Education Minister Haruna Iddrisu calls for an electronic system to improve the processing of promoted teachers' data.
The Ashanti Regional Directorate of Education is investigating two Pepease D/A JHS teachers over an alleged fight on school premises, Education Minister Haruna Iddrisu has told Parliament.
By Ferdinand Ellis Lecturer | Curriculum Specialist | Education Blogger | Researcher | Policy Analyst | UEW CoDEL
The Ashanti Regional Directorate of Education has opened an investigation into two teachers at Pepease D/A Junior High School (JHS) following an alleged physical confrontation between them on the school premises.
Education Minister Haruna Iddrisu disclosed the development in Parliament on Tuesday, November 10, 2026. He said the Regional Director of Education had been directed to conduct a formal investigation and submit the findings to the Director-General of the Ghana Education Service (GES).
The Minister further indicated that disciplinary proceedings would be initiated against the teachers if the investigation established misconduct, in accordance with the GES Code of Conduct and applicable Public Services Regulations.
The incident has renewed attention on teacher professionalism, workplace conduct and the responsibility of educators to maintain appropriate standards of behaviour, particularly in the presence of learners.
Article Information
Field
Details
Publication
EducateGhana.com
Author
Ferdinand Ellis
Publication Date
November 10, 2026
Category
GES News / Teacher Professionalism
Article Type
Standard News Report
Location
Pepease, Ashanti Region, Ghana
Main Subject
Investigation into alleged teacher misconduct
Source
Statement by Education Minister Haruna Iddrisu in Parliament
Editorial Status
Based on the Minister’s reported parliamentary statement
In Brief
The Ashanti Regional Directorate of Education is investigating two teachers at Pepease D/A JHS over an alleged fight on the school premises. Education Minister Haruna Iddrisu told Parliament that the findings would be submitted to the GES Director-General and that disciplinary proceedings could follow under the applicable professional and public service regulations.
Key Takeaways
Two teachers at Pepease D/A JHS are under investigation over an alleged fight on the school premises.
Education Minister Haruna Iddrisu disclosed the investigation in Parliament on November 10, 2026.
The Ashanti Regional Director of Education has been directed to investigate and submit findings to the GES Director-General.
Disciplinary proceedings may be initiated in accordance with the GES Code of Conduct and Public Services Regulations.
Government is considering giving the GES Code of Conduct legislative backing.
The Ashanti Regional Directorate of Education has commenced an investigation into the conduct of two teachers at Pepease D/A Junior High School following reports that they allegedly engaged in a physical confrontation within the school premises.
Speaking in Parliament on Tuesday, November 10, 2026, Education Minister Haruna Iddrisu confirmed that the Regional Director of Education had been instructed to conduct a formal investigation into the incident.
The findings are expected to be submitted to the Director-General of the Ghana Education Service for consideration and further action.
The Minister stated:
“Regarding the incident at Pepease D/A JHS, the Ashanti Regional Director of Education has been directed to conduct a formal investigation into the incident and submit the findings to the Director-General of GES.”
The directive places the responsibility for establishing the circumstances surrounding the incident on the regional education administration.
At this stage, the allegations remain subject to investigation. The teachers involved should therefore not be regarded as having been found guilty of professional misconduct before the relevant procedures have been completed.
Haruna Iddrisu Warns of Disciplinary Action Under GES Code of Conduct
The Education Minister indicated that disciplinary proceedings would be initiated against the teachers in accordance with the GES Code of Conduct and the Public Services Regulations, where the investigation establishes misconduct.
He emphasised that the Ghana Education Service takes allegations of unprofessional conduct among teachers seriously, particularly when such incidents occur in the presence of students.
According to Mr Iddrisu:
“The Ghana Education Service takes all incidents of unprofessional conduct among teachers very seriously, particularly where said conduct occurs in the presence of students.”
He further assured Parliament that the Service would investigate the matter and ensure that appropriate sanctions were applied where warranted.
“Mr Speaker, we will ensure that the GES investigates the matter and appropriate sanctions are applied,” he stated.
The Minister’s remarks underline the importance of professional conduct in schools and the responsibility of the GES to address allegations through established disciplinary procedures.
Government Considers Legislative Backing for GES Code of Conduct
A significant aspect of the Minister’s statement was the disclosure that the government was considering giving the Ghana Education Service Code of Conduct legislative backing.
The proposal, if pursued and enacted through the appropriate legislative process, could strengthen the legal framework for addressing professional misconduct within the Service.
Mr Iddrisu told Parliament:
“Mr Speaker, on this specific matter, in many instances, government has resolved to elevate the Ghana Education Service Code of Conduct to a level of legislation to ensure that culprits are dealt with decisively and in accordance with law.”
The proposed move raises important questions about the relationship between professional regulation, administrative discipline and statutory law.
The GES Code of Conduct provides standards that guide the professional behaviour of teachers and other employees within the Service. Giving the Code legislative backing would require a clearly defined legal framework, including provisions on offences, disciplinary authority, procedures, sanctions and safeguards for persons facing allegations.
However, the Minister’s statement should be understood as an indication of government consideration. It does not, by itself, establish that the Code has already been converted into legislation.
Teacher Professionalism and Conduct Within the School Environment
Teachers occupy an important position in the social and educational development of learners. Their responsibilities extend beyond lesson delivery to include professional relationships, conflict management, ethical conduct and the maintenance of a safe learning environment.
A physical confrontation between teachers within a school environment, if established, would raise concerns about workplace discipline and the example set for learners.
Schools are expected to provide environments in which students can learn without being exposed to avoidable conflict or conduct that undermines the authority of educators.
Teacher preparation and professional development should therefore include attention to ethical responsibilities, communication, emotional regulation and constructive approaches to resolving workplace disagreements.
This is particularly relevant to the preparation of future teachers through programmes such as Supported Teaching in School and other forms of teaching practicum. Student teachers observe and learn from the professional behaviour of experienced teachers within their placement schools.
The next stage will depend on the outcome of the investigation being conducted by the Ashanti Regional Directorate of Education.
The Regional Director is expected to establish the facts surrounding the alleged confrontation and submit the findings to the Director-General of the Ghana Education Service.
The process should establish the circumstances of the incident, the accounts of the teachers involved and any available evidence from witnesses or other relevant sources.
If misconduct is established, the appropriate disciplinary procedures may follow under the applicable rules and regulations.
The Minister’s statement does not disclose the identities of the teachers, the precise circumstances that led to the alleged confrontation or the specific disciplinary measures that may be considered.
EducateGhana will provide further updates when additional verified information becomes available.
Frequently Asked Questions
1. What happened at Pepease D/A JHS?
Two teachers at Pepease D/A JHS in the Ashanti Region have been accused of engaging in a physical confrontation on the school premises. The incident is under investigation.
2. Who ordered the investigation?
Education Minister Haruna Iddrisu disclosed that the Ashanti Regional Director of Education had been directed to conduct a formal investigation.
3. Who will receive the investigation report?
The findings are expected to be submitted to the Director-General of the Ghana Education Service.
4. Will the teachers face disciplinary action?
The Minister said disciplinary proceedings would be initiated in accordance with the GES Code of Conduct and Public Services Regulations where the investigation establishes misconduct.
5. Is the GES Code of Conduct becoming a law?
The Minister disclosed that government was considering giving the Code legislative backing. This is a proposal under consideration and should not be interpreted as an already completed legislative change.
6. Why is the incident a concern for schools?
Teachers are expected to maintain professional standards and provide learners with a safe and orderly environment. Alleged physical confrontations among teachers within school premises raise concerns about workplace conduct and the example presented to students.
Conclusion
The investigation into the alleged fight involving two teachers at Pepease D/A JHS places teacher professionalism and workplace discipline under renewed public attention.
Education Minister Haruna Iddrisu has assured Parliament that the Ghana Education Service will investigate the matter and apply appropriate sanctions if misconduct is established.
The proposed legislative backing for the GES Code of Conduct could also become an important development in the regulation of professional behaviour within the Service, depending on the legal and policy steps government eventually takes.
For now, the focus remains on a fair investigation, the establishment of the facts and the application of the appropriate procedures.
Fact Check and Editorial Review
This report is based on the parliamentary statement attributed to Education Minister Haruna Iddrisu in the information supplied for publication. EducateGhana has not independently reviewed the investigation report or obtained direct comments from the teachers, the school authorities or the Ashanti Regional Directorate of Education.
The alleged fight is therefore presented as an allegation. No conclusion about the guilt of either teacher is made. The reported proposal to give the GES Code of Conduct legislative backing is also presented as a matter under government consideration, not as an enacted law.
About the Author
Ferdinand Ellis is a Ghanaian lecturer, curriculum specialist, education blogger, researcher and policy analyst. He teaches Supported Teaching in School and Research Methodology through the University of Education, Winneba’s College of Distance and e-Learning (UEW CoDEL). His professional interests include teacher education, curriculum studies, professional practice learning, classroom-based action research and education policy.
He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform.
A friend of deceased UDS student Sharifa Mohammed has recounted how she allegedly picked up a GH¢100 note by the roadside in Tamale before experiencing dizziness. The cause of her death remains unconfirmed.
By Ferdinand Ellis Lecturer | Curriculum Specialist | Education Blogger | Researcher | Policy Analyst | UEW CoDEL
This report is based on an account attributed to a friend of the late Sharifa Mohammed, who was reportedly with her when the incident occurred in Tamale.
The friend reportedly said that Sharifa picked up a GH¢100 note by the roadside and began experiencing dizziness shortly afterwards. She was subsequently rushed to a hospital, where she was reportedly pronounced dead.
EducateGhana has not independently interviewed the friend, obtained hospital records, reviewed a medical report or received an official statement from the Ghana Police Service or the University for Development Studies.
The cause of death remains unconfirmed. No available evidence presented in the account establishes that the money caused her death or that the incident involved any supernatural activity. The reported sequence of events must therefore be distinguished from a medically established cause of death.
Key Takeaways
Sharifa Mohammed, a student of the University for Development Studies, has reportedly died in Tamale.
A friend who was reportedly with her claims she picked up a GH¢100 note by the roadside.
According to the account, she began feeling dizzy shortly afterwards.
Her friend reportedly rushed her to a hospital, where she was pronounced dead.
The actual cause of death has not been established.
The narrative linking the death to the money remains unverified.
In Brief
A friend of deceased UDSstudent Sharifa Mohammed has recounted an incident in which she allegedly picked up a GH¢100 note by the roadside in Tamale and began feeling dizzy shortly afterwards. Her companion reportedly rushed her to a hospital, where she was pronounced dead. However, the cause of death remains unknown, and no medical evidence has established a connection between the money and her death.
Introduction
The death of Sharifa Mohammed, a student of the University for Development Studies(UDS) from Lamashegu, a suburb of Tamale, has attracted attention following an account from a friend who was reportedly with her shortly before she died.
According to the friend’s account, Sharifa picked up a GH¢100 note lying by the roadside in Tamale. She allegedly began experiencing dizziness almost immediately after picking up the money.
Her companion reportedly rushed her to a hospital for medical attention. However, within minutes of arriving at the facility, a doctor reportedly informed them that she had died.
The circumstances have generated discussion, particularly around claims connecting the money to her sudden illness. However, the actual cause of her death has not yet been established.
Friend Recounts Events Before Sharifa Mohammed’s Death
The account attributed to Sharifa’s friend provides the available description of the events preceding her death.
According to the friend, the two were together in Tamale when Sharifa reportedly noticed and picked up a GH¢100 note lying by the roadside.
The friend claims that Sharifa began feeling dizzy shortly after picking up the money. Her condition reportedly prompted an urgent attempt to obtain medical assistance.
She was subsequently taken to a hospital, where the doctor reportedly informed the companion that she had passed away.
The account has become central to public discussions about the incident. However, it remains an eyewitness account that requires independent confirmation.
EducateGhana has not yet established the exact time of the incident, the hospital where she was taken or whether the friend has provided a formal statement to the police.
The reported discovery of the GH¢100 note has become a major part of the narrative surrounding Sharifa’s death.
Some discussions have centred on the possibility that the money was connected to what happened to her. The incident has also been interpreted through narratives associated with money-taking and alleged supernatural practices.
However, the available account does not establish that the note was contaminated, deliberately placed there to harm someone or connected to any criminal or supernatural activity.
The fact that Sharifa reportedly picked up the money before becoming dizzy does not establish that the money caused her illness or death.
A medical explanation would require evidence from qualified health professionals and appropriate investigations. Until such information becomes available, claims about the money should remain unverified.
One of the most important issues surrounding the incident is the absence of a confirmed medical explanation for Sharifa’s death.
Although the friend reportedly described dizziness shortly after the deceased picked up the money, dizziness alone does not identify the underlying medical condition or establish the cause of death.
Several medical conditions can produce sudden dizziness or a rapid deterioration in a person’s condition. However, it would be inappropriate to suggest any particular diagnosis without medical evidence.
The attending medical team, relevant hospital records and any medical examination conducted after her death may provide information necessary to establish what happened.
For now, the responsible position is to acknowledge the reported events while making it clear that the cause of death remains unknown.
Public Speculation and the Need for Responsible Reporting
The discussion surrounding Sharifa’s death highlights the speed with which unusual circumstances can generate public explanations before investigations are completed.
While members of the public may have different interpretations of the incident, claims about the cause of death should be supported by credible evidence.
The family deserves accurate information, and the public should be careful not to circulate allegations as established facts.
EducateGhana also urges readers to avoid frightening or misleading claims about the GH¢100 note. The circumstances surrounding the incident should be investigated through appropriate medical and law enforcement channels.
Further information from the family, the University for Development Studies, the hospital or the police would help establish the circumstances surrounding Sharifa’s death.
An official medical explanation would be particularly important in determining whether there was any connection between the reported incident involving the money and her sudden illness.
Until such information becomes available, the reported account should be treated as preliminary.
EducateGhana will update this report when credible and independently verifiable information emerges.
Sharifa Mohammed was reportedly a student of the University for Development Studies from Lamashegu, a suburb of Tamale.
What reportedly happened before her death?
According to an account attributed to a friend who was with her, Sharifa picked up a GH¢100 note by the roadside in Tamale and began feeling dizzy shortly afterwards.
Was she taken to a hospital?
Yes. According to the friend’s account, she was rushed to a hospital, where a doctor reportedly pronounced her dead.
Did the GH¢100 note cause her death?
This has not been established. There is no confirmed medical evidence in the information currently available linking the money to her death.
Has the cause of death been confirmed?
No confirmed cause of death has been provided in the account available to EducateGhana.
Has UDS issued an official statement?
No official statement from the University for Development Studies has been provided for this report.
Conclusion
The death of Sharifa Mohammed has raised questions following an account that she allegedly picked up a GH¢100 note by the roadside in Tamale and began experiencing dizziness shortly afterwards.
Her friend reportedly rushed her to a hospital, where she was pronounced dead. However, the actual cause of death remains unestablished.
The reported connection between the money and her death has become a central part of public discussion, but it should not be presented as a proven explanation.
What is needed now is credible medical information and, where appropriate, an investigation by the relevant authorities. Until then, the circumstances should be reported with caution and respect for the deceased and her family.
EducateGhana extends its condolences to the family, friends and colleagues of Sharifa Mohammed.
About the Author
Ferdinand Ellis is a Ghanaian lecturer, curriculum specialist, education blogger, researcher and policy analyst. He teaches Supported Teaching in School and Research Methodology through the University of Education, Winneba’s College of Distance and e-Learning (UEW CoDEL).
He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform. His work covers education news, research, curriculum development, teacher education and public policy.
Funsi Senior High School Students Protest Over Alleged Neglect of Student Welfare
Students of Funsi Senior High School have reportedly staged a protest over alleged neglect of student welfare, raising concerns about dormitory lighting and safety.
By Ferdinand Ellis Lecturer | Curriculum Specialist | Education Blogger | Researcher | Policy Analyst | UEW CoDEL
Students of Funsi Senior High Schoolin the Upper West Region reportedly staged a protest on Monday, November 9, 2026, over what they described as the neglect of their welfare and the failure to address pressing concerns about conditions in their dormitories.
The demonstration, which took place in the early hours of the day, followed what students said were unsuccessful attempts to have their concerns addressed through the school’s established communication channels.
During an open forum with the school’s leadership, a final-year male student, whose comments were captured in a video circulating on social media, expressed frustration over the reported absence of adequate lighting in the dormitories.
The student compared the dormitory conditions to those of a poultry facility, suggesting that the lighting arrangements appeared to have been designed for birds rather than students.
He claimed that since gaining admission to the school, he had not witnessed functioning lighting in the dormitory.
The student also recounted an incident in which a snake was reportedly discovered inside a fellow student’s trunk.
Although the account has not been independently verified, the allegation has raised further questions about the safety and general living conditions in the dormitories.
The student appealed to the authorities to take urgent action, explaining that the students had reached a point where they felt their concerns could no longer be resolved through the school’s internal communication channels.
School leadership yet to issue public response
At the time of publication, the headmaster had not publicly responded to the concerns raised by the students.
EducateGhana will update this report when the school authorities or the Ghana Education Service provide further information.
The concerns raised by the students require attention and verification, particularly those relating to dormitory lighting, safety and the general welfare of
The school administration and relevant education authorities may need to establish the actual conditions in the dormitories, investigate the students’ allegations and communicate the steps being taken to address any confirmed shortcomings.
Students also need accessible and effective channels through which they can report welfare and safety concerns without having to resort to demonstrations.
Fact Check and Editorial Review
This report is based on information supplied about the demonstration and comments attributed to a student in a video circulating on social media. EducateGhana has not independently verified the alleged absence of dormitory lighting or the reported snake incident. The headmaster’s response was unavailable at the time of publication. The report will be updated as further credible information becomes available.
Ferdinand Ellisis a lecturer, curriculum specialist, education blogger, researcher and policy analyst. He publishes education news, research and policy analysis through EducateGhana.com, Ghana’s Education Intelligence Platform.
Based on the GES circular dated 30 October 2026 and supplementary project information requiring official confirmation
In Brief
The Teacher Dabre Housing Project is expected to provide 50,000 housing units for teachers across Ghana. As the Ghana Education Service begins preparations for initial stakeholder engagement, teachers need to understand the difference between expressing interest and applying for a house. They should also consider the proposed monthly payments, retirement arrangements, default conditions, location preferences and ownership provisions before making any long-term financial commitment.
Key Takeaways
The current GES exercise is preliminary and does not constitute a formal housing application.
Teachers should not make payments during the initial preference survey or expression-of-interest exercise.
The reported monthly payments range from GH¢1,667 to GH¢3,000, depending on the house type and payment period. These figures remain subject to official confirmation.
Teachers should obtain written clarification on eligibility, payment deductions, insurance, ownership and default conditions.
Teachers approaching retirement should understand how payments and ownership obligations will continue after retirement.
Teachers should verify all information through authorised DACF, Ministry of Education and GES communication channels.
Understand What the Teacher Dabre Housing Project Is About
The initiative was announced in the 2026 State of the Nation Address and is expected to provide 50,000 two-bedroom and three-bedroom housing units in rural and peri-urban communities.
The project is intended to improve access to housing for teachers and support their welfare, particularly in communities where access to suitable accommodation remains a challenge.
According to the supplementary information circulating on the initiative, the housing arrangement is expected to follow a rent-pay-and-own model. Under this proposed arrangement, participating teachers would occupy their houses while making agreed payments until the required amount has been fully paid.
Teachers should, however, wait for the official agreement to establish the legal nature of the arrangement, the conditions of occupation and the point at which ownership will transfer.
Expressing Interest Is Not the Same as Applying for a House
This is perhaps the most important distinction teachers must understand.
In its circular dated 30 October 2026, the Ghana Education Service directed Regional Directors to facilitate initial stakeholder engagement and support the collection of teachers’ housing preferences.
The circular specifically states that the current exercise is preliminary. It is intended to:
Provide teachers with information about the project.
Gather their preferences regarding housing types.
Obtain their preferred locations.
Register expressions of interest.
The circular makes it clear that the exercise does not constitute a formal application for a housing unit.
It also states that participation in the initial engagement will not create any financial or other obligation on the part of a teacher.
This means that a teacher who indicates interest should not assume that a house has been allocated to them or that they have entered into a binding financial agreement.
The formal application process is expected to begin after the detailed terms and conditions have been finalised and communicated.
What teachers should do: Participate in the approved preference survey when it is launched, but do not interpret the exercise as an allocation or payment commitment.
Examine the Proposed Monthly Payments Carefully
A supplementary update on the project provides the following proposed monthly payment arrangements.
Housing type
Payment period
Reported monthly payment
Two-bedroom house
10 years
GH¢2,500
Two-bedroom house
15 years
GH¢1,667
Three-bedroom house
10 years
GH¢3,000
Using these reported figures, the estimated total payments would be as follows:
Housing type
Payment period
Approximate total
Two-bedroom house
10 years
GH¢300,000
Two-bedroom house
15 years
GH¢300,060
Three-bedroom house
10 years
GH¢360,000
These calculations are based on the monthly amounts multiplied by the number of months in each repayment period.
The figures are not yet confirmed official prices. The GES circular states that payment arrangements are still being finalised.
Teachers should therefore avoid making decisions based solely on the figures circulating in informal updates.
Before committing to any payment arrangement, they should seek answers to the following questions:
Are the reported monthly instalments fixed throughout the payment period?
Will the monthly payments attract interest or administrative charges?
Are insurance costs included in the reported amounts?
Will there be an initial deposit or registration fee?
Will payments be deducted directly from salaries?
What happens if a teacher’s salary changes during the repayment period?
Will teachers receive a written statement showing their payment history and outstanding balance?
These questions matter because a housing commitment lasting ten or fifteen years can affect a teacher’s ability to meet other financial responsibilities.
Assess Your Ability to Sustain the Monthly Payments
A teacher should assess personal financial capacity before entering a long-term housing arrangement.
For example, a reported monthly payment of GH¢2,500 over ten years represents a commitment of GH¢30,000 annually and GH¢300,000 over the full period.
A three-bedroom house at GH¢3,000 monthly represents GH¢36,000 annually and GH¢360,000 over ten years.
These figures illustrate why teachers should examine their monthly budgets carefully.
A teacher’s financial assessment should consider:
Monthly take-home salary.
Existing loans and salary deductions.
Household food and utility expenses.
School fees and dependants’ needs.
Transport and commuting costs.
Medical and emergency expenses.
Other savings and financial obligations.
Teachers should avoid selecting a house solely because they qualify or because the monthly instalment appears manageable at first.
The more important question is whether the payment can be sustained over the entire agreed period, including periods of financial difficulty.
A teacher who is already servicing several loans may need to assess the consequences of adding another substantial monthly deduction.
A practical consideration: Teachers should calculate their expected disposable income after all existing obligations have been met. They should also consider whether they can continue making payments if their household income changes.
Understand the Housing Options and Location Arrangements
The supplementary project update identifies two housing types:
Two-bedroom houses.
Three-bedroom houses.
It also indicates that houses may be developed as bungalows or multi-storey buildings, depending on land availability in different districts.
Teachers are reportedly expected to indicate their preferred locations. This may allow them to express interest in a housing unit outside their current district of employment.
However, the final location-selection and allocation procedures have not yet been officially communicated in the GES circular.
Teachers should therefore consider the following before selecting a preferred location:
Distance from the workplace: A house located far from the school where a teacher works may increase daily transport expenses.
Access to roads: Poor road access can create difficulties, particularly during the rainy season.
Water and electricity: Teachers should establish whether the proposed community has reliable access to essential utilities.
Drainage and flooding: The suitability of the land should be assessed to avoid waterlogged or flood-prone locations.
Healthcare and education: Access to health facilities, schools and other public services should be considered.
Security: The safety of the community is an important factor in deciding where to live.
A house may be affordable in terms of its monthly payment, but its location can introduce additional expenses and practical difficulties.
Teachers Should Understand the Conditions Relating to Retirement
The supplementary update indicates that teachers with five years remaining before retirement may express interest in the project and continue paying after retirement.
It also suggests that where a teacher does not complete payment before retirement, children or grandchildren may continue making payments.
These arrangements could be relevant to teachers who are approaching retirement but still wish to acquire a home.
However, teachers should not assume that these provisions are already binding project conditions.
The formal agreement should explain:
Whether retired teachers can continue making payments.
Whether a pension account or another payment arrangement will be used.
Whether dependants can assume the remaining payment obligations.
What documents will be required to transfer payment responsibilities.
Whether the house can be transferred or inherited before full payment.
What happens if a participating teacher dies before completing payment.
These issues should be settled in writing before teachers sign any agreement.
Teachers approaching retirement should pay particular attention to the relationship between their expected pension income and the proposed monthly instalments.
The supplementary update indicates that a teacher who defaults on the agreed payments may lose the house, which may then be allocated to another person who is able to continue paying.
This is a major contractual issue.
Teachers should not accept a general statement about losing a house without understanding the exact procedures that will apply.
The final agreement should explain:
What constitutes a payment default.
How many missed instalments may trigger default procedures.
Whether the teacher will receive a formal notice.
Whether there will be a grace period to settle outstanding payments.
Whether a restructuring arrangement will be possible.
Whether payments already made will be refunded, partly retained or treated in another specified way.
How disputes will be resolved.
The treatment of previous payments is particularly important.
For instance, a teacher who has paid instalments for several years should know whether any accumulated amount will be recognised if the agreement is terminated.
The project authorities should provide clear answers to these questions before formal applications open.
Teachers should also retain copies of all agreements, payment receipts, statements and official correspondence.
Teacher Couples Should Clarify Joint Participation and Ownership
The supplementary update indicates that couples who are both teachers may combine their participation to acquire one house.
This could provide an opportunity for teacher couples to share the financial responsibility associated with acquiring a home.
However, joint participation raises important questions about ownership and financial responsibility.
For example:
Will both teachers be named on the housing agreement?
Will the monthly payment be deducted from one salary or divided between the two?
What happens if one spouse retires or leaves the teaching profession?
What happens if the couple separates or divorces?
How will ownership be registered after the payment period?
What happens if one partner dies before the house is fully paid for?
These matters should be covered by the official project agreement.
Teacher couples should not rely solely on verbal assurances when making a joint financial commitment.
Verify the Project and Avoid Fraudsters
The supplementary update warns teachers about fraudsters and middlemen who may claim to have been awarded contracts or possess special authority to secure housing allocations.
This warning deserves serious attention.
Large public housing initiatives can attract individuals who attempt to exploit people’s interest in securing homes.
Teachers should therefore take the following precautions:
Do not pay money to individuals claiming to secure a housing allocation.
Do not transfer funds into personal bank or mobile money accounts without official authorisation.
Do not sign unofficial forms or agreements.
Do not share sensitive financial information with unverified individuals.
Confirm the identity and authority of anyone claiming to represent the project.
Use only payment channels officially communicated by the responsible institutions.
Report suspicious requests to the appropriate education or project authorities.
Teachers should remember that the GES circular does not authorise private individuals to collect payments or guarantee housing allocations.
The official application and payment procedures should be communicated through recognised channels.
Questions Teachers Should Ask Before Signing Any Agreement
Before accepting a housing allocation or signing a contract, teachers should obtain clear answers to the following questions.
Area
Questions requiring clarification
Eligibility
Who qualifies, and what employment conditions apply?
Housing price
What is the final approved price for each house type?
Payment
Are there interest charges, deposits or administrative fees?
Salary deductions
How will deductions be calculated and authorised?
Insurance
What insurance arrangements apply, and who pays the premiums?
Ownership
At what point does legal ownership transfer to the teacher?
Land
Has the land been properly allocated and approved for development?
Location
Can teachers choose their preferred district or site?
Construction
What standards, materials and facilities will be provided?
Completion
What happens if construction is delayed?
Default
What happens after missed payments, and is there a grace period?
Retirement
Can payments continue after retirement?
Succession
Can children or other dependants continue payments?
Joint ownership
How will teacher couples share payment and ownership rights?
Complaints
Which institution handles disputes and complaints?
Teachers should request written responses to important contractual questions. Where necessary, they may seek independent legal or financial advice before signing.
What Teachers Should Do During the Initial Engagement
The GES circular directs Regional Directors to facilitate the initial stakeholder engagement and support the teacher preference survey when it is launched.
Teachers can use this stage to obtain information and communicate their housing preferences.
The following steps are advisable:
Follow official GES communication channels for the release of approved information.
Participate in the preference survey when it is formally launched.
Indicate the preferred house type.
Identify suitable preferred locations.
Seek clarification on the proposed payment arrangements.
Ask questions about eligibility and retirement provisions.
Avoid making financial commitments during the preliminary exercise.
Wait for the formal application guidelines before submitting a binding application.
The supplementary update identifies 4 December 2026 as the proposed launch date. However, this date is not stated in the GES circular dated 30 October 2026 and should be confirmed by the project authorities.
Frequently Asked Questions
1. Is the Teacher Dabre Housing Project a mortgage scheme?
The supplementary update describes it as a rent-pay-and-own arrangement rather than a mortgage. However, the formal legal structure and contractual conditions should be confirmed in the official project agreement.
2. Must teachers pay money to express interest?
No. The GES circular states that participation in the preliminary engagement does not create any financial or other obligation. Teachers should wait for the formal application and payment guidelines.
3. Can a teacher choose a house outside their working district?
The supplementary update indicates that teachers may express preferences for locations outside their current districts. The final allocation rules have not yet been published.
4. Can two teachers who are married acquire one house together?
The supplementary update indicates that teacher couples may combine their participation. The official rules on joint payment and ownership remain to be confirmed.
5. Can teachers close to retirement participate?
The supplementary update suggests that teachers with five years remaining before retirement may express interest and continue paying after retirement. The final eligibility and payment conditions must be confirmed.
6. What happens if a teacher cannot continue making payments?
The supplementary update indicates that default could result in the loss of the house. The final agreement should explain the notice period, grace period, treatment of previous payments and dispute procedures.
7. When will formal applications begin?
The GES circular states that detailed terms and conditions will be communicated before formal applications open. It does not specify the formal application date.
8. How can teachers avoid fraudsters?
Teachers should rely on official GES, DACF and Ministry of Education communication channels. They should not pay unauthorised agents or individuals claiming to guarantee allocations.
Conclusion: Teachers Should Be Informed Before Making a Long-Term Commitment
The Teacher Dabre Housing Project presents an important opportunity to address housing challenges among Ghanaian teachers. Its success will depend on transparent implementation, suitable housing locations, affordable payment arrangements and clear contractual protections.
Teachers should use the initial engagement to understand the initiative and communicate their preferences. They should also examine their financial circumstances and obtain clarification on eligibility, insurance, retirement, ownership and default conditions before entering into any agreement.
The most important message from the GES circular is clear: the current exercise is preliminary. It is not a formal application, and it does not create a financial obligation.
Teachers should therefore remain informed, ask the necessary questions and wait for the official project guidelines before making commitments.
Fact Check and Editorial Review
Information confirmed by the GES circular dated 30 October 2026:
The DACF is leading the initiative in collaboration with the Ministry of Education, GES and teacher unions.
The project is expected to provide 50,000 two-bedroom and three-bedroom housing units.
Regional Directors are expected to facilitate stakeholder engagement.
Teacher preferences will be collected through a survey when launched.
Eligibility criteria, payment deductions and insurance arrangements are still being finalised.
The current engagement is preliminary and does not constitute a formal application.
Participation in the initial exercise creates no financial or other obligation.
Information reported in the supplementary update but requiring official confirmation:
The proposed monthly payment amounts and repayment periods.
The rent-pay-and-own arrangement and its legal structure.
Joint participation by teacher couples.
Post-retirement payment arrangements.
Succession arrangements for children or grandchildren.
The consequences of payment default.
The proposed launch date of 4 December 2026.
Editorial note: The article distinguishes the GES circular from supplementary project information. Teachers should rely on the final approved project documents when making financial or contractual decisions.
About the Author
Ferdinand Ellis is a lecturer, curriculum specialist, education blogger, researcher and policy analyst. He teaches through the University of Education, Winneba College of Distance Education and E-Learning (UEW CoDEL). His professional interests include teacher education, curriculum development, education policy and school improvement.
Teacher Dabre Housing Project: GES Directs Regional Directors to Engage Teachers as Details of Housing Scheme Emerge
The Ghana Education Service has directed Regional Directors to engage teachers on the proposed Teacher Dabre Housing Project. The initiative targets 50,000 houses, with a supplementary update outlining proposed monthly payments and a possible December launch.
By Ferdinand Ellis Lecturer | Curriculum Specialist | Education Blogger | Researcher | Policy Analyst | UEW CoDEL
Supplementary project update supplied for publication
Editorial Status
Preliminary project details distinguished from confirmed GES instructions
In Brief
The Ghana Education Service (GES) has directed Regional Directors of Education to facilitate stakeholder engagement for the proposed Teacher Dabre Housing Project, a government initiative intended to provide 50,000 affordable housing units for teachers. A supplementary update outlines proposed house prices, monthly payments and a possible launch date of 4 December 2026. GES has clarified that the current exercise is preliminary and does not constitute a formal housing application.
Key Takeaways
GES has instructed Regional Directors to support initial stakeholder engagement for the Teacher Dabre Housing Project.
The initiative is expected to provide 50,000 two-bedroom and three-bedroom housing units in rural and peri-urban communities.
Teachers will be invited to indicate their preferred housing types and locations.
A supplementary update reports monthly payments of GH¢2,500 for a two-bedroom house over ten years and GH¢1,667 over fifteen years.
The update identifies 4 December 2026 as the proposed launch date, although this date is not contained in the GES circular.
Formal eligibility criteria, payment deductions and insurance arrangements are still being finalised.
Teachers are being cautioned against fraudsters and unauthorised middlemen.
GES Directs Regional Directors to Facilitate Teacher Dabre Engagement
The Ghana Education Service has directed all Regional Directors of Education to facilitate the introduction and initial stakeholder engagement for the Teacher Dabre Housing Project.
The directive is contained in a circular dated 30 October 2026, signed by Deputy Director-General Prof. Smile Dzisi on behalf of the Director-General.
The circular follows a letter dated 27 October 2026 from the Administrator of the District Assemblies Common Fund (DACF), requesting GES to support the introduction of the project and facilitate engagement with teachers across the country.
The Teacher Dabre Project is a government initiative led by the DACF in collaboration with the Ministry of Education, GES and the teacher unions. It is intended to improve teachers’ access to affordable housing, particularly in rural and peri-urban communities.
The initiative was announced in the 2026 State of the Nation Address and is expected to deliver 50,000 two-bedroom and three-bedroom housing units.
What GES Has Asked Regional and District Directors to Do
Under the circular, Regional Directors are expected to coordinate the initial engagement process and ensure that teachers receive accurate information about the project.
The directive outlines five key responsibilities:
Facilitate initial engagement with the Teacher Dabre Project team and indicate the Directorate’s interest in supporting the initiative.
Disseminate approved project information through established GES communication channels, including circuit supervisors and headteachers.
Support the teacher preference survey when it is launched.
Designate a focal person within each Regional Directorate to coordinate communication and refer enquiries requiring clarification.
Collaborate with district authorities to verify proposed project sites.
The involvement of district-level education authorities is particularly important because the suitability of proposed locations will influence the project’s implementation.
The circular also asks Directorates to cooperate with the project team while ensuring that information shared with teachers remains consistent with approved guidelines.
Teacher Dabre Housing Project: What Teachers May Be Offered
A separate update circulating on the project provides additional information about the proposed housing and payment arrangements.
According to that update, the project is expected to operate under a rent-pay-and-own arrangement. Teachers would occupy their houses while making the agreed payments, with ownership following completion of the payment period.
The update indicates that the project will provide two-bedroom and three-bedroom houses. It also suggests that housing may be constructed as bungalows or multi-storey buildings, depending on land availability in each district.
Teachers are reportedly expected to have the opportunity to indicate their preferred locations. This could allow a teacher to express interest in a house outside the district where they currently work.
These details should, however, be treated as preliminary information pending the publication of the project’s formal terms and conditions.
The supplementary update provides the following proposed payment figures:
Housing type
Payment period
Reported monthly payment
Two-bedroom house
10 years
GH¢2,500
Two-bedroom house
15 years
GH¢1,667
Three-bedroom house
10 years
GH¢3,000
Based on these figures, the reported total payments would be:
Housing type
Payment period
Approximate total
Two-bedroom house
10 years
GH¢300,000
Two-bedroom house
15 years
GH¢300,060
Three-bedroom house
10 years
GH¢360,000
These totals are simple calculations based on the reported monthly amounts multiplied by the number of monthly instalments. They should not be interpreted as confirmed official house prices.
The difference of GH¢60 between the two-bedroom payment options arises from the reported monthly instalment of GH¢1,667 over 180 months. The final payment schedule may adjust the instalments to arrive at an agreed total.
The GES circular does not provide an approved price list. Teachers should therefore wait for the official project documents before making financial decisions.
The supplementary update indicates that married couples who are both teachers may combine their participation to acquire one house.
It also suggests that teachers with five years remaining before retirement may express interest and continue making payments after retirement.
Where a teacher does not complete payment before retirement, the update indicates that children or grandchildren may continue the payments, with ownership passing to them after the agreed obligations have been fulfilled.
The exact arrangements for joint participation, succession, transfer of payment obligations and ownership will need to be clearly explained in the formal project guidelines.
Teachers should pay particular attention to whether joint participation will require a separate agreement, how ownership will be registered and what happens if one participant dies, retires or withdraws.
One of the important issues raised in the supplementary update concerns payment default.
It indicates that a teacher who fails to meet the agreed payment obligations may lose the house, which could then be allocated to another person capable of continuing the payments.
This is a significant condition that requires careful clarification before formal applications begin.
Teachers will need to know the circumstances that constitute default, the length of any grace period, the process for notifying affected participants and whether there will be an opportunity to remedy missed payments.
The final agreement should also explain how payments already made will be treated if a participant loses the right to occupy a house.
The treatment of accumulated payments, termination procedures, dispute resolution and the rights of dependants should be stated clearly in the contract. Teachers should request and examine these provisions before signing any agreement.
Land Verification and the Role of District Authorities
The project also places responsibility on education and district authorities to support the verification of proposed housing sites.
The supplementary update specifically draws attention to issues such as waterlogged areas and muddy locations.
This is an important consideration for a housing initiative expected to operate across different districts.
The suitability of a site should involve proper assessment of drainage, access roads, soil conditions, access to water and electricity, sanitation, public transport and proximity to essential services.
A housing project intended to improve teachers’ living conditions must provide homes in locations that are safe, accessible and suitable for long-term occupation.
District authorities should also establish whether the land has been properly allocated and whether the proposed development complies with relevant planning and environmental requirements.
GES Warns That the Current Exercise Is Not a Formal Application
One of the most important statements in the 30 October circular is the clarification that the current stakeholder engagement is preliminary.
GES explains that the exercise is intended solely to provide information, gather housing preferences and register expressions of interest.
It does not constitute a formal application for a housing unit.
The circular further states that the detailed terms and conditions, including eligibility criteria, payment deductions and insurance arrangements, are still being finalised.
These details will be communicated before formal applications open.
GES also emphasises that participation in the initial engagement will not create any financial or other obligation for a teacher.
This clarification is important because teachers should not mistake the preference survey or expression of interest for an approved allocation or a binding financial commitment.
Teachers Cautioned Against Fraudsters and Unauthorised Middlemen
Teachers should exercise caution when dealing with individuals claiming to represent the Teacher Dabre Project.
The supplementary update specifically warns against fraudsters and middlemen who may claim to have been awarded contracts or possess special authority to secure housing allocations.
Until the project publishes its official application procedures and authorised payment channels, teachers should avoid making payments to individuals or private accounts.
Teachers should also avoid sharing sensitive financial or personal information with persons whose authority has not been confirmed by the DACF, Ministry of Education or GES.
Any official application process should identify the responsible institutions, approved payment arrangements, documentation requirements and recognised communication channels.
When Will the Teacher Dabre Project Be Launched?
The supplementary update identifies 4 December 2026 as the proposed launch date.
However, this date does not appear in the GES circular dated 30 October 2026. Teachers should therefore await an official launch announcement and further details from the project authorities.
The launch is expected to provide an opportunity for more comprehensive information about the housing arrangements, eligibility requirements, payment procedures and implementation plans.
What Teachers Should Do Now
At this stage, teachers should:
Follow official communications from GES, DACF and the Ministry of Education.
Participate in the initial preference survey when it is officially launched.
Indicate their preferred housing type and location accurately.
Avoid making payments or signing financial agreements during the preliminary engagement.
Seek clarification on payment periods, default conditions, insurance and ownership arrangements.
Report suspicious approaches by individuals claiming to control allocations or contracts.
Frequently Asked Questions About the Teacher Dabre Housing Project
1. What is the Teacher Dabre Housing Project?
It is a government housing initiative led by the District Assemblies Common Fund in collaboration with the Ministry of Education, GES and teacher unions. The stated target is to provide 50,000 two-bedroom and three-bedroom housing units for teachers.
2. Is the current GES exercise a formal application?
No. The GES circular dated 30 October 2026 states that the current exercise is preliminary. It is intended to provide information, gather housing preferences and register expressions of interest.
3. How much will a two-bedroom house cost?
A supplementary update reports monthly payments of GH¢2,500 over ten years or GH¢1,667 over fifteen years. These figures have not been confirmed in the GES circular and should be treated as preliminary.
4. How much will a three-bedroom house cost?
The supplementary update reports a monthly payment of GH¢3,000 over ten years. The official project pricing and final payment conditions are still to be confirmed.
5. Can teachers choose where they want their houses?
The supplementary update indicates that teachers may express preferences for housing locations, including locations outside their current working districts. The final allocation arrangements have not yet been published.
6. Can teachers apply jointly with their spouses?
The supplementary update indicates that couples who are both teachers may combine their participation to acquire one house. The formal joint-ownership conditions are yet to be communicated.
7. Can teachers close to retirement participate?
The supplementary update suggests that teachers with five years remaining before retirement may express interest and continue payments after retirement. The official eligibility and post-retirement payment conditions remain to be confirmed.
8. When is the project expected to be launched?
The supplementary update identifies 4 December 2026 as the proposed launch date. This date should be confirmed through an official announcement.
9. Should teachers pay money during the current engagement exercise?
No payment obligation arises from the preliminary engagement, according to the GES circular. Teachers should wait for official application procedures and approved payment channels.
Conclusion
The Teacher Dabre Housing Project could become an important intervention in addressing housing challenges among teachers, particularly those serving in rural and peri-urban communities.
The GES circular of 30 October 2026 establishes the initial engagement responsibilities and makes clear that teachers are not yet submitting formal housing applications. The additional payment and implementation details circulating alongside the circular provide an indication of the proposed arrangements, but they require confirmation through official project documentation.
For teachers, the next important step is to obtain accurate information, express their preferences through the approved process and carefully examine the final terms before making any commitment.
Fact Check and Editorial Review
Confirmed by the GES circular supplied for this report:
The circular is dated 30 October 2026.
The DACF is leading the initiative in collaboration with the Ministry of Education, GES and teacher unions.
The stated project target is 50,000 two-bedroom and three-bedroom housing units.
Regional and District Directorates are expected to support stakeholder engagement and site verification.
The current exercise is preliminary and does not constitute a formal housing application.
Eligibility, payment deductions and insurance arrangements are still being finalised.
Details requiring further official confirmation:
The reported launch date of 4 December 2026.
The monthly payment amounts and repayment periods.
Joint participation by teacher couples.
Payment continuation after retirement and succession arrangements.
The exact consequences and procedures relating to payment default.
Editorial note: The supplementary information has been attributed separately from the official GES circular. The reported payment totals are arithmetic calculations, not confirmed official prices. This report will be updated when the DACF or GES publishes the detailed project guidelines.
About the Author
Ferdinand Ellis is a lecturer, curriculum specialist, education blogger, researcher and policy analyst. He teaches through the University of Education, Winneba College of Distance Education and E-Learning (UEW CoDEL). His professional interests include teacher education, curriculum development, education policy and school improvement.
Integrating Science, Technology, Engineering and Mathematics (STEM) into basic school teaching requires teachers to connect classroom concepts with practical activities and real-life problems. Ghanaian teachers can achieve this through inquiry-based instruction, project-based learning, simple experiments, mathematical investigations, design challenges and the use of locally available materials. This guide presents practical approaches, classroom examples and assessment strategies for making STEM learning meaningful across basic education.
Key Takeaways
STEM should connect science, technology, engineering and mathematics to real-life learning experiences.
Teachers can integrate STEM into existing subjects without necessarily creating separate lessons for every activity.
Locally available materials can support many practical STEM activities.
Inquiry-based and project-based learning encourage learners to investigate, design and evaluate solutions.
STEM activities should be aligned with curriculum objectives and learners’ developmental levels.
Teachers should assess practical skills, reasoning, collaboration and application of knowledge.
Understanding STEM Integration in Basic School Education
STEM integration involves bringing together knowledge and skills from science, technology, engineering and mathematics to help learners understand concepts and solve practical problems.
In conventional classroom instruction, these subjects may be taught separately. However, real-life problems rarely fall neatly into one subject area.
For example, when learners investigate how to reduce water wastage in their school, they may need to apply scientific knowledge about water, mathematical skills to calculate quantities, technological knowledge to identify suitable tools and engineering principles to design a simple water-saving device.
This is the essence of integrated STEM learning.
STEM integration does not mean that every lesson must contain all four disciplines. A teacher may focus mainly on science while incorporating mathematical measurement or engineering design where relevant.
The important consideration is that learners should understand how knowledge from different disciplines can work together to address practical challenges.
For Ghanaian basic schools, this approach provides opportunities to connect curriculum content with familiar situations in agriculture, sanitation, environmental management, construction, energy and technology.
Start with Problems Learners Can Identify in Their Environment
One effective way to introduce STEM is to begin with a problem that learners can observe within their homes, schools or communities.
Teachers do not need to begin with sophisticated scientific equipment. They can introduce a challenge and guide learners to investigate it using available resources.
Possible starting points include:
Water wastage in the school.
Poor waste disposal practices.
Soil erosion around the school compound.
Excessive classroom heat.
Food preservation challenges.
Poor drainage and stagnant water.
Electricity conservation.
The need for safe and accessible school gardens.
For example, a teacher may introduce the question: How can we reduce the amount of water wasted in our school?
Learners can observe water use, collect information, estimate the amount wasted and propose possible solutions.
The activity combines scientific investigation, mathematical measurement, technological thinking and engineering design.
The teacher should ensure that the problem is suitable for the learners’ age, curriculum level and available resources.
Teachers can introduce STEM through existing curriculum subjects. This helps avoid treating STEM as an additional burden on the timetable.
The following examples show possible connections.
Integrated Science
Science lessons can include practical investigations into plants, animals, materials, energy, forces, water and environmental issues.
Example: Learners investigate the conditions needed for seed germination and compare growth under different conditions.
Mathematics
Mathematics can be connected to measurement, geometry, statistics, patterns, estimation and data interpretation.
Example: Learners measure the school compound, calculate its area and develop a scale drawing for a proposed school garden.
Computing and ICT
Learners can use digital tools to search for information, organise data, create presentations and develop simple computational solutions.
Example: Students create a digital chart showing the types of waste collected during a school clean-up exercise.
Career Technology
Career Technology offers opportunities for learners to apply design, production, material selection and practical skills.
Example: Students design and construct a simple useful household or school item using safe and appropriate materials.
Social Studies
Social Studies can connect STEM with environmental management, community development, population, resources and national development.
Example: Learners investigate sanitation challenges in their community and propose practical interventions.
Creative Arts
Creative Arts can contribute to STEM through design, construction, visual representation and the development of models.
Example: Students create models of environmentally friendly houses and explain their design choices.
These connections should be guided by curriculum objectives. Integration is most useful when the different subject contributions strengthen the intended learning.
Practical STEM Activities Teachers Can Organise with Local Materials
One common concern among teachers is the cost of STEM education. Although some activities require specialised equipment, many useful learning experiences can be organised using affordable materials.
The following activities provide starting points for classroom implementation.
Activity 1: Building a Simple Water Filter
<escape>**</escape>Target group: Upper primary and JHS.
Learning task: Design a simple filter that removes visible particles from muddy water.
Procedure:
Introduce the problem of dirty water.
Discuss possible filtration materials.
Ask learners to design a simple filter.
Assemble the filter using the available materials.
Pour muddy water through it.
Observe and compare the results.
Discuss the limitations of the design.
Skills developed: Scientific investigation, material selection, design, observation and evaluation.
Safety: Water from the filter must not be consumed. The activity does not establish that the water is microbiologically or chemically safe.
Activity 2: Designing a School Garden
<escape>**</escape>Target group: Upper primary and JHS.
Materials: Measuring tape, paper, pencils, soil, containers and suitable seedlings.
Learning task: Design a small school garden using an available area.
Procedure:
Measure the available space.
Calculate its area.
Draw a simple layout.
Identify suitable crops.
Discuss sunlight, soil and water requirements.
Develop a planting and maintenance plan.
Monitor plant growth.
Skills developed: Measurement, geometry, scientific observation, planning and environmental awareness.
Activity 3: Constructing a Solar Oven Model
<escape>**</escape>Target group: JHS.
Materials: Cardboard box, aluminium foil, black paper, transparent plastic and adhesive materials.
Learning task: Investigate how sunlight can be used to produce heat.
Procedure:
Discuss renewable energy and solar radiation.
Ask learners to predict how different surfaces absorb or reflect sunlight.
Construct a simple solar oven model.
Place it in a suitable sunny location under teacher supervision.
Measure and record temperature changes using an appropriate thermometer.
Discuss the factors affecting performance.
Skills developed: Energy concepts, measurement, experimentation, design and data analysis.
Safety: Do not use the model to prepare food for consumption. Avoid direct observation of intense reflected sunlight and supervise all cutting and construction activities.
Activity 4: Investigating Soil Erosion
<escape>**</escape>Target group: Primary 5 to JHS.
Materials: Soil trays, water, small plants or grass, containers and measuring tools.
Learning task: Investigate how vegetation influences soil erosion.
Procedure:
Prepare two soil trays, one with vegetation and one without.
Pour equal amounts of water over each tray.
Collect the runoff.
Compare the amount of soil carried by the water.
Record observations.
Discuss how vegetation can help protect soil.
Skills developed: Environmental science, observation, comparison, measurement and evidence-based reasoning.
Activity 5: Designing a Simple Electrical Circuit
<escape>**</escape>Target group: Upper primary and JHS.
Materials: Low-voltage battery, small bulb or LED, suitable connecting wires and a switch.
Learning task: Construct a simple circuit that can switch a light on and off.
Procedure:
Introduce the basic components of a circuit.
Ask learners to predict how the components should be connected.
Construct a simple circuit.
Test whether the bulb or LED lights.
Introduce a switch.
Discuss open and closed circuits.
Skills developed: Scientific reasoning, design, testing, troubleshooting and practical application.
Safety: Use only suitable low-voltage classroom equipment. Do not connect student-built circuits directly to household mains electricity.
Activity 6: Developing a Waste Sorting System
<escape>**</escape>Target group: Primary and JHS.
Materials: Clean sample waste materials, labelled containers, paper and pencils.
Learning task: Design a simple waste sorting system for the school.
Procedure:
Identify common types of school waste.
Classify the materials.
Record the quantities.
Design labelled sorting containers.
Present a waste management plan.
Evaluate how the system could be maintained.
Skills developed: Classification, data handling, environmental awareness, design and collaboration.
General objective: Learners will investigate how vegetation influences soil erosion and propose practical ways of reducing erosion.
Specific learning outcomes: By the end of the lesson, learners should be able to:
Explain soil erosion.
Identify factors that contribute to soil erosion.
Conduct a simple investigation comparing soil runoff from two surfaces.
Record and interpret observations.
Suggest practical methods of reducing soil erosion.
Teaching and learning materials: Two soil trays, soil, grass or small plants, water, collection containers and recording sheets.
Lesson development:
Lesson Stage
Teacher and Learner Activities
Time
Introduction
Teacher presents pictures or examples of eroded land and asks learners to identify the problem.
10 min
Investigation
Learners observe two soil trays, one with vegetation and one without.
10 min
Experiment
Equal quantities of water are poured over both trays. Learners observe and collect runoff.
15 min
Analysis
Groups compare the runoff and record their findings.
10 min
Application
Learners suggest ways to protect soil in their communities.
10 min
Evaluation
Learners answer questions and explain their conclusions.
5 min
Assessment questions:
What is soil erosion?
Which tray produced more soil runoff?
What evidence supports your answer?
How does vegetation help reduce soil erosion?
Suggest two methods of controlling soil erosion in your community.
Expected learning evidence: Learners should be able to explain the relationship between vegetation and soil erosion using observations from the activity.
Differentiating STEM Activities for KG, Primary and JHS
STEM activities should reflect learners’ age, previous knowledge, developmental needs and curriculum expectations.
A task that is suitable for JHS learners may be too complex for KG pupils unless it is simplified.
Kindergarten
At KG level, STEM learning should emphasise exploration, observation, play, questioning and simple construction.
Examples include:
Sorting objects by size, shape and material.
Building simple structures with blocks.
Observing plant growth.
Exploring floating and sinking.
Identifying patterns and shapes.
The teacher should use simple questions and encourage learners to describe what they observe.
Primary School
At primary level, learners can undertake guided investigations, measurements, simple experiments and group design tasks.
Examples include:
Constructing paper bridges.
Measuring rainfall.
Investigating plant growth.
Sorting and classifying materials.
Designing simple models of houses or vehicles.
Teachers should introduce basic recording methods and encourage learners to explain their observations.
Junior High School
JHS learners can undertake more structured investigations and design challenges.
Examples include:
Constructing simple electrical circuits.
Investigating soil erosion.
Designing water filtration models.
Developing school waste management systems.
Collecting and analysing environmental data.
Designing simple energy-saving solutions.
At this level, teachers should place greater emphasis on independent investigation, evidence-based explanations, mathematical analysis and evaluation of solutions.
Assessing Learners During STEM Activities
Assessment should examine more than the appearance of the final project.
A learner may construct an attractive model without understanding the scientific principles behind it. Teachers should therefore assess the process, reasoning and knowledge demonstrated during the activity.
The following assessment framework can be used.
Assessment Criterion
Evidence of Learning
Understanding the problem
Learner clearly identifies and explains the challenge.
Scientific knowledge
Learner applies relevant scientific concepts.
Mathematical application
Learner measures, calculates or interprets data correctly.
Design and creativity
Learner develops a workable solution or model.
Investigation
Learner follows an appropriate procedure and records observations.
Critical thinking
Learner explains decisions using evidence.
Collaboration
Learner contributes meaningfully to group work.
Communication
Learner presents findings clearly.
Reflection
Learner identifies limitations and suggests improvements.
Teachers can use a four-level rubric:
Level
Description
4: Advanced
Demonstrates independent reasoning, accurate application and effective evaluation.
3: Proficient
Demonstrates sound understanding and completes the task with limited support.
2: Developing
Demonstrates partial understanding and requires guidance.
1: Beginning
Requires substantial support to understand and complete the task.
The rubric should be adapted to the specific lesson objectives and learners’ level.
Managing STEM Activities in Schools with Limited Resources
Resource limitations should be recognised in STEM planning. Teachers should avoid designing activities that require equipment their schools cannot access.
Several practical measures can help.
Use locally available materials. Clean cardboard, paper, plastic containers, soil, seeds, measuring cups and other safe materials can support many investigations.
Organise group-based activities. Where equipment is limited, learners can work in small groups and rotate through activity stations.
Develop a school STEM resource corner. Schools can maintain a collection of reusable materials and simple equipment for classroom investigations.
Build partnerships. Universities, technical institutions, community organisations and local businesses may provide expertise, mentorship or learning resources.
Use low-technology alternatives. Where computers and internet access are limited, learners can still investigate, measure, construct, record and present findings using physical materials.
Plan for safety. Teachers must inspect materials, assess risks and supervise practical activities. Reusable materials should be clean and suitable for their intended use.
Common Mistakes Teachers Should Avoid When Integrating STEM
Several practices can weaken STEM learning even when teachers organise practical activities.
Treating STEM as a collection of craft activities. A project should have clear learning objectives and involve the application of relevant concepts.
Focusing only on the final product. Teachers should assess the reasoning, investigation and decision-making that lead to the final result.
Giving learners all the answers. Students need opportunities to predict, investigate and explain findings, with appropriate guidance.
Ignoring curriculum alignment. STEM activities should support curriculum standards and intended learning outcomes.
Using technology without a learning purpose. Digital tools should improve understanding or support learning objectives. Their presence alone does not make a lesson effective.
Excluding some learners from practical work. Teachers should organise activities so that girls, learners with disabilities and students with different learning needs can participate meaningfully.
Neglecting assessment and reflection. Teachers should provide time for learners to explain what they learned, identify difficulties and consider improvements.
Recommendations for Strengthening STEM Integration in Ghanaian Basic Schools
For STEM education to become an effective part of everyday classroom instruction, action is required at several levels.
For teachers: Plan lessons around practical questions and problems. Use appropriate local materials and assess learners’ reasoning, investigation and application of knowledge.
For headteachers: Encourage collaborative lesson planning, practical teaching and the development of school-based STEM activities. Support teachers with available resources and professional learning opportunities.
For curriculum and education authorities: Strengthen teacher professional development and provide clear guidance on practical STEM implementation and assessment.
For teacher education institutions: Prepare pre-service teachers to integrate science, technology, engineering and mathematics through classroom-based investigations and design activities.
For government and development partners: Support access to laboratories, digital infrastructure, teaching materials and equitable STEM opportunities across schools.
For parents and communities: Encourage children to explore everyday problems, ask questions and participate in safe practical activities at home and in their communities.
Conclusion
Integrating STEM into basic school teaching in Ghana requires teachers to connect curriculum content with practical experiences that encourage learners to investigate, design, test and evaluate solutions.
The approach does not depend entirely on expensive equipment. With clear learning objectives, appropriate teacher guidance and safe locally available materials, schools can organise meaningful STEM activities across KG, primary and JHS levels.
However, effective integration requires more than occasional experiments or model construction. It demands careful lesson planning, curriculum alignment, learner participation and assessment of the knowledge and skills developed.
Ghana’s basic schools should therefore treat STEM as an important part of teaching and learning, helping learners connect classroom knowledge with the problems and opportunities they encounter in everyday life.
The ultimate objective is to develop learners who can apply knowledge, think critically, work collaboratively and contribute practical solutions to their communities.
1. How can teachers integrate STEM into basic school teaching in Ghana?
Teachers can integrate STEM through practical experiments, inquiry-based lessons, engineering design challenges, project-based learning and activities that connect science, technology, engineering and mathematics with real-life problems.
2. Does STEM education require a separate subject on the school timetable?
Not necessarily. STEM can be integrated into existing subjects through carefully planned interdisciplinary activities. Schools may also organise dedicated STEM lessons, clubs or projects where appropriate.
3. What materials can teachers use for STEM activities?
Teachers can use safe locally available materials such as cardboard, paper, plastic containers, soil, seeds, water, measuring tools and simple low-voltage electrical components.
4. What are examples of STEM projects for JHS students?
Examples include constructing simple electrical circuits, designing water filters, investigating soil erosion, building paper bridges, developing waste management models and designing school gardens.
5. How can teachers assess STEM learning?
Teachers can assess learners through practical tasks, observation, project reports, presentations, written explanations and rubrics that examine scientific understanding, mathematical application, reasoning, collaboration and evaluation.
6. What is the difference between STEM and traditional classroom teaching?
Traditional teaching may concentrate more heavily on subject explanations and content acquisition. STEM integration places additional emphasis on connecting disciplines and applying knowledge through investigation, design and practical problem-solving. Both explicit instruction and practical learning have important roles.
7. How can schools with limited resources implement STEM education?
Schools can begin with safe local materials, group activities, reusable teaching resources and practical problems from the community. Partnerships and gradual investment in suitable equipment can expand opportunities over time.
Fact Check and Editorial Review
This article presents practical instructional suggestions informed by established STEM education principles and Ghana’s curriculum direction. The classroom activities are illustrative examples and should be adapted to the relevant subject curriculum, learners’ age and available resources.
The article does not claim that all Ghanaian schools currently have the equipment or infrastructure described. It recognises differences in school resources and recommends context-sensitive implementation.
Editorial reviewer: Ferdinand Ellis Publication: EducateGhana.com Review date: November 6, 2026
References
National Academies of Sciences, Engineering, and Medicine. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
National Council for Curriculum and Assessment. (n.d.). Development of the Ghanaian curriculum. https://nacca.gov.gh/curriculum/
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
About the Author
Ferdinand Ellisis a Lecturer, Curriculum Specialist, Education Blogger, Researcher and Policy Analyst. His work focuses on curriculum development, teacher education, pedagogy, educational research and policy analysis.
Science, Technology, Engineering and Mathematics(STEM) education can help learners develop critical thinking and problem-solving skills by engaging them in investigations, practical activities, experimentation and real-world challenges. In Ghana, these competencies are already reflected in the national curriculum. Their effective development, however, requires teachers to move beyond the transmission of scientific facts and create opportunities for learners to question, investigate, analyse evidence, design solutions and evaluate their results.
Key Takeaways
STEM education provides opportunities for learners to apply knowledge to practical problems.
Critical thinking involves questioning information, examining evidence, comparing alternatives and making reasoned decisions.
Problem-solving develops through identifying challenges, planning solutions, testing ideas and evaluating outcomes.
Ghana’s curriculum identifies critical thinking and problem-solving as core competencies.
Project-based, inquiry-based and collaborative learning can strengthen these skills when supported by effective teaching.
Schools need trained teachers, appropriate learning materials and practical assessment methods to make STEM education effective.
Understanding Critical Thinking and Problem-Solving in STEM Education
STEM education integrates knowledge and skills from science, technology, engineering and mathematics to help learners understand the world and respond to practical challenges.
Its educational value extends beyond the acquisition of scientific and mathematical knowledge. Learners also need to develop the ability to examine situations, identify problems, interpret information, evaluate possible explanations and make informed decisions.
Critical thinking refers to the ability to examine information and ideas carefully before accepting conclusions. A critical thinker asks questions, considers evidence, identifies assumptions and evaluates different viewpoints.
Problem-solving involves recognising a challenge, understanding its causes, generating possible solutions, selecting an appropriate approach, implementing it and assessing the outcome.
The two competencies are closely connected. Critical thinking helps learners understand a problem and judge possible solutions, while problem-solving enables them to apply their reasoning to practical situations.
For example, when learners investigate why water collected in a school container becomes contaminated, they must identify possible sources of contamination, formulate questions, collect evidence and propose ways to improve water safety. This process requires scientific knowledge, reasoning and practical decision-making.
The National Academies’ Framework for K–12 Science Education similarly emphasises scientific and engineering practices such as asking questions, conducting investigations, analysing data, constructing explanations and designing solutions.
How STEM Education Develops Critical Thinking Skills
STEM learningcreates opportunities for students to think beyond memorised information. Instead of simply receiving answers from teachers, learners are encouraged to investigate questions and develop explanations based on evidence.
Asking questions and developing curiosity
Critical thinking begins with the ability to ask meaningful questions.
In a science lesson, a teacher may ask learners why some materials float in water while others sink. Rather than immediately providing the explanation, the teacher can invite students to predict what will happen to different objects and explain their reasoning.
Learners can then test their predictions using available materials.
This approach encourages curiosity, questioning and the examination of prior assumptions.
Analysing information and evidence
STEM activities often require learners to collect and interpret information.
For instance, students investigating plant growth may measure the height of plants under different conditions. They can compare the results, identify patterns and explain possible reasons for differences.
Mathematics becomes useful in calculating measurements and presenting results, while science provides concepts for interpreting the observations.
Learners gradually understand that conclusions should be supported by evidence rather than guesses.
Comparing alternatives and making decisions
Many STEM challenges have more than one possible solution.
When learners are asked to design a simple water filter, they may consider different materials, compare their effectiveness and decide which combination is most suitable.
They must explain why they selected one design over another.
This encourages them to evaluate alternatives, consider limitations and defend their decisions using evidence.
Identifying errors and reconsidering assumptions
An important part of critical thinking is recognising when an explanation or solution is incorrect.
If an experiment produces unexpected results, learners should be encouraged to examine their procedures, materials and assumptions.
Teachers can use these situations to demonstrate that mistakes are part of scientific investigation and that conclusions may need to change when new evidence becomes available.
How STEM Education Develops Problem-Solving Skills
Problem-solving is central to engineering and scientific practice. Learners develop this competency when they are given meaningful challenges that require them to apply knowledge, test possible solutions and improve their work.
A practical problem-solving process in STEM education can follow six stages.
Stage One: Identify the problem
Learners first need to understand the challenge they are expected to address.
For example, a school may experience frequent water wastage because taps are left running after use.
The teacher can ask students to investigate the problem and identify the conditions contributing to the wastage.
Stage Two: Investigate the causes
Students gather information through observation, questioning, measurements and simple investigations.
They may examine how long taps remain open, identify leaking pipes and estimate the amount of water wasted.
Stage Three: Generate possible solutions
Learners discuss different ways to address the problem.
Possible solutions may include installing improved taps, creating awareness campaigns, introducing monitoring systems or developing simple devices that reduce water flow.
Stage Four: Select and design a solution
Students compare the available options based on cost, practicality, effectiveness and available resources.
They then develop a plan or model of their preferred solution.
Stage Five: Test and improve the solution
Learners test their designs and examine whether the proposed solution works.
Where the results are unsatisfactory, they identify weaknesses and make adjustments.
Stage Six: Evaluate and communicate the outcome
Students present their findings, explain the decisions they made and discuss the strengths and limitations of their solutions.
This final stage helps learners develop communication, reflection and evidence-based reasoning.
The Role of Project-Based Learning in STEM Education
Project-based learning is an instructional approach in which students acquire knowledge and develop skills through sustained engagement with meaningful questions, challenges or projects.
It provides opportunities for learners to connect classroom concepts with situations they can observe in their communities.
For example, a JHS class studying environmental pollution could undertake a project on plastic waste management within the school.
Students may:
Identify common sources of plastic waste.
Collect and classify different plastic materials.
Record the quantity of waste generated over a given period.
Investigate the environmental effects of improper disposal.
Design a practical waste reduction or recycling initiative.
Present their findings and recommendations.
The project draws on several disciplines. Science helps learners understand environmental effects. Mathematics supports data collection and analysis. Technology can assist with information gathering and presentation. Engineering principles can guide the design of practical solutions.
Project-based learning also encourages teamwork, communication and responsibility.
However, projects should have clear learning objectives and appropriate teacher guidance. Giving students an activity without helping them understand the concepts involved may produce attractive displays without meaningful learning.
Practical STEM Activities for Ghanaian Basic Schools
STEM education does not always require expensive laboratory equipment or advanced technology. Teachers can organise meaningful learning activities using locally available materials, provided the activities are safe and aligned with curriculum objectives.
The following examples illustrate how STEM can be used to develop critical thinking and problem-solving skills.
Activity One: Designing a Simple Water Filter
Learning area: Science, Technology, Engineering and Mathematics
Students can investigate how different materials affect the filtration of water.
They discuss possible ways to remove suspended particles.
They design a simple filtration arrangement.
They observe the filtered water and compare its appearance with the original sample.
They discuss the limitations of the filter.
Skills developed: Observation, prediction, experimentation, comparison, design and evaluation.
Important safety note: Filtered water from this activity must not be considered safe for drinking. Filtration alone does not reliably remove disease-causing microorganisms or dissolved contaminants.
Activity Two: Constructing a Paper Bridge
Learning area: Mathematics, Science and Engineering
Students are challenged to construct a bridge using paper and limited materials.
Learning process:
Students examine different bridge shapes.
They predict which design will support the greatest load.
They construct bridges using paper and tape.
They test each design using small weights.
They record the results and explain why some designs perform better.
Skills developed: Structural reasoning, measurement, experimentation, design and problem-solving.
Activity Three: Investigating Plant Growth
Learning area: Science and Mathematics
Students investigate how different growing conditions influence plant development.
Learning process:
Students plant similar seedlings in separate containers.
They vary one condition, such as the amount of water or exposure to light.
They measure and record plant growth over time.
They compare the results and explain observed differences.
Skills developed: Scientific investigation, data collection, analysis, interpretation and evidence-based conclusions.
Activity Four: Developing a School Waste Management Model
Learning area: Science, Technology, Engineering and Mathematics
Students investigate waste disposal practices within their school.
Learning process:
Students identify the types of waste generated.
They collect and classify data.
They calculate the quantities of different waste materials.
They develop a waste segregation or recycling model.
They present recommendations to the school administration.
Skills developed: Data analysis, environmental awareness, collaboration, planning and practical decision-making.
These activities demonstrate that STEM education can be organised around problems that learners encounter in their immediate environment.
The Role of Teachers in Developing Critical Thinking Through STEM
Teachers play a central role in determining whether STEM lessons develop meaningful competencies.
A teacher who concentrates mainly on explaining concepts and dictating notes may provide students with important information, but learners may have limited opportunities to apply that knowledge independently.
STEM instruction requires teachers to create situations in which learners can investigate, question, design, test and reflect.
Moving from information delivery to guided inquiry
Teachers should create opportunities for students to investigate questions rather than provide every answer immediately.
This does not mean abandoning direct instruction. Learners need explanations, demonstrations and foundational knowledge before they can undertake complex investigations.
Effective STEM teaching combines explicit instruction with guided inquiry, practical work and appropriate support.
Encouraging learners to explain their reasoning
Teachers should ask students to explain how they arrived at an answer.
Questions such as the following can support deeper thinking:
What evidence supports your conclusion?
Why did you select this particular method?
What other solutions could work?
What would happen if one condition changed?
How could you improve your design?
What limitations did you encounter?
Such questions help teachers assess learners’ reasoning rather than merely checking whether they have memorised an answer.
Promoting collaboration
Group activities allow learners to share ideas, challenge assumptions and consider different approaches.
Teachers should assign meaningful responsibilities to group members and ensure that every learner participates.
Providing feedback and opportunities for improvement
Students should receive feedback on their reasoning, methods and solutions.
They should also be given opportunities to revise their work after identifying weaknesses.
This helps learners understand that problem-solving involves testing and improvement rather than simply arriving at an immediate answer.
Ghana’s Curriculum and the Development of Critical Thinking and Problem-Solving Skills
Ghana’s curriculum already recognises critical thinking and problem-solving as important competencies that learners should develop through teaching and learning.
The National Council for Curriculum and Assessment (NaCCA) identifies critical thinking and problem-solving as core competencies within the country’s curriculum framework.
According to NaCCA, these competencies involve developing learners’ cognitive and reasoning abilities to analyse situations, consider possible solutions and select appropriate responses.
The curriculum also emphasises creativity and innovation, communication and collaboration, digital literacy and other competencies relevant to contemporary learning.
The Common Core Programme for Junior High School places emphasis on developing learners who can apply knowledge and skills to real-life situations.
The broader direction of Ghana’s curriculum therefore provides a basis for integrating STEM activities into classroom instruction.
However, the presence of these competencies in curriculum documents does not automatically mean that learners acquire them. Their development depends on how teachers interpret curriculum expectations, plan lessons, organise learning activities and assess student performance.
Schools must therefore pay attention to the actual learning experiences provided to students.
Despite the opportunities STEM education provides, several challenges may affect its effective implementation.
Inadequate teaching and learning resources
Some schools have limited access to science laboratories, computers, internet connectivity and practical learning materials.
These limitations can restrict the range of activities teachers are able to organise.
Schools can respond partly by using safe, locally available materials, but this cannot replace the need for appropriate laboratory facilities and essential equipment.
Limited teacher preparation
Teachers need both subject knowledge and pedagogical skills to facilitate effective STEM learning.
Professional development should therefore cover practical instruction, inquiry-based learning, project design, digital competence and assessment of higher-order thinking.
Overemphasis on examination preparation
When classroom teaching concentrates heavily on recalling information and preparing for examinations, students may have fewer opportunities to undertake investigations and practical problem-solving activities.
Assessment practices should recognise the value of reasoning, application, creativity and the ability to explain solutions.
Large class sizes and limited instructional time
Large classes can make practical activities difficult to organise and supervise.
Teachers may need to use structured group work, rotating activity stations and carefully designed classroom tasks to ensure that learners participate.
Unequal access to technology
Differences in electricity, devices and internet access may affect the extent to which schools can use digital learning tools.
STEM implementation should therefore include approaches that do not depend entirely on advanced technology. It should also address the infrastructure gaps that limit participation.
Assessing Critical Thinking and Problem-Solving Skills in STEM
Teachers need assessment methods that reveal how learners think, investigate and develop solutions.
Traditional tests remain useful for assessing subject knowledge, but they may not provide sufficient evidence of students’ practical problem-solving abilities.
A balanced assessment approach can combine written questions, practical tasks, observation, projects and student presentations.
The following framework can guide classroom assessment.
Assessment Area
What the Teacher Should Observe
Problem identification
Can the learner clearly explain the problem?
Questioning and investigation
Can the learner ask relevant questions and collect useful information?
Evidence and reasoning
Can the learner use evidence to explain conclusions?
Solution development
Can the learner generate and compare possible solutions?
Application
Can the learner apply relevant STEM knowledge?
Evaluation
Can the learner identify weaknesses and improve a solution?
Communication
Can the learner explain and defend the proposed solution?
Collaboration
Can the learner contribute meaningfully to group work?
Teachers can use assessment rubrics to describe different levels of performance. For instance, a learner may initially identify a problem with substantial support but later demonstrate the ability to investigate and propose solutions independently.
Assessment should therefore consider both the final product and the thinking process through which learners arrive at their solutions.
Recommendations for Strengthening STEM Education in Ghana
To improve the development of critical thinking and problem-solving skills through STEM, the following measures deserve attention.
First, strengthen teacher professional development. Teachers should receive continuous training in inquiry-based instruction, project-based learning, practical assessment and the integration of technology into classroom teaching.
Second, improve access to practical learning resources. Government, school authorities and development partners should support the provision of appropriate laboratory equipment, digital tools and teaching materials.
Third, connect STEM learning to local problems. Teachers should use examples from agriculture, sanitation, water management, energy, transportation and environmental protection to make learning relevant to students’ experiences.
Fourth, strengthen curriculum implementation. Schools should ensure that STEM activities are linked to curriculum standards and intended learning outcomes rather than treated as isolated extracurricular events.
Fifth, improve assessment practices. Teachers should assess learners’ ability to investigate, interpret evidence, design solutions and communicate their reasoning.
Sixth, promote partnerships between schools, universities and industry. Such partnerships can provide technical expertise, mentorship, practical learning opportunities and exposure to real-world applications of STEM knowledge.
Seventh, ensure inclusive participation. Girls, learners with disabilities and students from underserved communities should have equitable opportunities to participate in STEM activities and access relevant resources.
Conclusion
Critical thinking and problem-solving are essential competencies for learners who must understand complex issues and respond to changing social, scientific and technological demands.
STEM education provides a practical means of developing these competencies because it encourages students to ask questions, investigate situations, analyse evidence, test ideas and design solutions.
For Ghana, the task is to ensure that STEM education becomes a meaningful part of everyday classroom practice. This requires prepared teachers, suitable learning resources, relevant curricula and assessment methods that recognise the importance of reasoning and practical application.
The success of STEM education should therefore be judged not only by the number of students who study science, technology, engineering and mathematics, but also by their ability to use what they learn to understand problems and develop workable solutions.
Ultimately, Ghana needs learners who can think independently, examine evidence and apply knowledge creatively to the challenges facing their communities and the nation.
Frequently Asked Questions
1. How does STEM education develop critical thinking skills?
STEM education develops critical thinking by engaging learners in questioning, investigation, experimentation, data analysis and the evaluation of possible explanations. These activities help students make decisions based on evidence and logical reasoning.
2. What is the relationship between STEM education and problem-solving?
STEM education connects scientific and mathematical knowledge with practical challenges. Learners use this knowledge to identify problems, develop possible solutions, test their ideas and evaluate the results.
3. What are examples of STEM activities for basic school students in Ghana?
Examples include constructing paper bridges, designing simple water filters, investigating plant growth, developing waste management models, measuring rainfall and building simple electrical circuits under appropriate teacher supervision.
4. What role do teachers play in STEM education?
Teachers provide subject knowledge, guide investigations, organise practical activities, encourage questioning and support learners as they develop and evaluate solutions.
5. Does STEM education require expensive equipment?
Not every STEM activity requires expensive equipment. Teachers can use safe, locally available materials for many investigations and design challenges. However, specialised activities still require appropriate facilities and equipment.
6. How can teachers assess critical thinking and problem-solving?
Teachers can assess these skills through practical tasks, projects, observation, written explanations, presentations and assessment rubrics that examine learners’ reasoning, evidence use, solution development and evaluation.
7. Why are critical thinking and problem-solving important for Ghanaian students?
These competencies help students apply knowledge to everyday challenges, make informed decisions, adapt to new situations and prepare for further education, employment and participation in national development.
Fact Check and Editorial Review
This article draws on Ghana’s curriculum documents published by the National Council for Curriculum and Assessment and international education frameworks on science and engineering practices.
The practical classroom activities are illustrative teaching suggestions. They are not presented as findings from a specific intervention or experimental study. The article also distinguishes curriculum expectations from evidence of actual classroom implementation.
Editorial review: Ferdinand Ellis Publication: EducateGhana.com Last reviewed: November 6, 2026
National Academies of Sciences, Engineering, and Medicine. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165
Ferdinand Ellis is a Lecturer, Education Blogger, Curriculum Specialist, Researcher and Policy Analyst. His professional interests include curriculum development, teacher education, pedagogical innovation, education policy, STEM education and classroom-based research.
Motor accident involving a motorcycle and a Sprinter bus
Examination
2026 GES Teacher Promotion Examination
Latest Development
Gomoa East Education Directorate has mourned the deceased
Fact Check and Editorial Review
This report is based on published accounts by Adom News, 3News and the Gomoa East Education Directorate’s reported response.
The deceased has been identified as Samuel Boateng, a 35-year-old teacher of Gomoa Nyanyano Basic School. Reports indicate that the accident occurred at Potsin Junction on the Kasoa-Winneba Highway while he was returning from Winneba after sitting the GES promotion examination.
The exact examination paper he wrote has not been established in the reports reviewed. The circumstances of the collision are also subject to police investigation.
Key Takeaways
Samuel Boateng, a 35-year-old teacher, has died following a road accident at Gomoa Potsin Junction in the Central Region.
He taught at Gomoa Nyanyano Basic School in the Gomoa East District.
He was reportedly returning from Winneba after writing the 2026 GES promotion examination.
His motorcycle was involved in a collision with a Mercedes-Benz Sprinter bus while he was attempting to rejoin the highway.
The Gomoa Potsin Police reportedly arrested the bus driver to assist with investigations.
The Gomoa East Education Directorate has expressed sorrow over his death.
In Brief
A 35-year-old Ghanaian teacher, Samuel Boateng, has died after a motor accident at Gomoa Potsin Junction on the Kasoa-Winneba Highway in the Central Region.
Boateng, who taught at Gomoa Nyanyano Basic School, was reportedly returning from Winneba after writing his teacher promotion examination when the accident occurred.
The incident has attracted attention within the education community, with the Gomoa East Education Directorate mourning the loss.
Teacher Dies After Writing GES Promotion Examination
The teaching community in the Gomoa East District is mourning the death of Samuel Boateng, a 35-year-old teacher of Gomoa Nyanyano Basic School, following a fatal road accident at Potsin Junction.
According to reports by Adom News, Boateng had travelled to Winneba to sit the Ghana Education Service (GES) promotion examination and was returning towards Kasoa when the incident occurred.
The accident happened at Gomoa Potsin Junction along the busy Kasoa-Winneba Highway.
The circumstances surrounding the incident have been reported as a collision involving the teacher’s motorcycle and a Mercedes-Benz Sprinter bus.
How the Accident Happened
Information published by Adom News indicates that Boateng stopped at Onnyxma Fuel Station near Potsin Junction to purchase fuel.
While attempting to rejoin the main highway towards Kasoa on his motorcycle, he was reportedly knocked down by a Sprinter bus travelling along the road.
The collision left him with severe injuries.
While initial reports indicated that his body had been deposited at the morgue of the Winneba Trauma and Specialist Hospital, a subsequent report by Adom News on November 6, citing the Gomoa East Education Directorate, said he was rushed to the hospital but later died while receiving medical attention.
The bus driver was reportedly arrested by the Gomoa Potsin Police and was assisting with investigations.
Gomoa East Education Directorate Mourns the Teacher
The Gomoa East Education Directorate has expressed sadness over the death of the young teacher.
According to a report by Adom News, the Directorate’s Public Relations Officer, Linda Abena Kwakyewaa, said the incident had left colleagues, family members and loved ones devastated.
The Directorate also called on motorists and other road users to exercise caution, avoid speeding and remain alert, particularly along sections of the Kasoa-Winneba Highway undergoing construction.
The death has added to the concerns of the local teaching community over road safety and the risks faced by people who regularly use the highway.
The accident has renewed attention on road safety along the Kasoa-Winneba Highway, particularly around Potsin Junction.
Ebo Anderson, a member of the Positive Community emergency response team, reportedly raised concerns about the number of accidents recorded along the stretch in recent times.
He also referred to incidents involving pedestrians and schoolchildren, including two pupils who were reportedly knocked down within the same week.
Anderson has called for temporary speed ramps at strategic locations to encourage motorists to reduce their speed, especially around sections frequently used by schoolchildren.
These concerns highlight the need for continued attention to road safety measures, traffic management and protection for vulnerable road users along the highway.
A Tragic Incident During the 2026 GES Promotion Examination Period
The death occurred during the period when teachers across Ghana were sitting the 2026 GES promotion examinations.
The examinations were scheduled across three days, from November 2 to November 4, 2026, for applicants seeking promotion to various ranks within the Ghana Education Service.
Boateng had reportedly travelled to Winneba for the examination before the accident occurred on his return journey.
It has not been established which specific promotion paper he sat or the precise time at which the collision happened.
His death is a painful reminder of the importance of road safety for teachers and other candidates who travel between examination centres and their homes.
Condolences to the Bereaved Family and Teaching Community
The death of Samuel Boateng is a loss to his family, colleagues, pupils and the wider education community.
As the Gomoa East Education Directorate mourns the teacher, condolences are expected to be extended to the bereaved family and the Nyanyano Basic School community.
EducateGhana extends its condolences to his family, friends, colleagues and pupils.
The deceased was Samuel Boateng, a 35-year-old teacher of Gomoa Nyanyano Basic School in the Gomoa East District.
Where did the accident happen?
The accident occurred at Gomoa Potsin Junction on the Kasoa-Winneba Highway in the Central Region.
Was the teacher returning from his promotion examination?
Yes. Published reports indicate that he was returning from Winneba after sitting the 2026 GES promotion examination.
What caused the accident?
Reports indicate that his motorcycle collided with a Mercedes-Benz Sprinter bus while he was attempting to rejoin the main highway. The circumstances remain subject to police investigation.
Has the bus driver been arrested?
Adom News reported that the driver was arrested by the Gomoa Potsin Police and was assisting with investigations.
Has the Gomoa East Education Directorate responded?
Yes. The Directorate has reportedly expressed sorrow over the teacher’s death and called on road users to exercise caution.
The death of Samuel Boateng, a 35-year-old teacher of Gomoa Nyanyano Basic School, has brought sorrow to the teaching community in the Gomoa East District.
He reportedly lost his life following a motor accident at Potsin Junction while returning from Winneba after writing his GES promotion examination.
As the police continue their investigations, the incident has renewed calls for greater caution among motorists and improved road safety measures along the Kasoa-Winneba Highway.
The loss of a teacher in such circumstances is a painful reminder that road safety must remain a priority for every road user.
About the Author
Ferdinand Ellis is a Ghanaian educator, lecturer, curriculum specialist, researcher, education policy analyst and founder of EducateGhana.com, Ghana’s Education Intelligence Platform. He writes on education policy, teacher welfare, professional development, school administration and developments within Ghana’s education sector.
Editorial Note
This report draws on published accounts by Adom News and 3News. Details concerning the accident and the driver’s arrest are attributed to those reports. The exact cause of the collision has not been independently established by EducateGhana and remains subject to police investigation.
Ghana’s Ministry of Education has signed a Memorandum of Understanding (MoU) with Educraftor, a Finnish education organisation, to strengthen Science, Technology, Engineering and Mathematics (STEM) education and promote innovative teaching and learning across the country’s education system.
The partnership is expected to support teacher professional development, introduce innovative classroom technologies and encourage teaching approaches that equip learners with practical skills, creativity and problem-solving abilities.
The Ministry of Educationhas entered into an MoU with Finland’s Educraftor to advance STEM education in Ghana. The collaboration will focus on teacher training, digital learning tools, curriculum development and student-centred approaches, including project-based learning, to improve practical learning and prepare students for emerging scientific and technological demands.
Key Takeaways
The Ministry of Education has signed an MoU with Finnish education organisation Educraftor.
The partnership seeks to strengthen STEM education in Ghana.
Teachers are expected to benefit from professional development and modern instructional strategies.
The collaboration will promote digital learning tools and innovative classroom practices.
Project-based and student-centred learning will be encouraged to develop critical thinking and problem-solving skills.
Ghana Signs Education Partnership with Finland’s Educraftor
The Ministry of Education has signed a Memorandum of Understanding with Educraftor, a Finnish education organisation, in a move aimed at strengthening STEM education and promoting innovative teaching and learning in Ghana.
The partnership seeks to improve the quality of classroom instruction by drawing on international educational practices while ensuring that teaching approaches remain relevant to Ghana’s educational priorities.
The agreement places particular emphasis on teacher development, curriculum improvement and the use of technology to support teaching and learning.
The collaboration also reflects growing attention to the role of STEM education in preparing learners for scientific, technological and economic changes.
Teacher Professional Development to Drive STEM Education
One of the major areas of the partnership is teacher professional development.
Under the agreement, the Ministry of Education and Educraftor will collaborate to equip teachers with modern teaching strategies that support effective STEM instruction.
The focus on teacher development is important because successful STEM education depends on teachers’ ability to translate scientific and mathematical concepts into practical learning experiences.
Teachers will need appropriate training to guide learners through investigations, experiments, collaborative activities and technology-supported classroom tasks.
The partnership is expected to promote instructional approaches that encourage learners to participate actively in the learning process.
The agreement also provides for the introduction of interactive digital learning tools and the development of curricula that meet international standards while responding to Ghana’s educational needs.
Digital tools can support classroom demonstrations, simulations, collaborative learning and access to educational resources. Their effectiveness, however, will depend on teachers’ digital competence, reliable infrastructure and the availability of appropriate learning materials.
Curriculum development will also be an important component of the partnership. STEM curricula must connect theoretical knowledge with practical applications and real-life problems.
For Ghana, the central consideration will be how international approaches can be adapted to local classroom conditions, curriculum requirements and available resources.
Another major area of the partnership is the promotion of student-centred and project-based learning.
These approaches give learners opportunities to investigate questions, work collaboratively, design solutions and apply classroom knowledge to practical situations.
In STEM education, project-based learning can involve activities such as designing simple machines, developing models, investigating environmental problems, building basic technological devices and conducting scientific experiments.
Such experiences can help students develop:
Critical thinking and analytical skills.
Problem-solving abilities.
Creativity and innovation.
Collaboration and communication.
Practical and technical competencies.
The success of these approaches will depend on adequate teacher preparation, appropriate learning materials and sufficient time for practical classroom activities.
What the Educraftor Partnership Could Mean for Ghana’s Education System
The collaboration could create opportunities for Ghana to strengthen its STEM education delivery through international knowledge exchange, teacher training and curriculum innovation.
It may also support efforts to connect classroom learning with practical skills required in science, technology, engineering and related fields.
However, the outcomes will depend on how the agreement is implemented across schools and institutions.
Important considerations will include the number of teachers to be trained, the schools and educational levels to be covered, the resources required, the availability of digital infrastructure and the mechanisms for assessing the impact of the programme.
The Ministry of Education will also need to ensure that the proposed innovations are accessible to schools in rural and underserved communities. This will help prevent differences in infrastructure and resources from widening existing educational inequalities.
The signing of the MoU between Ghana’s Ministry of Education and Finland’s Educraftor marks a new development in the country’s efforts to strengthen STEM education and promote innovative classroom practices.
The partnership’s focus on teacher professional development, digital learning, curriculum innovation and project-based learning provides a framework for improving practical teaching and learning.
Its long-term value will depend on effective implementation, adequate resources and the ability to translate the agreement into measurable improvements in classroom instruction and student learning.
1. What is the Ministry of Education’s agreement with Educraftor about?
The agreement is aimed at strengthening STEM education in Ghana through teacher professional development, digital learning tools, curriculum innovation and improved teaching approaches.
2. What is Educraftor?
Educraftor is a Finnish education organisation involved in the partnership with Ghana’s Ministry of Education.
3. How will Ghanaian teachers benefit from the partnership?
Teachers are expected to benefit from professional development and exposure to modern teaching strategies that support STEM instruction and innovative classroom practices.
4. What is project-based learning?
Project-based learning is an instructional approach in which students acquire knowledge and skills by investigating questions, addressing problems and completing practical projects.
5. How could the partnership improve STEM education in Ghana?
It could strengthen teacher capacity, promote the use of digital learning tools, support curriculum development and provide students with more opportunities to apply scientific and technical knowledge.
6. Has the partnership announced a nationwide implementation timetable?
The information available for this report does not specify a nationwide implementation timetable, the number of participating schools or the funding arrangements.
Fact Check and Editorial Review
This report is based on the information supplied about the Memorandum of Understanding between Ghana’s Ministry of Education and Educraftor. The article does not assume that training activities have commenced or that digital tools have already been distributed to schools.
Further official details on implementation arrangements, funding, participating institutions and programme timelines would help clarify the scope of the partnership.
Ferdinand Ellis is a Lecturer, Curriculum Specialist, Education Blogger, Researcher and Policy Analyst. His work focuses on education policy, curriculum development, teacher education, research and educational innovation.
Education Ministry, Gates Foundation Explore Partnership to Advance Malaria Research in Ghana
By Ferdinand Ellis Education Blogger | Curriculum Specialist | Researcher | Policy Analyst
Publication: EducateGhana.com Category:Education Policy| Research and Innovation Article Type: Standard News Editorial Status: Based on the announcement supplied for publication
In Brief
Ghana’s Ministry of Education has held discussions with the Ghana National Research Fund and the Gates Foundation on a possible partnership to strengthen local malaria research. The discussions focused on developing Ghanaian expertise in emerging malaria-control technologies, including research into malaria-free mosquitoes, through technology transfer and institutional capacity building.
Key Takeaways
The Ministry of Education has reaffirmed its commitment to strengthening Ghana’s research capacity.
The Ghana National Research Fund and the Gates Foundation held discussions with the Education Minister.
A major focus was developing local expertise in emerging mosquito technologies for malaria control.
The proposed collaboration could support technology transfer, scientific training and institutional development.
No formal agreement or implementation timeline was announced in the information provided.
Education Ministry Engages Gates Foundation on Malaria Research Partnership
Ghana’s Ministry of Education has begun discussions with the Gates Foundation on a possible partnership aimed at strengthening the country’s capacity to conduct malaria research and develop locally driven solutions to the disease.
The Minister for Education gave the assurance during a courtesy call by a delegation from the Ghana National Research Fund (GNRF) and the Gates Foundation.
The delegation was led by Professor Eric Yirenkyi Danquah, Board Chairman of the Ghana National Research Fund, and Mr Bruno Moonen, Deputy Director for Malaria at the Gates Foundation.
The engagement centred on how Ghana could strengthen its scientific research capacity and develop the expertise required to contribute to emerging malaria-control technologies.
One of the major issues discussed was the development of malaria-free mosquitoes as a possible approach to reducing malaria transmission.
The discussions explored the need to equip Ghanaian researchers with the scientific knowledge, technical skills and institutional resources required to understand, develop and adapt emerging mosquito technologies within the country.
Such research would require specialised scientific expertise, sustained investment and appropriate institutional arrangements.
Professor Gordon Awandare, Pro Vice-Chancellor of the University of Ghana, stressed the importance of equipping Ghanaian scientists with the expertise and resources to develop and adapt the technology locally.
His contribution highlighted the role of universities and research institutions in ensuring that Ghana develops the capacity to participate meaningfully in advanced scientific research rather than depending entirely on external expertise.
Technology Transfer and Institutional Capacity Building
The proposed collaboration is expected to explore opportunities in research development, technology transfer and institutional capacity building.
Technology transfer would be important in helping Ghanaian scientists acquire the knowledge and technical capabilities needed to work with emerging malaria-control technologies.
Institutional capacity building would also strengthen the ability of universities, research centres and other relevant organisations to undertake specialised research.
The engagement therefore places Ghana’s research institutions and scientific workforce at the centre of discussions about future malaria-control interventions.
Education Ministry Reaffirms Commitment to Research Investment
The Minister for Education emphasised the importance of sustained investment in research, talent development and strong local institutions.
The Minister indicated that the broader objective of the collaboration was to support efforts to reduce malaria transmission and advance Ghana’s ambition of eliminating the disease.
The discussions also draw attention to the connection between education, scientific research and national development. Universities and research institutions have an important role in preparing scientists, developing new knowledge and adapting scientific innovations to local conditions.
For Ghana to benefit from emerging malaria-control technologies, investment in scientific training, research infrastructure and collaboration between local and international institutions will be essential.
What the Proposed Partnership Could Mean for Ghana
If the discussions lead to a formal partnership, the initiative could create opportunities for Ghanaian scientists to participate in advanced malaria research and gain access to specialised technical knowledge.
It could also strengthen collaboration among the Ministry of Education, the Ghana National Research Fund, universities and international research organisations.
However, the development of malaria-control technologies requires careful scientific assessment, regulatory oversight, public engagement and appropriate safeguards. Any future work involving genetically modified or otherwise modified mosquitoes would need to follow applicable national and international biosafety requirements.
The information available from the engagement does not yet specify the proposed funding arrangements, research institutions to be involved, implementation timetable or the precise technology under consideration.
These details will be important in assessing the scope and practical direction of the proposed collaboration.
Conclusion
The engagement between the Ministry of Education, the Ghana National Research Fund and the Gates Foundation has opened discussions on strengthening Ghana’s contribution to malaria research.
Its emphasis on local expertise, technology transfer and institutional capacity building reflects the importance of investing in Ghanaian scientists and research institutions.
The next important step will be translating the discussions into clearly defined research priorities, institutional responsibilities, funding arrangements and a practical implementation framework.
Frequently Asked Questions
1. What is the proposed partnership between Ghana’s Education Ministry and the Gates Foundation about?
The discussions concern strengthening Ghana’s research capacity and supporting locally driven innovations for malaria control, including research into malaria-free mosquitoes.
2. Which institutions participated in the engagement?
The engagement involved the Ministry of Education, the Ghana National Research Fund and the Gates Foundation. The University of Ghana was also represented through its Pro Vice-Chancellor, Professor Gordon Awandare.
3. Who led the delegation from the Ghana National Research Fund?
The GNRF delegation was led by its Board Chairman, Professor Eric Yirenkyi Danquah.
4. Who represented the Gates Foundation?
The Gates Foundation delegation was led by Mr Bruno Moonen, Deputy Director for Malaria.
5. What role could Ghanaian universities play in the proposed collaboration?
Universities could contribute scientific expertise, research facilities, specialist training and the development of local capacity to study and adapt emerging malaria-control technologies.
6. Has Ghana signed a formal agreement with the Gates Foundation?
The announcement available for this report describes discussions during a courtesy call. It does not confirm that a formal partnership agreement has been signed.
Fact Check and Editorial Review
This report is based on the announcement supplied concerning the engagement between the Ministry of Education, the Ghana National Research Fund and the Gates Foundation. The names, institutional roles and stated areas of discussion have been retained as provided. No formal agreement, funding commitment, implementation date or confirmed deployment of mosquito technology has been inferred.
Editorial note: EducateGhana.com will update this report if further official information is released on the proposed partnership.
About the Author
Ferdinand Ellis is a Lecturer, Education Blogger, Curriculum Specialist, Researcher and Policy Analyst. He writes on Ghana’s education system, education policy, teacher development, research, curriculum implementation and national development.
