational inequalities. The British Council suggests that maintaining strong instruction in local or familiar languages alongside English is not only beneficial for the students' cultural identity but also enhances their ability to eventually master English and other complex subjects in the curriculum. As global education systems strive to improve literacy rates and academic standards, the British Council’s advocacy serves as a timely reminder of the link between language and cognitive accessibility. Moving forward, the organization encourages policymakers to focus on flexible, multilingual strategies that empower both teachers and students. By aligning language policies with the lived experiences of learners, countries can create more equitable and effective educational environments that foster long-term success for all students.

Fire Guts House Master’s Office and Storeroom at Adonten Senior High School
education|

Fire Guts House Master’s Office and Storeroom at Adonten Senior High School

A significant fire outbreak at Adonten Senior High School has resulted in the destruction of key administrative and storage facilities, though prompt action by the Ghana National Fire Service prevented the blaze from consuming the entire campus. Firefighters from both the Aburi and Akropong Fire Stations were dispatched to the scene to battle the inferno, which was primarily localized within the school's science block. Despite the alarming nature of the incident, officials have confirmed that no casualties or injuries were recorded among the student body or faculty, as the fire was successfully contained before it could spread to adjacent dormitories or classrooms. The fire caused extensive damage to the House Master’s office and a nearby storeroom, both of which were completely gutted by the flames. According to reports from the scene, the fire consumed a wide array of educational items, including textbooks, student records, and other essential school supplies. Before the arrival of the professional firefighting teams, both staff members and students made courageous attempts to extinguish the flames using manual methods and available fire extinguishers, but the intensity of the blaze proved too much to handle without professional intervention, leading to the total loss of the contents within the affected rooms. Following the containment of the fire, the focus has now shifted to assessing the full extent of the financial loss and determining the primary cause of the outbreak. Investigations by the Ghana National Fire Service are currently ongoing to identify whether the fire was sparked by an electrical fault, an external environmental factor, or human error. This incident serves as a stark reminder of the critical importance of fire safety protocols and the need for regular inspections of electrical systems within Ghana’s educational institutions to protect both human life and valuable academic infrastructure.

UBIDS LLB Students Petition Vice-Chancellor Over Omission of 33 Graduands from Final List
education|

UBIDS LLB Students Petition Vice-Chancellor Over Omission of 33 Graduands from Final List

Tension is mounting at the SD Dombo University of Business and Integrated Development Studies (UBIDS) as members of the LLB Class of 2026 have formally petitioned the Vice-Chancellor regarding the exclusion of 33 students from the final graduation list. The affected students, who claim to have met all academic requirements, are demanding immediate reinstatement to ensure they can participate in the upcoming graduation ceremony. The situation has created a sense of urgency on campus, as the students seek to resolve their status before the university’s academic calendar moves forward.According to the petition, the 33 omitted students had previously appeared on a preliminary list and had already proceeded to pay their graduation fees in good faith. They expressed shock and frustration upon finding their names missing from the final list, arguing that the omission is unjustified given their completed coursework and financial standings. The students highlighted that this exclusion is not merely a ceremonial issue but a professional crisis, as it threatens their eligibility for the pre-Bar course scheduled to begin in September 2026. Without proof of graduation, these aspiring lawyers face a significant delay in their legal education and career progression.UBIDS Registrar Dr. Job Asante has addressed the escalating situation, stating that the final graduation list was officially approved by the Academic Board on June 18, 2026. While the university stands by the integrity of its board-approved list, Dr. Asante emphasized the necessity of following strict institutional protocols to maintain the value of the degrees awarded. He explained that the university cannot bypass established academic standards but acknowledged the grievances raised by the LLB class, leading to a commitment for further review.To mitigate the crisis, the university administration has announced an emergency meeting to investigate the claims of the omitted students. Dr. Asante indicated that if errors are identified, a supplementary graduation list may be issued to accommodate those who were unfairly excluded. For the 33 students, the outcome of this administrative review is critical; they remain in a state of uncertainty as they wait for the university to provide a resolution that will allow them to proceed to the Ghana School of Law as planned.

GNACOPS Clarifies Ghana Education Service Graduation Ban Does Not Apply to Private Schools
education|

GNACOPS Clarifies Ghana Education Service Graduation Ban Does Not Apply to Private Schools

The Ghana National Council of Private Schools (GNACOPS) has provided essential clarification regarding the recent directive from the Ghana Education Service (GES) to suspend graduation ceremonies across pre-tertiary institutions. According to GNACOPS, the ban is specifically targeted at schools directly supervised by the GES—primarily public institutions—and does not extend to the private education sector. This clarification follows a period of uncertainty and concern among private school proprietors and parents who were unsure if the new restrictions would disrupt scheduled end-of-year celebrations for their wards. In a statement addressing the situation, GNACOPS emphasized that while private schools are not bound by this specific suspension, they are encouraged to exercise discretion. The Council has advised its members to ensure that graduation events are conducted with modesty and simplicity, aligning with existing educational regulations and the current economic climate. By maintaining a professional yet celebratory atmosphere, private schools can continue to recognize student achievements without contravening the spirit of the government's efforts to streamline school activities and maintain discipline. Furthermore, GNACOPS expressed its continued support for government initiatives aimed at enhancing discipline and reinforcing core educational values within the Ghanaian school system. However, the Council also highlighted the need for improved communication and collaboration between state agencies and private stakeholders. Moving forward, GNACOPS advocates for a more inclusive approach to policy implementation to ensure that all educational sectors remain well-informed and aligned with national standards, thereby avoiding public confusion and ensuring a consistent educational experience for all students across the country.

Atsiapa Memorial Methodist Basic School receives furniture donation from ASA Savings and Loans
education|

AMA, Private Sector Partners, and Alumni Drive Significant Infrastructure and Equipment Upgrades Across Ghanaian Schools

In a concerted effort to enhance the quality of education in Ghana, several public and private sector initiatives have delivered critical infrastructure and equipment to schools across the country. The Accra Metropolitan Assembly (AMA) spearheaded this movement by distributing 997 school desks to eight public schools within the metropolis. Procured through the District Assemblies Common Fund (DACF), the furniture—which includes mono, dual, and hexagonal desks—is intended to alleviate chronic furniture shortages and provide a more dignified learning environment. Mayor Michael Kpakpo Allotey, who led the presentation, noted that the initiative aligns with a broader commitment to improve educational facilities, with the Assembly further utilizing its Internally Generated Fund (IGF) for school renovations including roofing and sanitation improvements. The distribution by the AMA targets schools across the Okaikoi South, Ashiedu Keteke, and Ablekuma South sub-metros, specifically benefiting institutions such as Bubiashie, Kaneshie, Ussher, Ga Mashie, Ayalolo, Korle Gonno, Mamprobi, and Ojoo public schools. Mayor Allotey emphasized that these interventions are part of a strategic 'Reset Agenda' aimed at modernizing public service delivery. The donation was welcomed by local representatives, including MP Alfred Nii Kotey Ashie, who highlighted the positive impact these desks will have on student concentration and academic performance. Beyond furniture, the Assembly also provided medical and logistical equipment to bolster public services within the capital. Parallel to government efforts, private organizations and alumni groups are filling critical gaps in educational resources. Fidelity Bank Ghana recently transformed the La-Bawaleshie Presby ‘2’ Basic School in Accra by refurbishing six classrooms and constructing new sanitation facilities as part of its 'Orange Impact Initiative.' Similarly, in Elmina, ASA Savings and Loans LTD addressed severe overcrowding at the Atsiapa Memorial Methodist Basic School. With a student population of 600 previously sharing only 180 dual desks, the company’s donation of additional desks and chairs provides immediate relief to a school also struggling with limited computer access and poor lighting. Specialized higher education has also seen significant boosts through individual philanthropy. At the University of Cape Coast (UCC), the School of Optometry and Vision Science received $8,000 worth of ophthalmic equipment from alumnus Abraham Gaitu. The donation, which includes ophthalmic units and visual acuity charts, was presented during a white coat ceremony for 73 students transitioning into clinical training. This contribution is vital for the school as it prepares for its 25th anniversary of optometry training, ensuring that future eye care professionals have access to modern diagnostic tools for hands-on learning. These collective interventions underscore the importance of a multi-stakeholder approach to solving Ghana's educational challenges. While the government continues to deploy funds through the DACF for basic infrastructure, the contributions of corporate entities and dedicated alumni remain essential for providing specialized equipment and urgent facility repairs. Together, these efforts are creating a more conducive atmosphere for teaching and learning, ensuring that students from basic schools to universities have the resources necessary to succeed in their academic pursuits.

Kenyasi Mmooho Circuit Triumphs at 5th GES and UMA-Subika Reading Festival in Asutifi North
education|

Kenyasi Mmooho Circuit Triumphs at 5th GES and UMA-Subika Reading Festival in Asutifi North

The Ghana Education Service (GES) in the Asutifi North district, in partnership with the Underground Mining Alliance (UMA) Subika, recently concluded its fifth annual reading festival competition. This literacy initiative, which marks the fourth year of UMA-Subika's sponsorship, is designed to enhance basic reading skills among students in the Ahafo Region. By fostering a competitive yet supportive environment, the festival aims to address foundational literacy deficits and promote a culture of academic excellence among basic school learners. The competition featured participants from eight local circuits who demonstrated their proficiency in both English and Twi language modules. Following a series of spirited contests, the Kenyasi Mmooho circuit emerged as the overall champion. To support their continued academic journey and encourage digital literacy, the winning circuit was awarded educational materials and tablets for digital learning. This annual event has become a cornerstone of the district's educational calendar, with past participants frequently gaining regional recognition for their improved literacy standards. Bertha Yeboah of UMA-Subika emphasized that the partnership represents a strategic shift in corporate social responsibility, moving toward sustainable community development through education. The initiative aligns with the United Nations Sustainable Development Goals (SDGs), particularly Goal 4, which focuses on providing inclusive and equitable quality education. By equipping children with essential reading and comprehension skills, the alliance seeks to prepare the youth for future professional opportunities and long-term success within their communities. District Education Director Naomi Asantewaa praised the collaboration for its role in revitalizing teaching and learning in Asutifi North. She noted that the targeted intervention has significantly motivated teachers and provided students with modern tools to overcome literacy challenges. This partnership serves as a model for how corporate entities and government agencies can work together to improve educational outcomes and provide children with the necessary skills to thrive in an increasingly digital world.