UCC School of Agriculture Honours 93 Students for Academic Excellence and Improvement at Dean’s Awards Ceremony

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July 23, 2026

The University of Cape Coast School of Agriculture has honoured 93 students for academic excellence and improvement during the 2025/2026 academic year.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

UCC School of Agriculture Celebrates Academic Excellence at Dean’s Awards Ceremony

The School of Agriculture of the College of Agriculture and Natural Sciences (CANS) at the University of Cape Coast (UCC) has honoured 93 students for outstanding academic performance and remarkable improvement during the 2025/2026 academic year.

The recognition took place during the school’s annual Dean’s Awards Ceremony, which celebrated students who demonstrated excellence, consistency and academic growth.

The event was held under the theme:

“From Learning to Leading: Honouring Today’s Agricultural Leaders.”

The ceremony highlighted the importance of academic achievement, leadership development and the role of agriculture education in Ghana’s national development agenda.

→ Related article: University of Cape Coast Academic Updates and Student Achievement News
→ Related resource: Scholarships, Awards and Academic Excellence Opportunities in Ghanaian Universities

83 Students Recognised for High Academic Performance

According to the School of Agriculture, 83 students were honoured for achieving a Cumulative Grade Point Average (CGPA) of 3.6 or above, reflecting exceptional academic performance across their programmes.

These students were recognised for maintaining high standards of scholarship and demonstrating commitment to their academic responsibilities throughout the academic year.

The recognition of high-performing students forms part of the university’s efforts to encourage excellence and motivate learners to pursue academic distinction.

10 Students Celebrated for Remarkable Academic Improvement

In addition to the high achievers, 10 students received awards for showing significant improvement in their academic performance during the 2025/2026 academic year.

The school noted that recognising improvement is important because it acknowledges resilience, determination and the ability of students to overcome academic challenges and make substantial progress.

All 93 awardees were presented with certificates in recognition of their achievements and contributions to the academic community.

Dean Encourages Students to Remain Focused on Their Goals

In his welcome address, the Dean of the School of Agriculture, Prof. Henry Degraft Acquah, congratulated the award recipients for their hard work and dedication.

He encouraged students to remain focused on their studies, maintain discipline and continue striving for excellence in their academic and professional pursuits.

The Dean emphasised that consistent effort, commitment and a positive attitude are essential qualities for future agricultural professionals and leaders.

Importance of Recognising Academic Excellence in Agriculture Education

Academic recognition programmes play an important role in higher education by motivating students, promoting healthy competition and reinforcing a culture of excellence.

For agriculture education specifically, high-achieving graduates are expected to contribute to:

Food security initiatives.
Sustainable agricultural practices.
Agribusiness development.
Research and innovation.
Climate-resilient farming solutions.

Developing strong agricultural leaders remains important as Ghana seeks to modernise its agricultural sector and improve productivity.

UCC’s Contribution to Agricultural Leadership Development

The theme of the ceremony, “From Learning to Leading,” reflects UCC’s broader commitment to preparing students not only as graduates but also as future leaders in agriculture, research, policy and agribusiness.

By combining academic training with leadership development, the university aims to produce graduates capable of addressing contemporary challenges in agriculture and natural resource management.

Frequently Asked Questions

How many students were honoured at the UCC School of Agriculture Dean’s Awards?

A total of 93 students were honoured.

What CGPA qualified students for the academic excellence award?

Students who achieved a CGPA of 3.6 or above received the academic excellence award.

How many students were recognised for academic improvement?

Ten students were honoured for significant improvement in academic performance.

What was the theme of the 2026 Dean’s Awards Ceremony?

The theme was “From Learning to Leading: Honouring Today’s Agricultural Leaders.”

Final Analysis

The recognition of 93 students by the UCC School of Agriculture demonstrates the university’s commitment to rewarding excellence, resilience and continuous improvement.

Celebrating both top achievers and students who have made significant academic progress sends an important message that success in higher education can be achieved through consistency, determination and sustained effort.

As Ghana continues to prioritise agricultural transformation, institutions such as UCC remain important centres for developing the skilled professionals and leaders needed to advance the country’s agricultural sector.

Ghana TVET Service Marks World Youth Skills Day with Debate Competition at Kumasi Technical Institute

By

Ferdinand Ellis

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July 20, 2026

Ghana TVET Service marked World Youth Skills Day at Kumasi Technical Institute with a debate competition focused on skills development and sustainable future.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

GTVETS Celebrates World Youth Skills Day Through Student Debate Competition

The Ghana TVET Service (GTVETS) has joined the global community to commemorate World Youth Skills Day with a debate competition organised at the Kumasi Technical Institute.

The event was held under the theme:

“Skills For A Shared Future”

and aimed to encourage Technical and Vocational Education and Training (TVET) learners to develop critical thinking, communication skills and confidence to engage with issues affecting sustainable development.

The celebration brought together students, educators, industry partners and stakeholders who highlighted the importance of skills development in preparing young people for the future world of work.

→ Related article: TVET Education in Ghana: Programmes, Institutions and Career Opportunities
→ Related resource: Ghana TVET Service: Reforms, Skills Development and Industry Partnerships

Debate Competition Promotes Critical Thinking Among TVET Learners

As part of the celebration, GTVETS organised a debate competition where learners demonstrated their ability to analyse issues, present arguments and communicate effectively.

The competition provided students with an opportunity to strengthen skills beyond technical training, including:

Critical thinking.
Public speaking.
Research and analysis.
Teamwork.
Confidence building.

These skills are increasingly important as employers seek graduates who can combine technical competence with communication and problem-solving abilities.

Suntreso Technical Institute Wins Debate Competition

The competition ended with Suntreso Technical Institute emerging as the overall winner.

St. Michael’s Technical Institute placed second after a strong performance during the debate.

GTVETS congratulated all participating institutions for their commitment, preparation and contribution to the success of the event.

Partners Support World Youth Skills Day Celebration

The Ghana TVET Service expressed appreciation to partners who supported the organisation of the programme.

Special recognition was given to:

Luv FM
UNI-JAY Limited

for their contribution towards making the celebration successful.

The partnership reflects the importance of collaboration between TVET institutions, media organisations and industry stakeholders in promoting skills development.

Importance of Skills Development for Ghana’s Youth

World Youth Skills Day highlights the role of technical and vocational education in preparing young people for employment, entrepreneurship and national development.

For Ghana, strengthening TVET remains important in addressing youth unemployment and building a workforce capable of supporting industrial growth.

Skills development can help young people:

Access Employment Opportunities

Industry-relevant training improves graduates’ readiness for the labour market.

Create Businesses

Technical skills can provide pathways into entrepreneurship and self-employment.

Support Economic Growth

A skilled workforce contributes to productivity, innovation and industrial transformation.

Final Analysis

The World Youth Skills Day celebration organised by Ghana TVET Service at Kumasi Technical Institute demonstrates the growing importance of skills-based education in Ghana.

By combining technical training with communication, leadership and critical thinking skills, TVET institutions can prepare learners for broader opportunities in the modern economy.

The debate competition also reinforces the idea that skills development is not limited to practical work but includes the ability to think, communicate and contribute meaningfully to society.

Source

Ghana TVET Service (GTVETS)

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, TVET, curriculum development and education policy.

Ghana TVET Service and Internet Society Ghana Train Ashanti TVET Learners in Digital Safety Skills

By

Ferdinand Ellis

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July 20, 2026

Gov’t to Build Community Day SHSs in Nima and Kasoa Under STAR-J Infrastructure Programme

Ghana TVET Service and Internet Society Ghana have trained learners across 22 Ashanti TVET institutes in cybersecurity, online safety and digital entrepreneurship.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

22 Ashanti TVET Institutes Receive Digital Safety and Cybersecurity Training

Learners from 22 Technical and Vocational Education and Training (TVET) institutes in the Ashanti Region have received training in digital safety, cybersecurity awareness and responsible online practices as part of efforts to prepare a skilled workforce for the digital economy.

The training was delivered by the Ghana TVET Service (GTVETS) in partnership with the Internet Society (ISOC) Ghana Chapter.

The initiative focused on helping TVET learners understand online risks, protect personal information and develop the confidence needed to participate safely in the digital environment.

→ Related article: TVET Education in Ghana: Programmes, Institutions and Career Opportunities
→ Related resource: Digital Skills Training for Students and Teachers in Ghana

Training Focuses on Cybersecurity and Responsible Digital Citizenship

The programme equipped learners with practical knowledge in areas including:

Cybersecurity awareness.
Scam detection and prevention.
Protection of personal information.
Safe online behaviour.
Digital entrepreneurship.
Responsible use of internet platforms.

The training goes beyond basic internet awareness by helping learners understand how digital security affects their personal lives, businesses and future careers.

Digital Skills Strengthen TVET Employability

The collaboration between Ghana TVET Service and Internet Society Ghana reflects the increasing importance of digital competence in technical and vocational education.

Modern workplaces require workers who can combine technical expertise with digital skills. For TVET graduates, cybersecurity awareness and responsible digital practices can improve their ability to:

Operate Digital Businesses

Entrepreneurs increasingly depend on online platforms for marketing, payments and customer engagement.

Protect Business Information

Understanding cybersecurity helps prevent fraud, data loss and online attacks.

Improve Workplace Readiness

Digital competence has become an important requirement across many industries.

Partnership Supports Ghana’s Digital Transformation Agenda

The initiative contributes to Ghana’s broader efforts to develop a digitally skilled workforce capable of supporting industrial growth and economic transformation.

As industries adopt more technology-driven systems, TVET institutions play an important role in preparing technicians, artisans and entrepreneurs who can respond to changing labour market demands.

The integration of digital literacy into TVET training supports the development of graduates who are technically skilled, innovative and adaptable.

Importance of Cybersecurity Education for Young People

Young people are among the most active users of digital platforms, making cybersecurity education increasingly important.

Training in online safety helps learners:

Identify fraudulent activities and scams.
Protect passwords and personal data.
Use digital platforms responsibly.
Build trust in online transactions.
Develop safer digital enterprises.

Final Analysis

The digital safety training organised for learners across 22 Ashanti TVET institutes highlights the changing nature of technical and vocational education in Ghana.

As technology continues to influence industry and employment, TVET graduates need both practical technical skills and digital competence to remain competitive.

Partnerships between institutions such as Ghana TVET Service and Internet Society Ghana provide valuable opportunities to prepare learners for a safer, more productive digital economy.

Source

Ghana TVET Service and Internet Society Ghana Chapter

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development, TVET and education policy.

Ghana Targets 2029 to End SHS Double-Track System as Government Unveils STAR-J Infrastructure Programme

By

Ferdinand Ellis

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July 20, 2026

Education Minister Haruna Iddrisu has announced a 2029 target to end the SHS double-track system through the GH¢ infrastructure expansion programme.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

Government Sets 2029 Deadline to End SHS Double-Track System

The Government of Ghana has announced a new target to end the double-track system in Senior High Schools (SHSs) by 2029, with the Education Minister, Haruna Iddrisu, outlining a major infrastructure expansion programme aimed at increasing school capacity.

The announcement was made during the Government Accountability Series held in Accra on Monday, July 20, 2026.

The new timeline differs from an earlier target announced by President John Dramani Mahama, who had indicated in May 2026 that government planned to end the double-track system by 2027.

According to the Education Minister, the revised target is linked to the implementation of the STAR-J infrastructure programme, which is expected to expand facilities across Senior High Schools, Senior High Technical Schools and Technical and Vocational Education and Training (TVET) institutions.

→ Related article: GH¢3 Billion Education Infrastructure Plan to End Double Track System
→ Related resource: Free SHS Policy in Ghana: Achievements, Challenges and Reforms

STAR-J Programme to Expand SHS and TVET Infrastructure

Mr. Haruna Iddrisu disclosed that Cabinet has approved the STAR-J infrastructure programme, valued at US$331 million, with Parliament expected to consider the proposal on July 21, 2026.

The programme is expected to cover about 210 senior high schools, senior high technical schools and TVET institutions nationwide.

The Minister explained that the intervention will include:

Rehabilitation of 112 senior high schools.
Rehabilitation of 38 TVET institutions.
Upgrading 30 Category C schools to Category B.
Converting 20 Category B schools to Category A.
Expansion of school facilities and infrastructure.

The programme is aimed at addressing infrastructure shortages created by increased enrolment following the introduction of the Free Senior High School (Free SHS) policy in 2017.

Infrastructure Challenges Continue to Affect SHS Expansion

The Education Minister explained that increased enrolment has placed pressure on facilities such as classrooms, dormitories, laboratories and other learning resources.

He cited schools including Presbyterian Boys’ Secondary School (PRESEC) and Achimota School as examples of institutions where enrolment growth has not always been matched by corresponding infrastructure expansion.

Mr. Iddrisu explained that some schools could exit the double-track system through relatively simple interventions such as the provision of adequate furniture.

“Some of the double-track schools it’s just furniture. They are not asking for money. Director General of GES is here. I hear about a hundred schools. If we give them adequate furniture, they are out of double track.”

He noted that government’s approach will involve coordinating multiple interventions to gradually eliminate the system.

Category Upgrades and New Schools Under STAR-J

The STAR-J programme will also support broader secondary education expansion initiatives.

The Education Minister announced plans to establish:

A new community day senior high school in Nima, Accra.
A new community day senior high school in Kasoa, Central Region.
A special needs education facility in the Volta Region.
Another special needs school under consideration between Kintampo and a community in the Upper East Region.

The new schools are expected to improve access and reduce pressure on existing institutions in rapidly growing communities.

→ Related article: New Community Day SHSs to Be Built in Nima and Kasoa Under STAR-J Programme
→ Related guide: Category A Schools in Ghana 2026: Complete Selection Register

Difference Between 2027 and 2029 Double-Track Targets

The announcement has created a change in the expected timeline for ending the double-track system.

In May 2026, President John Dramani Mahama announced that the system would end by 2027 through the upgrading of selected schools.

The President had indicated that:

30 Category C schools would be upgraded to Category B.
20 Category B schools would be upgraded to Category A.
The project would be supported by a US$300 million World Bank facility approved in June 2026.

The Education Minister’s latest announcement places the completion timeline at 2029, with a broader infrastructure programme covering more institutions.

BECE Results and CSSPS Placement Updates

The Education Minister also provided an update on the 2026 Basic Education Certificate Examination (BECE).

He stated that he had been informed that the results are expected to be released on or before July 31, 2026.

He added that the Computerised School Selection and Placement System (CSSPS) process will begin only after the release of the results.

According to the Minister, the adjustment is intended to improve transparency and reduce unfair influence during school selection and placement.

→ Related article: BECE 2026 Results Expected by July 31 as Government Announces CSSPS Reforms
→ Related resource: 2026 School Selection Register for SHS and TVET Placement

Impact of Ending the Double-Track System

Ending the double-track system is expected to improve several aspects of secondary education delivery, including:

More Contact Hours

Students and teachers may have more consistent academic schedules when schools operate without shift systems.

Improved Learning Environment

Additional classrooms, laboratories and dormitories can reduce pressure on existing facilities.

Better School Management

Schools may have improved opportunities to manage academic programmes, extracurricular activities and student support services.

Enhanced Quality of Education

Reducing overcrowding can support more effective teaching and learning.

Frequently Asked Questions

When will Ghana end the SHS double-track system?

The Education Minister has announced a target of 2029 for ending the system.

What programme will support the removal of double track?

The STAR-J infrastructure programme will provide infrastructure expansion and rehabilitation.

How many institutions will benefit from STAR-J?

The programme is expected to cover about 210 SHS, SHST and TVET institutions.

Why was the double-track system introduced?

The system was introduced in 2018 to accommodate increased enrolment following the expansion of Free SHS.

Final Analysis

The government’s revised 2029 target for ending the SHS double-track system places infrastructure expansion at the centre of Ghana’s secondary education reforms.

While increased enrolment under Free SHS has improved access, it has also created pressure on school facilities. The success of the STAR-J programme will depend on timely funding, effective project implementation and transparent monitoring.

For parents, students and education stakeholders, the coming years will be critical in determining whether Ghana can achieve a sustainable transition to a fully expanded secondary education system.

Source

Government Accountability Series, Ministry of Education, Ghana

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development and education policy.

UEW Social Studies Department Trains Students in Employability and Digital Skills at 2026 Conference

By

Ferdinand Ellis

-

July 20, 2026

UEW’s Department of Social Studies Education has equipped students with employability, entrepreneurship and digital citizenship skills at its 2026 departmental conference.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

UEW Social Studies Department Hosts 2026 Conference on Future-Ready Skills for Students

The Department of Social Studies Education at the University of Education, Winneba (UEW) has equipped students with practical knowledge and future-oriented skills to prepare them for the changing demands of the world of work.

The training took place during the department’s 2026 Departmental Conference held under the theme:

“Empowering Social Studies Students with Employable, Entrepreneurial, and Digital Citizenship Skills for the 21st Century World of Work.”

The conference brought together academics, industry professionals, policymakers and alumni who shared knowledge and experiences aimed at strengthening students’ career readiness, leadership capacity and professional development.

→ Related article: University of Education, Winneba: Programmes, Admissions and Academic Updates
→ Related resource: Graduate Employability Skills and Career Development Guide

Conference Focuses on Skills Beyond Academic Knowledge

The conference emphasised the need for students to complement academic achievement with practical competencies required in today’s competitive labour market.

Participants were encouraged to develop skills in areas including:

Entrepreneurship and innovation.
Digital competence.
Leadership and ethical decision-making.
Communication and collaboration.
Lifelong learning.

Speakers highlighted that success after graduation requires more than academic qualifications. Graduates must also demonstrate adaptability, creativity and the ability to use technology effectively.

Students Receive Insights from Academics, Industry Experts and Alumni

The conference featured presentations from distinguished academics, industry practitioners, policymakers and graduates who shared practical experiences on career growth and professional success.

Through interactive sessions, students gained insights into:

Career Development

Participants learnt strategies for building successful careers, identifying opportunities and preparing for workplace expectations.

Entrepreneurship

Students were encouraged to explore entrepreneurial opportunities and develop innovative solutions to societal challenges.

Digital Citizenship

The conference highlighted the importance of responsible digital engagement, online professionalism and technology skills in modern workplaces.

Importance of Employability Skills for Social Studies Graduates

Social Studies education prepares graduates for roles in teaching, governance, community development, policy, research and other areas of society.

Developing employability and entrepreneurial skills can help graduates:

Respond effectively to changing workplace demands.
Create opportunities beyond traditional employment.
Participate actively in national development.
Become responsible digital citizens.

The conference aligns with broader efforts within higher education to produce graduates who combine academic knowledge with practical workplace abilities.

UEW’s Commitment to Graduate Development

The conference reflects the University of Education, Winneba’s commitment to preparing graduates who can contribute meaningfully to Ghana and the global community.

By creating platforms that connect students with academics, industry experts and professional networks, the university continues to promote career readiness and innovation among learners.

The Department of Social Studies Education remains focused on developing graduates equipped with knowledge, values and skills necessary for leadership and social transformation.

Frequently Asked Questions

What was the theme of the 2026 UEW Social Studies Departmental Conference?

The theme was “Empowering Social Studies Students with Employable, Entrepreneurial, and Digital Citizenship Skills for the 21st Century World of Work.”

Which department organised the conference?

The conference was organised by the Department of Social Studies Education at the University of Education, Winneba.

What skills were emphasised during the conference?

The conference focused on employability skills, entrepreneurship, digital citizenship, leadership and lifelong learning.

Why are digital skills important for graduates?

Digital skills help graduates remain competitive, adapt to modern workplaces and participate effectively in the digital economy.

Final Analysis

The 2026 Departmental Conference of the Department of Social Studies Education at UEW highlights the growing importance of preparing university students for realities beyond the classroom.

As employment landscapes continue to change, graduates require a combination of academic knowledge, practical skills, digital competence and entrepreneurial thinking.

Initiatives such as this conference contribute to building a generation of professionals capable of leading innovation and supporting national development.

Source

Department of Social Studies Education, University of Education, Winneba

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development and education policy.

NASPA Clarifies GH¢60 Deduction Is Its Initiative, Not NSA, Announces Helpline

By

Ferdinand Ellis

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July 20, 2026

NASPA has clarified that the GH¢60 deduction from National Service Personnel is its own capacity building initiative and not a directive from the NSA.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

NASPA Explains GH¢60 Deduction After Concerns from National Service Personnel

The National Service Personnel Association (NASPA) has clarified that the GH¢60.00 deduction from National Service Personnel for its Capacity Building Programme is an initiative of the Association and not the National Service Authority (NSA).

The clarification follows concerns and public discussions after NASPA’s earlier communication dated 14th July 2026, which announced the deduction as an initial payment towards a nationwide professional development programme.

In a communique dated 19th July 2026 with reference number NASPA/HQ25/72, the Association stated that the clarification was issued to address misinformation and provide personnel with a better understanding of the purpose, legality and expected benefits of the programme.

→ Related article: NASPA Announces GH¢60 Deduction for National Service Personnel Capacity Building Programme
→ Related resource: National Service Scheme (NSS) Guide for Graduates in Ghana

NASPA Says Capacity Building Programme Started in February 2026

According to NASPA, the Capacity Building Programme commenced in February 2026 following official communication through the Association’s established channels.

The programme forms part of NASPA’s efforts to support National Service Personnel through:

Practical skills development.
Career readiness training.
Professional development opportunities.
Employment transition support.

NASPA explained that the initiative is designed to help graduates acquire additional competencies as they prepare for opportunities beyond national service.

GH¢60 Represents Initial Payment for Training and Logistics

NASPA stated that the GH¢60 deduction represents an initial payment towards the cost of implementing the programme nationwide.

According to the Association, the funds will support areas including:

Training delivery.
Coordination.
Facilitation.
Logistics.
Certification.
Continuation of the programme across regions.

NASPA explained that the deduction was not an unexplained charge, indicating that it was approved by the NASPA Council and communicated before implementation.

The Association stated:

“The deduction is therefore not an unexplained charge as it was agreed upon by the NASPA Council and communicated accordingly, prior to implementation.”

Mop-Up Training to Be Held Across Regions and Districts

NASPA confirmed that the Capacity Building Programme is still ongoing and that mop-up training sessions will be organised across all regions and districts.

The exercise is expected to provide an opportunity for National Service Personnel who were unable to participate in earlier sessions to benefit from the programme.

The Association encouraged all personnel to take advantage of the training opportunities available.

NASPA Exploring Alternative Funding Sources

Acknowledging concerns regarding deductions from service allowances, NASPA stated that such measures are necessary to enable the Association to fulfil its mandate of protecting the welfare and interests of National Service Personnel.

However, the Association disclosed that it is exploring other funding options, including donor support, to reduce financial burdens on members in the future.

NASPA said the goal is to ensure that personnel can benefit from capacity building initiatives without relying mainly on deductions from their allowances.

Association Announces Plans for Helpline and Greater Transparency

The NASPA National Executive Committee has assured National Service Personnel of its commitment to transparency and accountability in implementing the programme.

The Association announced plans to establish a helpline system through which personnel can submit complaints, seek clarification and make enquiries regarding the initiative.

NASPA urged all personnel to remain calm and view the programme as an opportunity for professional growth.

Why Capacity Building Matters for National Service Personnel

National Service provides graduates with their first major workplace experience after tertiary education. However, additional skills development can improve their ability to compete in the labour market.

Capacity building programmes can support personnel through:

Improved Employability Skills

Training can strengthen communication, leadership, digital skills and workplace readiness.

Career Transition Support

Professional development helps graduates prepare for employment opportunities after national service.

Entrepreneurship Development

Practical skills can encourage graduates to explore self-employment and business opportunities.

Frequently Asked Questions

Is the GH¢60 deduction from NASPA or NSA?

NASPA has clarified that the deduction is a NASPA initiative and not a directive from the National Service Authority.

Why is NASPA deducting GH¢60?

The deduction is intended to support the Capacity Building Programme, including training, logistics, facilitation and certification.

When did the Capacity Building Programme begin?

NASPA stated that the programme commenced in February 2026.

Will there be additional training opportunities?

Yes. NASPA has announced mop-up training sessions across regions and districts.

Final Analysis

NASPA’s clarification seeks to address concerns surrounding the GH¢60 deduction and explain the purpose of its Capacity Building Programme.

While professional development opportunities can provide valuable support for graduates entering the labour market, maintaining trust among personnel will require clear communication, transparency and accountability throughout implementation.

The planned helpline and alternative funding discussions may help strengthen confidence in the initiative as NASPA continues to roll out the programme nationwide.

Source

NASPA Headquarters Communiqué, 19 July 2026

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, career development and education policy.

NASPA Announces GH¢60 Deduction for National Service Personnel Capacity Building Programme

By

Ferdinand Ellis

-

July 20, 2026

Common National Service Registration Mistakes in Ghana 2026/2027: Complete Guide for Graduates How National Service Supports National Development in Ghana How to Complete National Service Registration in Ghana: A Complete Step-by-Step Guide for Graduates

NASPA has announced a GH¢60 deduction from National Service Personnel for a capacity building programme and mop-up training exercise with Zeus Atlas Limited.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

NASPA to Deduct GH¢60 from National Service Personnel for Capacity Building Programme

The National Service Personnel Association (NASPA) has announced a deduction of GH¢60.00 from all National Service Personnel as an initial payment towards its NASPA Capacity Building Programme and an upcoming mop-up training exercise.

The Association stated that the deduction forms part of arrangements to support a professional development initiative designed to equip service personnel with practical skills for employment and career advancement after national service.

In a letter dated 14th July 2026, signed by the National President of NASPA, the Association explained that the deduction is being implemented in accordance with its earlier communication referenced NASPA/HQ25/50 dated 13th April 2026.

→ Related resource: National Service Scheme (NSS) Guide for Graduates in Ghana
→ Related article: Career Development Opportunities for Young Graduates in Ghana

Purpose of the NASPA Capacity Building Programme

According to NASPA, the capacity building programme is being organised in partnership with Zeus Atlas Limited to provide National Service Personnel with practical skills that can improve their transition from academic training to the employment market.

The Association explained that the programme is intended to address the gap between graduation and employment by developing workplace-related competencies.

NASPA stated:

“The programme is a NASPA initiative aimed at equipping personnel with practical skills to bridge the gap between graduation and employment, thereby improving their career readiness.”

The initiative is expected to expose participants to relevant skills that may support entrepreneurship, employability and professional growth.

NASPA Explains Basis for the Deduction

NASPA indicated that the programme has been organised in line with the constitutional provisions of the Association and after completing the necessary administrative processes.

The Association appealed for the cooperation of all National Service Personnel to ensure the success of the initiative.

The deduction will serve as the initial payment towards participation in the capacity building programme and related training activities.

Mop-Up Training to Support Personnel in Low Participation Regions

To ensure wider participation, NASPA announced that a mop-up training exercise will be organised in regions where previous sessions recorded low participation.

Personnel in affected regions have been encouraged to attend the designated training centres to benefit from the programme.

The mop-up exercise is expected to provide an opportunity for service personnel who missed earlier sessions to complete the training requirements.

Certificates for Successful Participants

NASPA also announced that certificates for personnel who successfully completed the training programme will be made available from Friday.

Further details regarding the collection process will be communicated to participants.

The certificates are expected to serve as evidence of participation in the professional development programme.

Importance of Capacity Building for National Service Personnel

National Service remains an important transition period for many Ghanaian graduates as they gain workplace experience after tertiary education.

Capacity building initiatives can support young graduates by helping them develop:

Workplace Skills

Training programmes can improve communication, teamwork, leadership and problem-solving abilities.

Career Readiness

Additional skills can help graduates compete effectively in the labour market.

Professional Development

Continuous learning allows young professionals to improve their confidence and workplace performance.

Frequently Asked Questions

How much will be deducted from National Service Personnel?

NASPA has announced a deduction of GH¢60.00 from all National Service Personnel.

What is the purpose of the GH¢60 deduction?

The deduction will support the NASPA Capacity Building Programme and a mop-up training exercise.

Who is partnering with NASPA for the programme?

NASPA is organising the programme in partnership with Zeus Atlas Limited.

Will participants receive certificates?

Yes. NASPA confirmed that certificates will be available for personnel who successfully completed the training.

Final Analysis

The NASPA Capacity Building Programme represents an effort to strengthen the employability and professional preparedness of National Service Personnel.

As graduates transition from tertiary education into the labour market, practical skills development remains an important factor in improving employment opportunities.

The success of the programme will depend on effective implementation, transparent communication and ensuring that all participating personnel receive meaningful value from the training.

Source

National Service Personnel Association (NASPA) Headquarters

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, career development and education policy.

BECE 2026 Results Expected by July 31 as Government Announces CSSPS Reforms

By

Ferdinand Ellis

-

July 20, 2026

BECE 2026 Examination Guide for Candidates and Parents: Everything You Need to Know BECE 2026 Important Dates Ghana: GES Confirms Results Release, School Selection and SHS Reopening Schedule Clear Guide to how dramatically improve Understanding Periods and Lessons in Ghana’s SBC Lesson Plan Template

Education Minister Haruna Iddrisu says BECE 2026 results are expected by July 31, paving the way for CSSPS placement, with reforms planned for transparency.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

BECE 2026 Results Expected by July 31, Education Minister Announces

The results of the 2026 Basic Education Certificate Examination (BECE) are expected to be released by Friday, July 31, 2026, according to the Minister for Education, Haruna Iddrisu.

The announcement will pave the way for the commencement of the Computerised School Selection and Placement System (CSSPS) process, which determines the Senior High School (SHS) placement of successful candidates.

The Minister disclosed this during the Government Accountability Series held on Monday, July 20, 2026, while providing updates on developments and reforms within Ghana’s education sector.

→ Related resource: BECE 2026 School Selection Guide for Parents and Candidates
→ Related article: 2026 School Selection Register: Complete SHS and TVET Schools List

WAEC Responsible for BECE Results Release

Mr. Haruna Iddrisu explained that the release of BECE results falls under the mandate of the West African Examinations Council (WAEC) and stated that he would not interfere with the work of the examination body.

“As I’ve always indicated as Minister, I don’t interfere with the work of assessment institutions of WAEC. It is within their domain.”

However, he noted that information from the Director-General of the Ghana Education Service (GES) indicates that the results could be released on or before July 31.

“I’m reliably informed by the Director-General of GES that on or before 31st July, the BECE results may be released.”

CSSPS Placement Process to Begin After Results Release

The release of BECE results is expected to begin the next stage of the transition process, where candidates select Senior High Schools through the CSSPS platform.

The placement process remains one of the most closely monitored stages of basic education because it determines the next academic destination of thousands of candidates across Ghana.

Parents and candidates are expected to use their results to make informed choices based on:

Academic performance.
Available school options.
Programme requirements.
School categories.
Placement guidelines.

→ Related guide: Category A Schools in Ghana 2026: Complete Selection Guide
→ Related guide: Category B Schools in Ghana 2026: Complete Selection Guide
→ Related guide: Category C Schools in Ghana 2026: Complete Selection Guide

Government Acknowledges School Placement Challenges

The Education Minister acknowledged the difficulties parents and students experience during the SHS placement process, particularly due to limited infrastructure and increasing demand for secondary education.

He admitted that government has not yet fully resolved the infrastructure challenge but said ongoing interventions are aimed at expanding school capacity.

Mr. Iddrisu mentioned the Sustainable Development for Improved Access to Tertiary Education and Jobs (STAR-J) project as one of the initiatives expected to support infrastructure development.

According to him, addressing placement challenges requires significant investment in:

Classroom blocks.
School facilities.
Learning infrastructure.
Expansion of educational institutions.

Minister Calls for Patience on Placement Reforms

The Minister appealed for patience as government works to improve the placement system.

“You may have to give me another year, then I’ll be better off in resolving the school placement issues.”

He explained that government is reviewing the CSSPS process to ensure that placements are based on fairness, merit and transparency.

CSSPS Review Committee Established to Improve Transparency

Mr. Iddrisu revealed that a review committee has been established to examine the current placement system and assess whether it meets principles of fairness.

The committee is expected to examine issues including:

Whether placements reflect candidates’ academic merit.
Whether the system allows unfair influence.
Whether political or protocol considerations affect placement decisions.

The Minister emphasised government’s intention to develop an open and transparent placement system.

“We intend to run an open, transparent placement system.”

Candidates to Select Schools After BECE Results Under New Arrangement

The Education Minister announced that future school selection arrangements will allow BECE candidates to choose schools after receiving their results.

This means candidates and parents will have access to actual grades before making school choices, allowing them to make more realistic decisions.

Mr. Iddrisu advised parents to consider their children’s performance when selecting schools.

“Parents take note, under the weight of the aggregate of your son or daughter, you would know whether your daughter or son belongs.”

What the BECE and CSSPS Reforms Mean for Parents and Candidates

The proposed changes are expected to improve decision-making during SHS selection by allowing candidates to match their choices with their actual academic performance.

The reforms may also reduce unrealistic choices and help improve placement outcomes.

However, successful implementation will require:

Adequate school infrastructure.
Reliable placement technology.
Clear communication.
Public confidence in the process.

Frequently Asked Questions

When will BECE 2026 results be released?

The BECE 2026 results are expected to be released on or before July 31, 2026, according to the Education Minister.

Who releases BECE results?

The West African Examinations Council (WAEC) is responsible for releasing BECE results.

When will CSSPS placement begin?

The CSSPS placement process will begin after the release of BECE results and completion of the school selection process.

Will candidates select schools after receiving results?

The Education Minister announced plans for candidates to select schools after their results have been released.

Final Analysis

The expected release of the BECE 2026 results marks an important stage in Ghana’s transition from basic education to Senior High School.

The proposed CSSPS reforms could improve transparency and help parents and candidates make better-informed decisions. However, addressing placement challenges will require not only system reforms but also continued investment in school infrastructure.

As thousands of candidates prepare for the next stage of their academic journey, accurate information and careful school selection will remain essential.

Source

Government Accountability Series, Ministry of Education, Ghana

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development and education policy.

Ghana to Introduce Coding, AI, Electronics and TVET in Revised Basic School Curriculum

By

Ferdinand Ellis

-

July 20, 2026

WVUS Bloggers Trip — Boys in the Life Skills Club at Kasubi Primary School participate in making reusable sanitary pads as a way to support the girls and to keep them from bullying the girls--something they've often done in the past. Summary: Life Skills Club at Kasubi Primary School. The school administrators noticed that each month the older girls would miss school multiple times during their period. This affected their studies. Some girls even dropped out of school once their period started, making them more vulnerable to early childhood marriage. World Vision staff trained the club members to make reusable sanitary pads out of readily available materials. It has made a difference. The girls can now continue to attend school when they’re having their period. And since boys help make the pads, they’re learning to be more sensitive to the girls. Before they often bullied girls during their periods, which only exacerbated the girls’ desire to not attend school.

Education Minister Haruna Iddrisu has announced that a revised KG to JHS curriculum will introduce coding, artificial intelligence, electronics and TVET skills.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

The Government of Ghana is set to introduce a revised Kindergarten to Junior High School (KG–JHS) curriculum that will include emerging skills such as coding, artificial intelligence (AI), electronics and Technical and Vocational Education and Training (TVET).

The announcement was made by the Minister for Education, Hon. Haruna Iddrisu, during the Government Accountability Series, where he outlined ongoing reforms aimed at preparing young Ghanaians for the demands of a changing economy.

According to the Minister, the revised curriculum will be presented to the Ministry of Education this week as part of efforts to strengthen basic education and equip learners with relevant skills from an early stage.

→ Related article: Ghana Education Curriculum Reforms: Policies, Changes and Implementation Updates
→ Related resource: AI and Digital Education in Ghana: Opportunities for Schools and Teachers

New Curriculum to Emphasise Digital Skills and Practical Learning

The inclusion of coding, artificial intelligence, electronics and TVET-related content represents a shift towards strengthening technology, innovation and practical skills within Ghana’s basic education system.

The proposed curriculum reforms are expected to expose learners to:

Digital literacy and computing skills.
Coding and programming concepts.
Artificial intelligence awareness.
Electronics and innovation.
Practical and vocational skills.

The move aligns with global education trends where schools are increasingly integrating technology and skills-based learning to prepare students for future careers.

Education Reforms Aim to Build Future-Ready Learners

Hon. Haruna Iddrisu explained that government’s ongoing education reforms are focused on equipping young Ghanaians with knowledge and skills relevant to national development.

The reforms are expected to support learners in developing competencies beyond traditional academic knowledge by encouraging creativity, problem-solving and technical abilities.

The introduction of technology-focused learning at the basic level could also support Ghana’s broader agenda of developing a digitally skilled workforce.

Government Plans Expansion of Access to Medical Education

Beyond curriculum reforms, the Education Minister also announced government’s intention to expand access to medical education in Ghana.

He explained that the government is drawing lessons from recent reforms in legal education under the Legal Education Act, 2026, particularly regarding opportunities for professional training.

According to the Minister, increasing access to professional education is necessary to develop the skilled workforce required to support Ghana’s long-term development.

Linking Education Reform to National Development

The government’s education agenda focuses on creating pathways that allow more young people to acquire professional and technical skills needed in key sectors of the economy.

Areas expected to receive attention include:

Technology and Innovation

Through coding, AI and electronics education, learners can develop skills relevant to the digital economy.

Technical and Vocational Education

Strengthening TVET at earlier levels can encourage students to acquire practical skills and pursue technical careers.

Professional Education

Expanding access to fields such as medicine can increase the number of trained professionals supporting national development.

Importance of Introducing AI and Coding at Basic Level

Education experts have increasingly emphasised the need for learners to develop digital competencies from an early age.

Introducing coding and AI concepts at the basic school level may help students:

Develop logical thinking and problem-solving skills.
Understand emerging technologies.
Prepare for future careers.
Participate effectively in the digital economy.

However, successful implementation will require investment in teacher training, infrastructure, digital resources and curriculum support materials.

→ Related article: Teacher Digital Skills and AI Integration in Ghanaian Classrooms
→ Related resource: National Teachers’ Standards and Professional Development

Frequently Asked Questions

What new subjects will be introduced in the revised KG to JHS curriculum?

The revised curriculum will introduce areas including coding, artificial intelligence, electronics and TVET.

Who announced the revised curriculum?

The announcement was made by the Minister for Education, Hon. Haruna Iddrisu, during the Government Accountability Series.

When will the revised curriculum be presented?

The Minister indicated that the revised curriculum will be presented to the Ministry of Education during the week of the announcement.

Why is Ghana revising the basic school curriculum?

The reform aims to equip learners with relevant knowledge and skills needed for future careers and national development.

Final Analysis

The planned revision of Ghana’s KG to JHS curriculum represents a significant move towards integrating digital literacy, technology and practical skills into basic education.

Introducing coding, artificial intelligence and TVET concepts at an early stage could help develop a generation of learners who are better prepared for future economic opportunities.

The effectiveness of the reform will depend on careful curriculum design, teacher preparation, adequate learning resources and consistent implementation across schools nationwide.

Source

Government Accountability Series, Ministry of Education, Ghana

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development and education policy.

Gov’t to Build Community Day SHSs in Nima and Kasoa Under STAR-J Infrastructure Programme

By

Ferdinand Ellis

-

July 20, 2026

CSSPS School Selection Guidelines 2026: How BECE Candidates Should Choose Their Schools How to Check BECE 2026 Results Online and Via SMS in Ghana GES Conditions of Service Explained: Teacher Benefits, Rights, Allowances and Responsibilities

Education Minister Haruna Iddrisu has announced plans to construct new community day senior high schools in Nima and Kasoa under the STAR-J programme to expand Free SHS access.

Author: Ferdinand Ellis
Author Authority: Education Blogger | Curriculum Specialist | Researcher | Education Policy Analyst

The Government of Ghana has announced plans to construct two new community day senior high schools in Nima, Accra, and Kasoa in the Central Region as part of efforts to expand access to secondary education and reduce pressure on existing schools.

The announcement was made by the Minister for Education, Haruna Iddrisu, during the Government Accountability Series held in Accra on Monday, July 20, 2026.

According to the Minister, the projects form part of the proposed STAR-J infrastructure programme, which is designed to improve education infrastructure and support the continued expansion of the Free Senior High School (Free SHS) policy.

→ Related article: GH¢3 Billion Education Infrastructure Plan to End Double Track System
→ Related resource: Free SHS Policy in Ghana: Achievements, Challenges and Future Reforms

Government Chooses Community Day Schools to Expand SHS Access

Mr. Haruna Iddrisu explained that government’s decision is to establish more community day senior high schools rather than converting existing schools into boarding institutions.

According to him, the approach reflects President John Dramani Mahama’s vision of expanding access through strategically located day schools that serve growing communities.

“It is the view of President John Dramani Mahama that we should encourage the establishment of community day schools in the category of what is in Kwabenya. So we’ll build one in Nima and one in Kasoa as part of the STAR-J project.”

The move is expected to provide additional opportunities for students living in densely populated communities where access to nearby senior high schools remains a challenge.

Rising SHS Enrolment Drives Infrastructure Expansion

The Education Minister noted that enrolment under the Free SHS policy has exceeded 1.5 million students, placing increased pressure on classrooms, dormitories and other school facilities.

He explained that expanding infrastructure remains necessary to ensure that increased access to secondary education is matched with adequate learning facilities.

The STAR-J programme, which has received Cabinet approval, will focus on:

Construction of new classroom blocks.
Rehabilitation of existing SHS facilities.
Improvement of Technical and Vocational Education and Training (TVET) institutions.
Upgrading selected Category B and Category C Schools.
Expansion of infrastructure capacity across the education sector.

→ Related article: Category B Schools in Ghana 2026: Selection Guide and School Information
→ Related article: Category C Schools in Ghana 2026: Complete List and Placement Guide

Nima SHS Could Be Developed Into a Science School

Responding to questions after the briefing, Mr. Iddrisu disclosed that the proposed Nima community day senior high school could potentially be developed into a science-focused institution.

He explained that the Member of Parliament for the area had formally written to the Ministry and made land available for the project.

“We have no difficulty at all establishing that senior high school as a science school. The honourable Member of Parliament for the area has written formally to me, dedicating land for that purpose.”

The establishment of a science-oriented SHS in Nima could provide additional opportunities for students interested in Science, Technology, Engineering and Mathematics (STEM) education.

Kasoa SHS Project to Address Rapid Population Growth

The Education Minister also highlighted the need for additional secondary schools in Kasoa due to its rapidly expanding population.

Kasoa has experienced significant population growth over the years, increasing demand for public services, including education facilities.

Mr. Iddrisu explained that the location of the proposed school would consider population distribution within the municipality.

“Whether one senior high school will be enough for them is a growing population and we need to expand their access to secondary education.”

The project is expected to reduce pressure on existing schools and bring secondary education closer to communities within the growing municipality.

Importance of Community Day Senior High Schools

Community day schools play an important role in expanding access to secondary education by reducing barriers associated with distance, transportation and accommodation.

Their potential benefits include:

Improved Access

Students can attend schools closer to their communities, making secondary education more accessible.

Reduced Pressure on Existing Schools

Additional schools help manage increasing enrolment and improve infrastructure availability.

Support for Urban Communities

Fast-growing urban areas require new educational facilities to match population growth.

Increased Opportunities for STEM Education

Specialised schools, including science-focused institutions, can support national efforts to develop STEM skills.

Frequently Asked Questions

Where will the two new community day SHSs be built?

The schools will be constructed in Nima in Accra and Kasoa in the Central Region.

What programme will support the construction of the schools?

The projects will be implemented under the STAR-J infrastructure programme.

Why is government building new SHSs?

The initiative aims to expand access to secondary education and address infrastructure pressure caused by increasing enrolment under Free SHS.

Could the Nima SHS become a science school?

Yes. The Education Minister indicated that the Nima school could be developed into a science school.

Final Analysis

The planned construction of community day senior high schools in Nima and Kasoa reflects the changing needs of Ghana’s secondary education system.

As enrolment continues to increase, infrastructure expansion remains essential to ensuring that access to Free SHS is supported by adequate classrooms, qualified teachers and effective learning environments.

The success of the STAR-J programme will depend on timely implementation, quality construction and strategic placement of new schools in communities with the greatest need.

Source

Government Accountability Series, Ministry of Education, Ghana

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and policy analyst focusing on Ghana’s education system, teacher education, curriculum development and education policy.