Home Blog Page 10

Chaos at Asanco Model Basic School as Former Headmaster Reportedly Refuses Transfer and Handover

By
Ferdinand Ellis
-
0

Article Information

ItemDetails
LocationAsanco Model Basic School, Wassa Amenfi West Municipality, Western Region
IssueDispute over headmaster transfer and handover
Former HeadmasterIsaac Enimil, popularly known as “Lion”
New HeadmasterAlbert Yawson, popularly known as “Abass”
Education AuthorityWassa Amenfi West Municipal Education Directorate
Reported InterventionEducation officials and Police
Current StatusSituation remains under administrative resolution

Fact Check & Editorial Review

Asanco Model Basic School is an established basic school in the Wassa Amenfi West Municipality. Public records from the National Council for Curriculum and Assessment identify the school as Asanco Model Basic School, Wassa Amenfi West Municipality, Western Region. The school has also participated in municipal educational activities, including inter-school quiz competitions.

The Wassa Amenfi West Municipal Assembly has publicly identified Mrs Elizabeth Emefa Fiagome as the Municipal Director of Education.

EducateGhana has, however, not independently verified every allegation contained in accounts surrounding the current dispute, particularly the earlier allegations concerning examination malpractice, the conduct of the former headmaster, the management of school activities and resources, and the alleged tearing of admission assessment questions.

Those matters are therefore presented in this report as allegations or accounts received, rather than established facts.

The current dispute has also been reported elsewhere as involving Isaac Enimil and an intervention by education officials and police after he reportedly refused to leave following a transfer.

Key Takeaways

  • A leadership dispute has reportedly emerged at Asanco Model Basic School in Wassa Amenfi West.
  • Isaac Enimil, the former headmaster, is reported to have remained at the school after his transfer.
  • Albert Yawson has reportedly been introduced as his replacement.
  • The former headmaster is alleged to have declined to hand over certain school records and the headmaster’s office.
  • The disagreement reportedly intensified during the admission of new pupils.
  • Education officers were brought in to address the situation.
  • Police were subsequently called to help de-escalate the confrontation.
  • Some of the claims circulating about the school’s earlier history remain allegations and require responses from the relevant parties before they can be treated as established facts.

In Brief

A leadership dispute at Asanco Model Basic School in the Wassa Amenfi West Municipality has reportedly escalated to the point where education officials and police were called to the school.

The dispute centres on the reported refusal of former headmaster Isaac Enimil, popularly known as “Lion”, to accept his transfer and hand over to his replacement, Albert Yawson, also known as “Abass”.

The latest confrontation reportedly occurred while the school was admitting new pupils, creating confusion among parents and teachers.

Introduction

What began as an administrative disagreement over the transfer of a school head has reportedly developed into a tense confrontation at Asanco Model Basic School.

According to information gathered by EducateGhana, the school’s former headmaster, Isaac Enimil, was transferred from the school. His replacement, Albert Yawson, subsequently reported to the school and was introduced as the new headmaster.

However, the former headmaster is alleged to have refused to leave the school or formally hand over his responsibilities.

The dispute reportedly intensified when both men were present at the school during the admission of new pupils, eventually requiring the intervention of education officials and the police.

How the Current Dispute Began

According to accounts received by EducateGhana, Enimil was transferred from Asanco Model Basic School following a period of tension involving some teachers.

The circumstances surrounding the transfer have become a major point of contention.

The former headmaster’s position and any reasons he may have given for challenging or refusing the transfer should be properly documented by the relevant education authorities before definitive conclusions are drawn.

What is clear from the accounts currently available is that the transfer did not immediately result in a smooth change of leadership.

Earlier Tensions at the School

The current dispute reportedly has a longer history.

According to information provided to EducateGhana, some teachers at the school were previously transferred after being accused of insubordination.

The affected teachers reportedly petitioned the authorities, following which the then Director-General of the Ghana Education Service intervened in the matter.

Some of the teachers nevertheless left the school.

Allegations Made by Some Teachers

The teachers reportedly gave a different explanation for the conflict.

According to their account, their disagreement with the school leadership was partly connected to what they alleged were attempts to involve them in BECE examination malpractice and other activities they believed were not authorised by the Ghana Education Service.

These are serious allegations.

EducateGhana has not independently established that examination malpractice occurred at the school, nor has it found an official determination establishing that the teachers were transferred for refusing to participate in such activities.

The claims should therefore remain identified as allegations unless supported by official findings or documentary evidence.

Disagreements Over School Activities

Further disagreements reportedly developed around activities associated with the school.

Asanco Model Basic School is a large school, and according to information received by EducateGhana, it has a number of activities and arrangements intended to support teaching, learning and staff welfare.

These reportedly include:

  • A school canteen
  • Extra classes
  • Teachers’ welfare activities
  • Academic programmes
  • Quizzes and competitions
  • Sports and cultural activities

According to accounts from some teachers, disagreements arose over the management and organisation of some of these activities.

One area of contention was reportedly extra classes.

Some teachers allegedly declined to participate in certain extra-class arrangements. According to the account received, the former headmaster would sometimes engage parents directly over extra classes when teachers declined to participate.

The teachers reportedly viewed some of these actions as contributing to the deterioration of relations between the school leadership and staff.

Again, these accounts have not been independently established and should be distinguished from confirmed administrative facts.

Claims of Teacher Transfers and Releases

According to the information gathered by EducateGhana, the dispute between the headmaster and some teachers eventually resulted in several staff movements.

The account claims that eight teachers were transferred and that three others subsequently obtained releases from the school.

The reasons for each individual teacher’s movement would need to be established from official GES records.

The broader issue, however, is that repeated staff disputes can create administrative instability in a school and potentially affect continuity in teaching and learning.

➡️ Related: [GES Teacher Recruitment, Transfers and Posting Updates]
➡️ Related: [Teacher Welfare and Education Administration in Ghana]

Concerns About the School’s Performance

Those familiar with the situation reportedly believe that the prolonged disagreements affected the general atmosphere at the school.

Activities such as quizzes, debates, sports and cultural competitions were allegedly affected.

There were also claims that the school’s academic performance subsequently declined.

EducateGhana has not independently verified the alleged decline in academic performance and therefore does not present it as an established fact.

If official examination or assessment data are available, they would provide a more objective basis for determining whether the school’s academic performance changed over the period in question.

Transfer of the Headmaster

Against this background, the former headmaster was reportedly transferred from Asanco Model Basic School.

The change in leadership was expected to resolve the administrative tensions and allow the school to move forward.

However, the transition reportedly did not proceed smoothly.

When the school reopened for the current term, the Municipal Director of Education, Mrs Elizabeth Emefa Fiagome, reportedly came to the school and introduced Albert Yawson as the new headmaster.

Fiagome is publicly identified as the Municipal Director of Education for Wassa Amenfi West.

The New Headmaster Reports

According to information gathered by EducateGhana, Albert Yawson, popularly known as “Abass”, reported to the school following his appointment or transfer.

The former headmaster allegedly did not recognise the new arrangement and reportedly refused to hand over.

Among the items at the centre of the dispute were reportedly the attendance register and logbook.

According to the account received, some teachers subsequently used an exercise book to record their attendance because the original attendance book was allegedly not made available to them.

The account further claims that some teachers continued signing in the original attendance book while others used the alternative exercise book.

These details require confirmation from the Municipal Education Directorate or the relevant GES authorities.

Two Headmasters, One School

The dispute reportedly became even more visible when the former headmaster continued to occupy the office traditionally used by the head of the school.

The new headmaster was reportedly given another office because additional office space was available.

According to the information received, the former headmaster would return to the original headmaster’s office whenever he came to the school.

The Municipal Director of Education subsequently reportedly introduced the new headmaster to pupils and informed them that the former headmaster was no longer in charge of the school.

This arrangement, if accurately described, would create an unusual administrative situation in which a former school head and his replacement are both physically present at the same institution.

Admission of New Pupils Triggers Fresh Confrontation

The latest escalation reportedly occurred during the admission of new pupils.

Both the former and new headmasters were reportedly at the school while the admission exercise was underway.

According to information received by EducateGhana, the former headmaster went to the area where the admission process was taking place and reportedly told parents that he did not recognise the new headmaster.

He allegedly maintained that he remained the headmaster and directed parents to deal with him regarding admissions.

The situation reportedly created confusion among parents and teachers.

Some teachers reportedly considered going to the education office to seek intervention.

The new headmaster, however, is said to have contacted the education authorities instead.

Education Officers Arrive at the School

The Municipal Director of Education was reportedly away at the time.

Education officers were therefore sent to the school to help resolve the matter.

According to the account received, the former headmaster continued to challenge the new arrangement and gave his side of the story to the education officers in the presence of parents.

A video currently circulating on social media reportedly captures part of this confrontation.

EducateGhana has not treated the video as proof of every allegation made by either side because a video recording of one episode does not necessarily establish the full history of an administrative dispute.

Police Called to De-escalate Situation

The situation reportedly became more serious during the intervention by the education officers.

According to information gathered by EducateGhana, sample questions being used by the new headmaster to assess pupils seeking admission were with one of the education officers.

The former headmaster is alleged to have taken the questions from the officer and torn them.

This allegation has not been independently verified by EducateGhana.

According to the account provided, the development prompted the authorities to call the police.

The police subsequently arrived at the school to help calm the situation and prevent the confrontation from escalating further.

Another report on the incident similarly states that education officials and police intervened after the reported refusal by Isaac Enimil to leave following his transfer.

What Happens Next?

The immediate priority should be the restoration of calm at the school and the protection of teaching and learning.

An administrative dispute involving school leadership should not be allowed to disrupt pupils’ education or place parents, teachers and pupils in the middle of a prolonged institutional disagreement.

The appropriate authorities will also need to establish the facts surrounding:

  1. The transfer of the former headmaster.
  2. The appointment or posting of the new headmaster.
  3. Whether a formal handover directive was issued.
  4. The status of school records and official registers.
  5. The circumstances surrounding the admission exercise.
  6. The alleged destruction of admission assessment materials.
  7. The earlier allegations involving teachers and school administration.
  8. Any formal petitions or investigations connected to the dispute.

Why This Matter Requires Careful Handling

The Asanco situation goes beyond a disagreement between two individuals.

A school is an institutional environment governed by administrative procedures, professional responsibilities and accountability structures.

Where there is disagreement over a transfer, the appropriate response should ordinarily involve the relevant education authorities and established administrative processes rather than confrontation at school level.

At the same time, allegations against a teacher, headteacher or education official should not automatically be treated as proven simply because they appear in a viral video or social media account.

The facts need to be established through official records, statements from the parties involved and, where necessary, an administrative investigation.

Questions That Remain Unanswered

Several important questions remain open.

Was the transfer formally issued by the Ghana Education Service?

Was the former headmaster officially directed to hand over?

What reasons were given for the transfer?

Has the Municipal Education Directorate issued a formal written position on the dispute?

What happened to the school’s attendance records and logbook?

Was the alleged tearing of admission questions witnessed by other officials or documented?

Have the earlier allegations made by some teachers ever been formally investigated and determined?

Answers to these questions would help move the discussion from competing accounts to documented facts.

Conclusion

The situation at Asanco Model Basic School is a developing administrative dispute that has reportedly required intervention by education officials and the police.

At the centre of the dispute is the reported refusal of former headmaster Isaac Enimil to accept his transfer and hand over to his replacement, Albert Yawson.

The latest confrontation reportedly occurred during the admission of new pupils and has raised concerns about leadership, administrative authority, school records and the continuity of academic activities.

While several accounts of the school’s earlier difficulties have emerged, many of those claims remain allegations requiring independent verification.

The immediate concern should be to restore calm, establish the facts and ensure that pupils are not disadvantaged by an administrative dispute.

EducateGhana will continue to follow the matter and will update this report if the Wassa Amenfi West Municipal Education Directorate, Ghana Education Service, the affected headmasters or other relevant authorities provide further clarification.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, school administration, teacher education, curriculum implementation and developments within Ghana’s education sector.

Editorial Note

This report distinguishes between information that can be independently established and allegations or accounts provided to EducateGhana.

The publication of an allegation does not mean that EducateGhana has established that the allegation is true. Persons or institutions named in connection with the allegations should be given an opportunity to respond, and any substantive response received will be reflected in an update.

Sources

  • Ghana Education Service and Wassa Amenfi West Municipal Education Directorate, where official clarification is available.
  • Wassa Amenfi West Municipal Assembly records identifying Mrs Elizabeth Emefa Fiagome as Municipal Director of Education.
  • National Council for Curriculum and Assessment records identifying Asanco Model Basic School in Wassa Amenfi West Municipality.
  • Wassa Amenfi West Municipal Assembly report on an inter-school quiz competition involving Asanco Model Basic School.
  • Secondary report on the reported transfer dispute and police intervention.

GES Releases 2023 Capitation Grant Arrears as Districts Told to Pay Schools Before Reopening

By
Ferdinand Ellis
-
0

Article Information

ItemDetails
PublisherGhana Education Service (GES)
Date of Notice14 September 2026
SubjectRelease of 2023 Capitation Grant Arrears
BeneficiariesPublic Basic Schools
ImplementationDistrict Education Directorates
Expected TransferBefore reopening of the 1st Term of the 2026/2027 Academic Year
MonitoringGES Headquarters

Fact Check & Editorial Review

The information is based on a Ghana Education Service communication dated 14 September 2026 and addressed to all Regional Directors.

According to the communication, the 2023 Capitation Grant arrears have been transferred to the accounts of the various District Education Directorates for onward disbursement to schools.

The notice also states that the transfer to District accounts includes the Sports and Culture component for District Offices, while the corresponding Regional Sports and Culture components have been transferred to designated Regional accounts.

Editorial caution: The communication does not state the total monetary value of the arrears transferred to each District or school. EducateGhana therefore does not infer or publish an amount that is not contained in the notice.

Key Takeaways

  • GES says the 2023 Capitation Grant arrears have been released.
  • The funds have been transferred to the accounts of District Education Directorates.
  • Districts are expected to transfer the funds to the respective schools.
  • The Sports and Culture component for District Offices is included in the District transfer.
  • Regional Sports and Culture components have been transferred to designated Regional accounts.
  • Regional Directors have been directed to ensure that funds reach schools before the reopening of the 1st Term of the 2026/2027 academic year.
  • GES Headquarters says a monitoring team will visit the regions to assess implementation.

In Brief

The Ghana Education Service has announced the release of 2023 Capitation Grant arrears to District Education Directorates for onward disbursement to public basic schools.

The Service has directed Regional Directors to ensure that the funds reach schools before the reopening of the first term of the 2026/2027 academic year, stressing that the timely release is intended to enable Heads of Basic Schools to operate effectively.

Introduction

The timely release of Capitation Grant funds is important to the day-to-day administration of public basic schools in Ghana. Heads of schools rely on school-level resources to support a range of operational activities and maintain an environment conducive to teaching and learning.

In a communication dated 14 September 2026, the Ghana Education Service informed all Regional Directors that the outstanding 2023 Capitation Grant funds had been transferred to District Education Directorate accounts.

The Service has subsequently directed the Regional Directors to ensure that the funds are transferred to schools before the reopening of the first term of the 2026/2027 academic year.

GES Confirms Transfer of 2023 Capitation Grant Arrears

The GES communication states that Management has transferred the 2023 Capitation Grant arrears to the accounts of the various District Education Directorates.

The District Education Directorates are expected to facilitate the onward transfer of the funds to the schools under their jurisdiction.

The directive is particularly significant for Heads of Basic Schools who require access to approved school funds to manage operational needs when schools reopen.

➡️ Related: [Ghana Education Service Updates and Directives]
➡️ Related: [Basic Education News and Policy Updates]

Sports and Culture Components Also Included

GES clarified that the transfer to District accounts includes the Sports and Culture component for District Offices.

However, the Service made a distinction concerning the Regional component. According to the notice, the Regional Sports and Culture components have been transferred separately to designated accounts of the Regional Offices.

This arrangement means that the relevant District and Regional authorities are expected to manage and disburse the components applicable to their respective levels.

➡️ Related: [Latest GES Administrative Directives]
➡️ Related: [Education Funding and School Management in Ghana]

Regional Directors Given Deadline for School Transfers

GES has directed Regional Directors to ensure that the funds are transferred to schools on or before the reopening of the first term of the 2026/2027 academic year.

The stated objective is to enable Heads of Basic Schools to operate seamlessly when schools reopen.

The directive places responsibility on the Regional and District structures to ensure that the funds do not remain at the administrative level after they have been released for school use.

➡️ Related: [2026/2027 Academic Year Updates]
➡️ Related: [Ghana Basic School Administration]

GES Headquarters to Monitor the Disbursement

The communication contains an additional monitoring directive.

GES Management informed Regional Directors that a team from Headquarters will visit the regions for monitoring.

Regional authorities have therefore been urged to ensure that the funds are transferred to schools immediately.

The monitoring component could provide an opportunity for GES Headquarters to establish whether the released funds have reached their intended beneficiaries and whether the directive has been implemented within the stated timeframe.

➡️ Related: [GES News, Circulars and Official Directives]
➡️ Related: [Education Governance and Accountability]

What the Release Means for Basic Schools

For Heads of Basic Schools, the key issue is not simply the announcement of the release but the actual receipt of the funds at school level.

The GES directive establishes a chain of implementation:

GES Headquarters → Regional Education Directorates → District Education Directorates → Schools

The effectiveness of the release will therefore depend on how quickly the funds move through this administrative structure.

Schools should also maintain appropriate financial records and use the funds in accordance with applicable GES and public financial management requirements.

Frequently Asked Questions

Has GES released the 2023 Capitation Grant arrears?

Yes. According to the GES communication dated 14 September 2026, the 2023 Capitation Grant arrears have been transferred to the accounts of the various District Education Directorates for onward disbursement to schools.

When should schools receive the funds?

GES has directed Regional Directors to ensure that the funds are transferred to schools on or before the reopening of the first term of the 2026/2027 academic year.

Does the transfer include Sports and Culture funds?

The communication states that the Sports and Culture component for District Offices is included in the District transfer. The Regional Sports and Culture components have been transferred to designated Regional accounts.

How much money has been released?

The GES communication supplied for this report does not state the total amount released or the amount allocated to individual Districts or schools.

Will GES monitor the disbursement?

Yes. GES Management says a team from Headquarters will visit the regions for monitoring and has urged Regional Directors to ensure immediate transfer of the funds to schools.

Conclusion

The Ghana Education Service has formally announced the release of 2023 Capitation Grant arrears to District Education Directorates for onward transfer to public basic schools.

With the reopening of the 2026/2027 academic year approaching, GES has instructed Regional Directors to ensure that schools receive the funds within the specified timeframe.

The directive also signals that GES Headquarters intends to monitor implementation across the regions. The critical next step is therefore the timely transfer of the funds from District Education Directorates to the schools for which they are intended.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghanaian education policy, school administration, curriculum implementation, teacher education and education-sector developments.

Editorial Note

EducateGhana reports official education directives with emphasis on accuracy, context and practical implications for teachers, school leaders, parents and other education stakeholders.

The full financial value of the 2023 Capitation Grant arrears has not been stated in the communication supplied for this report. Readers should therefore distinguish between the confirmation of the release and any subsequently published figures from an authorised source.

Source

Ghana Education Service. (2026, September 14). Release of 2023 Capitation Grant Arrears. Communication to all Regional Directors.

 

 

12-Year-Old Prince Daniel Secures Admission to UEW, Follows 13-Year-Old Brother

By
Ferdinand Ellis
-
0

Young academic joins the University of Education, Winneba at age 12

A 12-year-old student identified as Prince Daniel has reportedly secured admission to the University of Education, Winneba (UEW), making him one of the youngest students to gain admission to the university.

Prince Daniel’s admission is particularly remarkable because his elder brother reportedly gained admission to the same university at the age of 13.

The achievement has drawn attention to the academic journey of the two brothers, whose university admissions at unusually young ages highlight an exceptional educational trajectory.

Article Information

ItemDetails
StudentPrince Daniel
Age at Admission12 years
InstitutionUniversity of Education, Winneba
AchievementUniversity admission at an unusually young age
Family AchievementElder brother reportedly gained admission at age 13
Story TypeEducation Human Interest

Fact Check & Editorial Review

Status: Claim requires source-level verification

EducateGhana has not independently established from the university’s official records that Prince Daniel is formally the youngest student ever admitted to UEW.

The safer editorial description is that he has reportedly become one of the youngest students to gain admission to UEW, based on the information available.

The claim that his elder brother was admitted at age 13 should likewise be attributed to the source unless supported by official university documentation.

This distinction is important because exceptional-age claims should be based on verifiable admission records rather than social-media descriptions alone.

Key Takeaways

  • 12-year-old Prince Daniel has reportedly gained admission to UEW.
  • His admission represents an unusually early transition into university education.
  • His elder brother reportedly gained admission to UEW at the age of 13.
  • The two brothers’ educational journeys have attracted attention because of their exceptionally young ages.
  • The exact programme Prince Daniel will pursue should be confirmed from his admission documentation.
  • The claim that he is the youngest student in UEW’s history requires official confirmation before being stated as fact.

➡️ Related: University Admissions in Ghana: Requirements and Application Guide

➡️ Related: How Early University Admission Works in Ghana

Introduction

University admission is normally associated with students who have completed several years of secondary education and reached the conventional age for tertiary education.

Prince Daniel’s reported admission to the University of Education, Winneba at just 12 years old therefore stands out as an unusual educational milestone.

What makes the story even more remarkable is the reported academic journey of his elder brother, who gained admission to the same university at the age of 13.

The two cases raise interesting questions about accelerated learning, exceptional academic ability, educational readiness and the pathways available to exceptionally young learners.

Prince Daniel Gains Admission at 12

At just 12 years old, Prince Daniel has reportedly secured admission to the University of Education, Winneba.

His admission places him among an exceptionally small group of students who have entered university at an age considerably below the conventional tertiary education age.

For a young learner to reach this stage requires more than simply academic ability. University study requires students to engage with advanced academic material, manage independent learning and interact within a mature educational environment.

Prince Daniel’s case will therefore be closely watched as he begins his university journey.

➡️ Related: University of Education, Winneba: Programmes, Admissions and Student Guide

His Elder Brother Also Entered UEW at 13

Prince Daniel’s achievement is also notable because it reportedly follows a similar accomplishment by his elder brother.

According to the information available, his elder brother gained admission to the University of Education, Winneba at the age of 13.

The family therefore has two siblings who entered university at exceptionally young ages.

This makes the story more than an individual academic achievement. It points to an educational environment in which both children have progressed considerably faster than the conventional educational pathway.

What Makes Early University Admission Significant?

Early university admission is uncommon because tertiary education involves academic, social and emotional demands that are generally designed around older learners.

An exceptionally young university student may need to navigate:

  • advanced academic content;
  • independent study;
  • university-level assessment;
  • interaction with considerably older students;
  • time management;
  • academic research;
  • communication with lecturers; and
  • adjustment to a different learning environment.

Academic readiness is therefore only one part of the equation.

The educational support surrounding a young university student can also be crucial.

Academic Ability and Educational Readiness Are Not the Same

One important lesson from cases such as Prince Daniel’s is that academic acceleration should not be viewed solely through examination performance.

A child may demonstrate exceptional intellectual ability while still requiring appropriate support in other areas.

Educational readiness can involve several dimensions, including:

Intellectual readiness

Can the learner understand and work with university-level concepts?

Emotional readiness

Can the learner cope with the pressures and expectations of tertiary education?

Social readiness

Can the learner interact effectively within a much older student population?

Independent-learning capacity

Can the learner manage tasks without the level of supervision normally provided in basic or secondary education?

These considerations are particularly important when exceptionally young learners enter higher education.

A Conversation About Gifted Education in Ghana

Prince Daniel’s reported admission also provides an opportunity to discuss a broader issue in Ghanaian education: how the education system identifies and supports exceptionally gifted learners.

Most educational systems are structured around age-based progression.

A learner enters school at a particular age, progresses through grades with peers and eventually moves into tertiary education.

That structure works well for most learners.

However, exceptionally gifted children may sometimes progress faster than the standard pathway allows.

The challenge is to create opportunities for acceleration without compromising the learner’s holistic development.

Possible approaches include:

  • differentiated instruction;
  • enrichment programmes;
  • flexible progression;
  • subject acceleration;
  • mentorship;
  • gifted education programmes; and
  • carefully structured early university pathways.

➡️ Related: Gifted Education in Ghana: How Schools Can Support Exceptional Learners

Why Prince Daniel’s Story Matters

Beyond the excitement surrounding his age, Prince Daniel’s story raises a fundamental question:

Should educational progression always be determined primarily by age?

Age-based education provides structure and social stability.

However, exceptional learners may sometimes demonstrate readiness for more advanced academic opportunities much earlier than their peers.

The answer may not be to abandon age-based progression.

Instead, education systems can develop carefully regulated pathways that allow exceptional learners to advance when there is compelling evidence that doing so is educationally appropriate.

Such pathways should consider academic performance alongside emotional, social and developmental needs.

The Role of Parents and Teachers

Exceptional academic achievement is rarely the result of individual effort alone.

Parents and teachers often play important roles in identifying a child’s strengths, providing appropriate learning opportunities and ensuring that academic acceleration does not become overwhelming.

For exceptionally advanced learners, adults may need to balance two objectives:

Challenge the learner intellectually while protecting the learner’s overall development.

A child should not be defined solely by examination results or academic accomplishments.

The goal should be to help the learner develop sustainably.

Frequently Asked Questions

How old is Prince Daniel?

He is reportedly 12 years old at the time of his admission to UEW.

Which university admitted him?

He has reportedly gained admission to the University of Education, Winneba.

Is Prince Daniel the youngest student ever admitted to UEW?

That claim has not been independently established from official UEW admission records. It is safer to describe him as one of the youngest reported students to gain admission unless UEW formally confirms the record.

Did his elder brother also attend UEW at a young age?

According to the information available, his elder brother reportedly gained admission to UEW at 13 years old.

What programme will Prince Daniel study?

The specific programme should be confirmed from his official admission documentation before publication.

Conclusion

Prince Daniel’s reported admission to the University of Education, Winneba at the age of 12 is an extraordinary educational milestone.

His story becomes even more remarkable because his elder brother reportedly entered the same university at 13.

Beyond the headline, however, the achievement invites a broader conversation about gifted education, academic acceleration and how education systems can respond to learners whose abilities develop significantly faster than conventional age-based structures.

For Ghana, cases such as this could encourage greater attention to flexible pathways for exceptionally gifted learners, while ensuring that intellectual acceleration is accompanied by appropriate emotional, social and developmental support.

Prince Daniel’s university journey will therefore be worth watching, not simply because of his age, but because of what his experience may teach educators and policymakers about educating exceptionally advanced learners.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, curriculum, teaching, learning, examinations and emerging issues in Ghanaian education.

Editorial Note

EducateGhana distinguishes between information confirmed by an institution and claims circulating through secondary sources. The claim that Prince Daniel is the youngest student in UEW’s history should therefore not be treated as an official university record unless confirmed by the University of Education, Winneba.

Readers with the original admission announcement, admission letter or official UEW statement may provide it for verification and further updating of this report.

 

GES Wants Teachers to Rethink Assessment in the AI Era: 10 Changes Every Teacher Should Understand

By
Ferdinand Ellis
-
0

Why GES’s 2026 National CPD Day Theme Could Change How Teachers Assess Learners

 

GES has chosen Assessment in the Age of AI as the theme for National CPD Day 2026. Here are 10 ways Ghanaian teachers can rethink assessment in the age of ChatGPT.

Article Information

ItemDetails
Article TypeEducateGhana Education Intelligence Research & Analysis
FocusAI, Assessment and Teacher Professional Practice
Target AudienceTeachers, teacher educators, school leaders, education policymakers and researchers
ContextGES National CPD Day 2026
CPD DateSeptember 25, 2026
2026 ThemeAssessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning
Primary IssueRethinking assessment in an AI-enabled learning environment

Fact Check & Editorial Review

Status: Verified context, analytical article

The Ghana Education Service has declared Friday, September 25, 2026, as National Continuous Professional Development Day for teachers and staff, under the theme “Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.” GES has directed Regional Directors to disseminate the information through the education management structure and coordinate arrangements for implementation.

This article goes beyond reporting the announcement. It examines what the theme could mean for classroom assessment and teacher practice.

Important distinction: The article does not argue that teachers should abandon traditional assessment. Rather, it argues that the widespread availability of generative AI requires teachers to reconsider which assessment methods provide the strongest evidence of actual learning.

Key Takeaways

  1. AI has changed the assessment environment, even when schools have not formally adopted AI.
  2. A learner’s final written product may no longer provide sufficient evidence of independent understanding.
  3. Teachers should place greater emphasis on process, reasoning, application and demonstration of learning.
  4. Oral questioning can become an important complement to written assignments.
  5. Classroom-based and authentic assessment can provide stronger evidence of individual understanding.
  6. AI detection tools should not be treated as infallible proof of academic misconduct.
  7. Teachers need clear rules about when AI use is permitted, restricted or prohibited.
  8. AI can be used to support teachers, but professional judgement must remain central.
  9. Assessment should measure the intended learning outcomes, not merely a student’s ability to produce polished answers.
  10. The GES 2026 CPD theme provides Ghana with an opportunity to develop a more sophisticated national conversation about assessment.

➡️ Related: GES Declares September 25, 2026 as National CPD Day

➡️ Related: AI in Education: What Ghanaian Teachers Need to Know

Introduction

Artificial intelligence has entered education faster than many assessment systems have been able to respond.

A teacher can now give a learner an assignment in the morning and receive a polished essay in the afternoon. The learner may have written every sentence independently, used AI for brainstorming, substantially edited an AI-generated draft or submitted an almost entirely machine-generated response.

The final document may look remarkably similar in each case.

This creates a fundamental assessment problem.

What exactly does the submitted work tell the teacher about what the learner has actually learned?

That question makes the Ghana Education Service’s 2026 National Continuous Professional Development Day theme particularly significant.

The Service has chosen:

“Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.”

The theme is not simply about ChatGPT.

It is about a much deeper issue: how teachers can continue to obtain credible evidence of learning when learners have access to increasingly powerful tools that can produce academic work.

This is therefore a moment for Ghanaian teachers to rethink assessment, not to abandon it.

1. AI Has Changed the Assessment Problem

For decades, teachers have relied on assignments, projects, essays, take-home exercises, examinations and other forms of assessment to determine what learners know and can do.

These methods remain valuable.

The difficulty is that generative AI can now participate in the production of the evidence.

A learner can ask an AI system to:

  • explain a concept;
  • write an essay;
  • generate revision questions;
  • solve a mathematical problem;
  • summarise a textbook chapter;
  • produce computer code;
  • translate a passage;
  • create a presentation;
  • improve grammar;
  • generate ideas for a project; or
  • provide feedback on a draft.

The educational question therefore changes.

Instead of asking only:

“Did the learner produce this answer?”

teachers increasingly need to ask:

“What evidence do I have that the learner understands this answer?”

That is a major shift in assessment thinking.

➡️ Related: ChatGPT in Education: Opportunities and Risks for Ghanaian Schools

2. The Final Product Is No Longer Always Enough

Consider a simple assignment:

“Explain three causes of environmental degradation in Ghana.”

A learner submits an excellent 800-word answer.

Under a traditional assessment model, the teacher may award marks based on accuracy, organisation, language and evidence.

But in an AI-enabled environment, another question becomes relevant:

Who produced the reasoning contained in the answer?

The teacher cannot necessarily determine that from the final product alone.

This does not mean that every impressive answer is AI-generated.

It means that the evidentiary value of the final product may have changed.

Teachers should therefore consider collecting evidence from different stages of the learning process.

3. Move From Product-Only Assessment to Process-and-Product Assessment

One of the most important changes teachers can make is to assess both the process and the final product.

For example, instead of assessing only the final essay, a teacher might assess:

Stage 1: Idea generation

The learner identifies the problem and proposes initial ideas.

Stage 2: Planning

The learner develops an outline or concept map.

Stage 3: Drafting

The learner produces an initial response.

Stage 4: Revision

The learner explains what was changed and why.

Stage 5: Final submission

The learner submits the completed work.

Stage 6: Reflection

The learner briefly explains what was learned from the task.

This creates a richer evidence trail.

A student who genuinely understands the subject should generally be able to discuss the reasoning behind the work.

➡️ Related: Authentic Assessment: Meaning, Types and Classroom Applications

4. Oral Assessment Could Become More Important

One of the simplest ways to establish understanding is also one of the oldest: ask the learner to explain the work.

Suppose a student submits an excellent research assignment.

Instead of immediately assuming that the student either wrote or copied it, the teacher could ask several brief questions:

  • Why did you choose this argument?
  • What evidence supports your conclusion?
  • Which source did you find most useful?
  • What would happen if one of your assumptions changed?
  • Can you explain this concept without reading your paper?
  • What part of the assignment did you find most difficult?

The purpose is not to interrogate learners.

It is to generate additional evidence of understanding.

This can be particularly valuable for project work, research assignments and presentations.

5. Assessment Should Measure the Intended Learning Outcome

AI also forces teachers to revisit an old but important assessment principle:

What exactly are you trying to measure?

Suppose the intended learning outcome is:

“Learners will be able to explain the causes of soil erosion.”

If the teacher gives a take-home essay, the task may measure several things simultaneously:

  • subject knowledge;
  • writing ability;
  • access to digital resources;
  • ability to use AI;
  • ability to search for information;
  • language proficiency; and
  • ability to construct an argument.

But perhaps the intended outcome was simply understanding soil erosion.

The assessment task should therefore be aligned with the learning outcome.

AI makes this alignment even more important.

6. Teachers Should Not Fight AI With AI Detection Alone

A tempting response to generative AI is to search for a technological tool that can identify AI-generated writing.

This approach has limitations.

An AI detector should not be treated as a perfect judge of authorship.

False positives and false negatives are possible, and the reliability of detection can vary according to the tool, language, text characteristics and other factors.

A teacher should therefore avoid making a serious accusation of academic misconduct based solely on an automated detection score.

A stronger approach is to combine multiple forms of evidence.

For example:

Written work + classroom observation + oral explanation + drafts + learner reflection

provides a much richer basis for professional judgement.

The question should not simply be:

“Does this text look AI-generated?”

It should be:

“What evidence demonstrates this learner’s understanding?”

7. Teachers Need Clear AI Assessment Rules

Schools should not leave learners guessing about what constitutes acceptable AI use.

A teacher can establish different categories.

Category A: AI prohibited

AI cannot be used for the task.

This may be appropriate when the purpose is to measure independent performance.

Category B: AI permitted for support

Learners may use AI for brainstorming, explanations or feedback but must produce and understand the final work.

Category C: AI integrated into the task

AI use becomes part of the learning activity.

For example, learners might evaluate an AI-generated answer, identify its weaknesses and improve it.

This can actually turn AI into an object of critical thinking.

The key issue is transparency.

Learners should know what is permitted before assessment begins.

8. AI Can Become Part of the Assessment Itself

There is an important distinction between assessing despite AI and assessing through AI.

Teachers can design tasks in which students critically evaluate AI outputs.

For example:

“An AI system has generated the following explanation of photosynthesis. Identify five scientific inaccuracies or weaknesses and provide corrected explanations.”

This assessment can measure:

  • subject knowledge;
  • critical thinking;
  • evaluation;
  • scientific reasoning; and
  • AI literacy.

In such a task, simply using AI is not cheating.

The educational objective is to determine whether the learner can evaluate AI intelligently.

This represents a potentially powerful direction for assessment in the AI era.

➡️ Related: AI Literacy in Schools: Why Students Must Learn to Evaluate AI

9. Local Context Should Become More Important

AI systems can produce generic answers very quickly.

Teachers can respond by designing assessment tasks that require learners to engage with their immediate environment.

For example:

Instead of asking:

“Discuss the causes of flooding.”

a teacher could ask:

“Identify two factors contributing to flooding in your community, provide evidence from observations made within the past month, interview one community member and propose two realistic interventions.”

Such a task requires local evidence.

The learner must observe, investigate, interpret and apply knowledge.

AI may help with some stages, but it cannot substitute completely for the learner’s engagement with the actual community.

This is especially important for Ghanaian classrooms.

Assessment should not become a competition between teachers and machines.

It should become an opportunity to connect learning with real contexts.

10. Practical Assessment Strategies for Ghanaian Teachers

Teachers do not need to redesign every assessment overnight.

Several manageable changes can make a significant difference.

Strategy 1: Use more classroom-based tasks

Allow learners to complete parts of assignments under teacher supervision.

Strategy 2: Ask learners to explain their answers

A short oral explanation can provide powerful evidence of understanding.

Strategy 3: Use progressive drafts

Collect evidence of how the learner developed the final response.

Strategy 4: Introduce reflection

Ask learners what they learned, what challenged them and how they solved the problem.

Strategy 5: Use unfamiliar scenarios

Require learners to apply knowledge to situations they have not previously encountered.

Strategy 6: Connect tasks to local contexts

Use community, school and Ghana-specific situations where appropriate.

Strategy 7: Assess reasoning

Do not focus only on the final answer. Ask learners to explain how they reached it.

Strategy 8: Use practical demonstrations

Where the subject permits, allow learners to demonstrate skills physically or through performance.

Strategy 9: Teach responsible AI use

Rather than pretending AI does not exist, help learners understand its opportunities, limitations and ethical implications.

Strategy 10: Combine assessment methods

No single assessment method can provide a complete picture of learning.

A combination of methods is often stronger.

11. What This Means for BECE and WASSCE Preparation

The rise of AI does not make examinations irrelevant.

In fact, it may increase the importance of assessment situations where learners must demonstrate independent performance.

Teachers preparing learners for national examinations should therefore continue to emphasise:

  • conceptual understanding;
  • problem solving;
  • independent reasoning;
  • application;
  • interpretation;
  • examination techniques;
  • communication; and
  • disciplined study.

AI should not become a substitute for learning.

A student who uses AI to generate an answer without understanding it may perform poorly when confronted with an unfamiliar examination question.

The fundamental educational objective remains unchanged:

Learners must know, understand and be able to use what they have learned.

12. What School Leaders Should Consider

The AI assessment conversation should not be left entirely to individual teachers.

School leaders have an important role to play.

Schools can begin developing clear policies around:

Acceptable AI use

What can students use AI for?

Disclosure

When should learners state that AI was used?

Assessment design

Which assignments should be completed under supervision?

Teacher capacity

What professional development do teachers need?

Data privacy

What learner information should never be entered into external AI systems?

Academic integrity

How should suspected misuse of AI be investigated?

A school-wide approach is more sustainable than every teacher developing completely different rules.

13. The Teacher’s Role Is Not Being Replaced

The arrival of AI does not eliminate the need for teachers.

It may actually make some dimensions of professional judgement more important.

AI can generate an answer.

The teacher determines whether the answer demonstrates the intended learning.

AI can suggest questions.

The teacher determines whether the questions are pedagogically appropriate.

AI can provide feedback.

The teacher determines whether the feedback is accurate, relevant and appropriate for the learner.

AI can produce information.

The teacher helps the learner determine whether the information is trustworthy.

The teacher therefore remains central to the interpretation of evidence of learning.

14. The Deeper Question: What Should We Assess?

The most important question emerging from the AI era is not:

“How do we stop students from using AI?”

It is:

“What kinds of human learning should education continue to value and assess?”

That question takes the discussion beyond technology.

Schools need learners who can:

  • reason;
  • question;
  • evaluate evidence;
  • communicate;
  • collaborate;
  • solve unfamiliar problems;
  • make ethical decisions;
  • apply knowledge;
  • create;
  • reflect; and
  • exercise sound judgement.

These capacities become even more important when machines can generate fluent answers.

The challenge for teachers is therefore not to compete with AI at producing answers.

The challenge is to assess the quality of human learning behind those answers.

15. A Possible New Assessment Model for Ghana

The 2026 GES CPD theme could provide the basis for a broader Ghanaian assessment framework built around five complementary forms of evidence.

Assessment DimensionKey Question
ProductWhat did the learner produce?
ProcessHow did the learner produce it?
PerformanceCan the learner demonstrate the skill?
ExplanationCan the learner explain the reasoning?
ReflectionCan the learner evaluate their own learning?

This model does not require teachers to abandon examinations.

Rather, it suggests that examinations should exist within a broader ecosystem of evidence.

For classroom assessment, the five dimensions could help teachers build stronger judgements about actual learning.

Frequently Asked Questions

Should teachers ban ChatGPT from all school assignments?

Not necessarily.

The appropriate approach depends on the learning objective. Some tasks may require independent work, while others may legitimately incorporate AI as a learning or evaluation tool.

Does using AI automatically mean a student has cheated?

No.

AI use can be appropriate or inappropriate depending on the instructions governing the assessment.

The critical issue is whether the use violates the assessment conditions or prevents the assessment from measuring its intended learning outcome.

Can AI replace classroom assessment?

No.

AI may support parts of assessment, but teachers remain responsible for professional judgement about learner performance.

Should schools use AI detectors?

They may be considered as one source of information, but an AI detector should not be treated as definitive evidence of misconduct.

What is authentic assessment?

Authentic assessment requires learners to apply knowledge and skills to meaningful, realistic or complex tasks rather than merely reproduce information.

Why is the GES 2026 CPD theme important?

It signals that assessment is becoming an important professional-development issue in Ghana’s AI-enabled educational environment. GES has officially selected AI and assessment as the focus of the September 25 CPD Day.

Conclusion: Ghana Should Not Wait for AI to Redesign Assessment

The Ghana Education Service’s 2026 National CPD Day theme arrives at an important moment.

Artificial intelligence has already changed the conditions under which teaching and learning take place.

The question is no longer whether Ghanaian learners will encounter AI.

They already do.

The more important question is whether Ghana’s assessment practices will evolve quickly enough to ensure that assessment continues to provide credible evidence of learning.

Teachers should not be expected to become AI engineers.

They should, however, become increasingly sophisticated designers and interpreters of assessment.

The future of assessment may therefore depend less on detecting machines and more on understanding learners.

A well-designed assessment should make it difficult for a learner to hide a lack of understanding behind a polished answer, while making it possible for a genuinely competent learner to demonstrate reasoning, application, creativity and judgement.

That is the deeper promise of the GES theme:

Assessment should not merely ask what answer a learner can produce. It should reveal what the learner can understand, explain, apply and defend.

And in the age of artificial intelligence, that distinction matters more than ever.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on curriculum, teacher education, classroom assessment, education policy and the responsible use of artificial intelligence in education.

Editorial Note

This article is an EducateGhana Education Intelligence analysis inspired by the Ghana Education Service’s declaration of September 25, 2026, as National Continuous Professional Development Day under the theme “Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.”

The practical recommendations in this article are editorial analysis and should not be interpreted as official GES assessment regulations.

GES’s current public website identifies Circulars & Notices among its official resources, while current reporting independently confirms the September 25 CPD declaration.

Primary source: Ghana Education Service Headquarters, communication dated September 15, 2026, Ref. GES/DD-G(MS)/1/26/426.

 

BREAKING: GES Declares September 25, 2026 National CPD Day for All Teachers

By
Ferdinand Ellis
-
0
GES Director-General update on teacher promotion data submission to CAGD GES Directs Regions to Identify Overstaffed Schools and Declare Excess Teachers GES Clears Three Years of Academic Intervention Arrears for SHS and SHTS Staff GES Director- Committee General Prof. Ernest Kofi Davis addressing SHS celebration guidelines in Ghana
GES targets 4 p.m. on October 5 to submit promoted teachers' data to CAGD for payroll processing.

National CPD Day to focus on Assessment in the Age of Artificial Intelligence

The Ghana Education Service (GES) Headquarters has declared Friday, September 25, 2026, as National Continuous Professional Development (CPD) Day for teachers across the country.

The declaration is contained in a letter dated September 15, 2026, with reference number GES/DD-G(MS)/1/26/426, signed by Prof. Smile Dzisi (Mrs.), Deputy Director-General, Management Services, for the Director-General.

The letter, addressed to all Regional Directors of Education, directs them to disseminate the information to Metropolitan, Municipal and District Directors, Regional Managers of Education Units and Heads of Schools and to coordinate arrangements for the successful implementation of the CPD activities.

The 2026 National CPD Day will be organised under the theme:

“Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.”

Article Information

ItemDetails
OrganisationGhana Education Service
ProgrammeNational Continuous Professional Development Day
DateFriday, September 25, 2026
ThemeAssessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning
Circular DateSeptember 15, 2026
ReferenceGES/DD-G(MS)/1/26/426
Issued ByGES Headquarters
Target GroupTeachers
Enquiriesddgmssecretariat@ges.gov.gh

Fact Check & Editorial Review

Status: Authentic GES communication supplied for publication

The declaration of Friday, September 25, 2026 as National Continuous Professional Development Day is contained in a GES Headquarters communication dated September 15, 2026.

The circular requests Regional Directors to disseminate the information to Metropolitan, Municipal and District Directors, Regional Managers of Education Units and Heads of Schools and to coordinate arrangements for participation and implementation.

EducateGhana editorially interprets the theme as an indication of GES’s focus on helping teachers respond to the changing assessment environment created by artificial intelligence.

The circular itself, however, does not state that September 25 is a public holiday, nor does it provide a single nationwide venue or uniform starting time for all teachers. Local arrangements are therefore expected to be communicated through the appropriate education authorities and school leadership.

Key Takeaways

  • Friday, September 25, 2026 has been declared National CPD Day by GES.
  • The programme is for teachers across the country.
  • The 2026 theme focuses on assessment in the age of Artificial Intelligence.
  • Teachers will be expected to participate in the CPD activities organised through the GES structure.
  • Regional Directors have been directed to coordinate implementation.
  • Information is to be cascaded to Metro, Municipal and District Directors, Education Unit Managers and Heads of Schools.
  • The circular does not describe September 25 as a public holiday.
  • Specific venues, times and local arrangements should be obtained from the relevant education authorities or school leadership.

➡️ Related: GES Opens 2026 Promotion Exercise for Non-Teaching Staff

➡️ Related: AI in Ghana Education: What Teachers Need to Know

Introduction

Artificial intelligence is rapidly changing how information is produced, accessed and evaluated in education.

For teachers, one of the most immediate challenges is assessment. Traditional classroom assessment practices are increasingly being affected by the availability of generative AI tools that can produce essays, answer questions, solve problems and assist learners with assignments.

It is against this changing educational environment that the Ghana Education Service has selected “Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning” as the theme for the 2026 National Continuous Professional Development Day.

The national CPD programme will take place on Friday, September 25, 2026.

What Is National CPD Day?

National CPD Day is part of the Ghana Education Service’s continuing effort to support the professional development of its staff.

The September 25 programme provides an opportunity for teachers to engage in professional learning around a common national theme.

According to the GES communication, Regional Directors are responsible for ensuring that the information reaches the relevant education authorities and school leaders within their jurisdictions.

Heads of Schools and other education managers will therefore play an important role in communicating local arrangements to teachers.

➡️ Related: Continuous Professional Development for Teachers in Ghana: A Practical Guide

2026 CPD Day Theme: Assessment in the Age of AI

The theme for the 2026 National CPD Day is:

“Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.”

The theme addresses one of the most important questions facing contemporary education: How can teachers determine what learners genuinely know and can do when artificial intelligence can generate answers, essays and other forms of academic work?

The issue goes beyond detecting whether a student has used AI.

Teachers increasingly need assessment strategies that provide stronger evidence of individual understanding, reasoning, application and learning.

This may require greater attention to assessment methods that allow learners to demonstrate their thinking rather than merely submit AI-generated or internet-sourced responses.

Why AI Matters for Classroom Assessment

Generative AI has created new possibilities for education, but it has also complicated traditional approaches to assessment.

A learner can now use AI tools to generate a response to an essay question, explain a mathematical concept, summarise a passage or produce a draft for an assignment.

This means that a submitted piece of work may not always provide sufficient evidence of the learner’s independent understanding.

Teachers therefore need to consider how assessment can capture authentic learning.

Assessment May Need to Become More Authentic

Teachers may increasingly use activities that require learners to:

  • explain how they arrived at an answer;
  • defend their conclusions;
  • apply knowledge to unfamiliar situations;
  • demonstrate practical skills;
  • participate in oral questioning;
  • complete supervised classroom tasks;
  • reflect on their learning process;
  • interpret local or classroom-based situations; and
  • demonstrate skills through projects and practical activities.

These approaches do not necessarily eliminate AI use. Rather, they can make it easier for teachers to determine whether learners understand the work they submit.

What Teachers May Gain from the 2026 CPD Programme

The theme provides an opportunity for teachers to reconsider how assessment is designed and administered in AI-enabled learning environments.

Professional discussions may include questions such as:

How can teachers distinguish learning from AI-generated responses?

A sophisticated AI-generated answer may appear impressive without necessarily representing the learner’s own understanding.

Teachers need assessment approaches that provide multiple forms of evidence of learning.

Should teachers ban AI completely?

The question is more complex than simply allowing or banning AI.

Teachers need to understand the educational purpose of AI, establish appropriate boundaries and ensure that assessment remains aligned with the intended learning outcomes.

How should assessment tasks change?

Teachers may need to design tasks that require learners to demonstrate reasoning, application, reflection and personal understanding.

How can AI support assessment?

AI can potentially assist teachers with activities such as generating question ideas, providing feedback suggestions, identifying patterns in learner responses and supporting differentiated instruction.

However, professional judgement remains essential. AI-generated outputs should not automatically be treated as accurate or suitable for classroom use.

➡️ Related: How Teachers Can Use Artificial Intelligence Responsibly in the Classroom

GES Directs Regional Directors to Coordinate Activities

The GES communication directs Regional Directors to disseminate the information throughout their regions.

The information is expected to reach:

  • Metropolitan Directors;
  • Municipal Directors;
  • District Directors;
  • Regional Managers of Education Units; and
  • Heads of Schools.

Regional Directors are also expected to coordinate the necessary arrangements to ensure participation and successful implementation of the CPD activities.

This means teachers should look to their respective education management structures and school leadership for specific information concerning the local organisation of the programme.

What Teachers Should Do Ahead of September 25

Teachers should begin preparing for the programme by paying attention to official communication from their schools, districts and other relevant education authorities.

They should also consider the broader implications of the theme for their own classrooms.

1. Review Current Assessment Practices

Teachers can examine whether their existing assignments adequately demonstrate what individual learners know and can do.

2. Learn About Responsible AI Use

Teachers should become familiar with the capabilities and limitations of generative AI tools.

3. Protect Assessment Integrity

Where necessary, teachers should design assessment activities that provide stronger evidence of authentic learning.

4. Avoid Treating AI Detection as a Perfect Solution

AI-detection tools can produce inaccurate results. Teachers should therefore avoid treating an automated AI-detection score as conclusive evidence of academic misconduct.

5. Follow Official CPD Arrangements

Teachers should obtain information about the venue, time and other arrangements from their school or education management authorities.

National CPD Day Is Not the Same as a Public Holiday

An important clarification is necessary.

The GES declaration of September 25, 2026, as National CPD Day should not automatically be interpreted as a declaration of a public holiday.

The circular concerns professional development activities for GES teachers.

Teachers should therefore follow the instructions and arrangements communicated through the GES education management structure rather than assume that schools or other institutions will observe the day as a general public holiday.

Frequently Asked Questions

When is the 2026 National CPD Day?

The 2026 National CPD Day is scheduled for Friday, September 25, 2026.

What is the theme?

The theme is “Assessment in the Age of Artificial Intelligence (AI), Empowering Teachers to Assess Learning.”

Who is expected to participate?

The programme is intended for teachers within the Ghana Education Service.

Who will communicate the local arrangements?

Information will be cascaded through Regional, Metropolitan, Municipal and District education authorities and Heads of Schools.

Is September 25 a public holiday?

The GES circular declares the date as National CPD Day. It does not state that September 25 is a public holiday.

What is the focus of the CPD?

The stated focus is assessment in the context of artificial intelligence and empowering teachers to assess learning effectively.

Where can teachers seek clarification?

The GES circular provides ddgmssecretariat@ges.gov.gh for enquiries.

Conclusion

The Ghana Education Service has designated Friday, September 25, 2026, as National Continuous Professional Development Day for teachers, with a theme that places artificial intelligence and classroom assessment at the centre of professional learning.

The choice of “Assessment in the Age of Artificial Intelligence” is particularly relevant as schools and teachers grapple with the growing availability of generative AI tools.

The challenge is not simply how to determine whether a learner has used AI. It is how to design assessment systems that continue to provide credible evidence of learning, reasoning, application, creativity and professional competence.

For teachers, the September 25 CPD programme therefore represents an important opportunity to rethink assessment practices and explore responsible ways of responding to AI in education.

Teachers should watch for further communication from their schools and education management authorities regarding the specific arrangements for the day’s activities.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, teacher education, curriculum implementation, assessment, examinations and emerging technologies in education.

Editorial Note

This report is based on the Ghana Education Service Headquarters communication dated September 15, 2026, Reference GES/DD-G(MS)/1/26/426.

EducateGhana.com distinguishes between information explicitly stated in the GES communication and editorial interpretation of the implications of the CPD theme. Teachers should rely on subsequent official communication from GES, Regional and District education authorities and their school leadership for local arrangements.

Source: Ghana Education Service Headquarters communication, September 15, 2026.

 

BREAKING: GES Opens 2026 Promotion Exercise for Non-Teaching Staff

By
Ferdinand Ellis
-
0

Applications open from September 14 to September 28, 2026

The Ghana Education Service (GES), Headquarters, has invited applications from suitably qualified serving Non-Teaching Staff for promotion to various upper grades in the Service.

The invitation is contained in a GES letter dated September 11, 2026, with reference number GES/DD-G(MS)/S1/26/429, signed by Prof. Smile Dzisi (Mrs.), Deputy Director-General (Management Services), for the Director-General.

The 2026 promotion exercise covers 10 classes of Non-Teaching Staff, including Accounting, Internal Audit, Administration, Catering, Technical, Librarian, Supply, Laboratory Technician, Secretarial and Driver classes.

Applications are to be submitted online from Monday, September 14 to Monday, September 28, 2026.

Article Information

ItemDetails
OrganisationGhana Education Service
Exercise2026 Promotion for Non-Teaching Staff
Circular DateSeptember 11, 2026
ReferenceGES/DD-G(MS)/S1/26/429
Application PeriodSeptember 14–28, 2026
Application ModeOnline
Enquiriesddgmssecretariat@ges.gov.gh
Target GroupServing GES Non-Teaching Staff

Fact Check & Editorial Review

Status: Based on the GES circular dated September 11, 2026 supplied for publication.

The notice invites eligible serving Non-Teaching Staff of the Ghana Education Service to apply for promotion to specified upper grades.

The eligibility requirement stated in the circular is that an applicant must have been promoted to one of the specified grades in or before 2022, must have remained continuously at post since that promotion, except for periods of approved absence, and must have a very satisfactory work history and good conduct.

The circular also provides a route for eligible officers who intend to rely on Master’s or Doctorate qualifications to participate in the promotion interviews out of turn.

Applicants should carefully follow the requirements in the official GES circular and use only the designated online application process.

Key Takeaways

  • GES has opened the 2026 promotion exercise for Non-Teaching Staff.
  • Applications open on September 14, 2026.
  • The application deadline is September 28, 2026.
  • Applications are to be submitted online.
  • The exercise covers 10 Non-Teaching Staff classes.
  • Eligible applicants must generally have been promoted to the relevant grade in or before 2022.
  • Applicants must have been continuously at post since the relevant promotion, except for approved absence.
  • A satisfactory work record and good conduct are required.
  • Eligible Master’s and PhD holders may use their qualifications for out-of-turn promotion interviews, subject to the stated conditions.
  • Applicants should upload only the documents required by GES.

➡️ Related: GES Promotion: Requirements, Interviews and Career Progression Guide

➡️ Related: GES Promotion for Teachers: What Every Applicant Should Know

Introduction

Promotion within the Ghana Education Service provides an important pathway for career progression among both teaching and non-teaching personnel.

For 2026, GES has announced a dedicated promotion opportunity for serving Non-Teaching Staff occupying various professional, technical, administrative and support positions.

The exercise is particularly significant because it covers several classes of staff whose work supports the administrative and operational functions of schools, districts, regions and GES Headquarters.

Eligible officers are therefore encouraged to study the requirements carefully and submit their applications within the prescribed period.

GES Non-Teaching Staff Grades Open for Promotion

The 2026 exercise covers the following classes.

1. Accounting Class

Applicants in the Accounting Class may apply for promotion to:

  • Chief Accountant II
  • Deputy Chief Accountant I
  • Deputy Chief Accountant II
  • Principal Accountant

2. Internal Audit Class

The grades listed for the Internal Audit Class are:

  • Chief Internal Auditor II
  • Deputy Chief Internal Auditor I
  • Deputy Chief Internal Auditor II
  • Principal Internal Auditor

3. Non-Accounting/Administrative Class

The available grades include:

  • Chief Administrative Officer II
  • Deputy Chief Administrative Officer I
  • Deputy Chief Administrative Officer II
  • Principal Administrative Officer

4. Catering Class

The Catering Class covers:

  • Chief Domestic Bursar
  • Deputy Chief Domestic Bursar
  • Principal Domestic Bursar

5. Technical Class

The Technical Class includes:

  • Chief Technical Officer
  • Deputy Chief Technical Officer
  • Principal Chief Technical Officer

6. Librarian Class

Eligible Librarian Class officers may apply for:

  • Chief Librarian
  • Deputy Chief Librarian
  • Principal Librarian

7. Supply Class

The Supply Class includes:

  • Chief Supply Officer
  • Deputy Chief Supply Officer
  • Principal Supply Officer

8. Laboratory Technician Class

The promotion grades are:

  • Chief Laboratory Technician
  • Deputy Chief Laboratory Technician
  • Principal Laboratory Technician

9. Secretarial Class

The Secretarial Class includes:

  • Principal Private Secretary
  • Senior Private Secretary
  • Private Secretary

10. Driver Class

The Driver Class covers:

  • Yard Foreman
  • Chief Driver
  • Principal Driver

➡️ Related: GES Non-Teaching Staff Career Structure and Promotion Guide

Who Qualifies to Apply?

According to the GES circular, an applicant should satisfy the following key conditions:

Promotion Date

The applicant should have been promoted to any of the relevant grades in or before 2022.

This means officers whose relevant promotion occurred after 2022 should carefully check the circular and applicable conditions before assuming eligibility.

Continuous Service at Post

The applicant should have been continuously at post since the relevant promotion, except for periods of approved absence.

Work History

Applicants are expected to have a very satisfactory work history.

Conduct

Applicants must also demonstrate good conduct in the Ghana Education Service.

These conditions are important because meeting the minimum years or promotion-date requirement alone does not necessarily satisfy every condition for participation.

Special Provision for Master’s and PhD Holders

The circular also makes provision for officers who wish to rely on Master’s or Doctorate qualifications to participate in the promotion interviews out of turn.

However, possessing a postgraduate qualification does not automatically mean that an officer qualifies for out-of-turn consideration.

The circular specifies conditions relating to the qualification.

Approved Course of Study

The Master’s or PhD programme must be among the approved GES courses of study.

Date of Qualification

The applicant must have obtained the relevant qualification in or before 2023, according to the stated conditions in the circular.

Qualification Must Relate to Promotion Circumstances

The circular further specifies that the certificate should not have been obtained before the officer’s previous promotion where the qualification is being relied upon for the out-of-turn promotion consideration.

Applicants should therefore provide accurate information about the date of their previous promotion and the date on which the postgraduate qualification was obtained.

How to Apply for the 2026 GES Non-Teaching Promotion

The 2026 exercise is being conducted online.

Applicants should use the designated GES application platform indicated in the official circular:

NON-TEACHING STAFF 2026 APPLICATION:
GES Non-Teaching Staff 2026 Application Portal

Applicants should also use the QR code provided in the official GES notice where applicable.

Step 1: Access the Online Application

Open the designated application link and begin the application process.

Step 2: Complete the Application Form

Applicants should provide the required information accurately and review the details before submitting the form.

Step 3: Upload a Recent Passport Photograph

A recent passport-sized photograph should be uploaded as required by the application platform.

Step 4: Upload the Required Employment Document

The circular specifies that applicants should upload only their:

  • Last promotion/upgrading letter; or
  • Appointment letter to their current grade.

Applicants should avoid uploading unnecessary documents that are not requested.

Step 5: Upload Master’s or Doctorate Certificate Where Applicable

Applicants relying on a Master’s or Doctorate qualification for out-of-turn consideration should upload the relevant certificate.

Step 6: Check Document Format

The required documents should be uploaded in PDF format, except the passport photograph.

Documents should be clear, readable and properly scanned before submission.

➡️ Related: GES Promotion Application: Common Mistakes Applicants Should Avoid

Application Deadline

The application window runs from:

Monday, September 14, 2026

to

Monday, September 28, 2026.

Applicants should therefore avoid waiting until the final day before submitting their applications.

Where technical problems occur, applicants should document the problem and contact the appropriate GES office or use the enquiry contact provided in the circular.

GES Contact for Enquiries

For enquiries relating to the exercise, the circular provides the following email address:

ddgmssecretariat@ges.gov.gh

Applicants should use the official contact for clarification rather than relying on unofficial social media pages or intermediaries.

Important Advice to Applicants

Non-Teaching Staff interested in the promotion exercise should take the following precautions:

Verify Your Eligibility

Check your promotion date, current grade, service status and work history against the stated requirements.

Prepare Your Documents Early

Ensure that the relevant promotion, upgrading or appointment letter is available and legible before beginning the application.

Check Your Postgraduate Qualification

Applicants relying on a Master’s or PhD qualification should confirm that the programme is among the approved GES courses of study and that the qualification satisfies the date requirements.

Use Only the Official Application Channel

Do not submit sensitive employment information through unverified links circulated on social media.

Do Not Upload Unrequested Documents

The circular specifically identifies the documents to be uploaded. Applicants should follow those instructions carefully.

Keep Evidence of Submission

After completing the application, applicants should retain any confirmation, reference number, screenshot or other evidence generated by the application platform.

Frequently Asked Questions

Who is eligible for the 2026 GES Non-Teaching promotion exercise?

The exercise is for suitably qualified serving GES Non-Teaching Staff who meet the specified requirements.

What promotion year is required?

The applicant should have been promoted to one of the relevant grades in or before 2022, subject to the other eligibility conditions.

Can Master’s and PhD holders apply out of turn?

Yes, eligible officers may rely on approved Master’s or Doctorate qualifications for out-of-turn interview consideration, subject to the conditions stated by GES.

Can I upload several supporting documents?

Applicants should upload only the documents specifically requested in the GES instructions.

Is the application online?

Yes. The 2026 exercise is being conducted online through the designated application platform.

When does the application close?

The application period closes on September 28, 2026.

Where can applicants seek clarification?

Enquiries may be directed to ddgmssecretariat@ges.gov.gh.

Conclusion

The Ghana Education Service has opened a significant promotion opportunity for serving Non-Teaching Staff across 10 professional and support classes.

The exercise covers Accounting, Internal Audit, Administration, Catering, Technical, Librarian, Supply, Laboratory Technician, Secretarial and Driver classes.

Eligible officers should not wait until the closing date to begin their applications. They should first confirm their eligibility, prepare the required documents and carefully complete the online application.

For officers seeking out-of-turn consideration through Master’s or Doctorate qualifications, particular attention should be paid to the approved course of study and qualification-date requirements.

Application period: September 14–28, 2026.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghana’s education policies, teacher development, examinations, recruitment, promotion and professional advancement.

Editorial Note

This report is based on the GES Headquarters circular dated September 11, 2026, Reference GES/DD-G(MS)/S1/26/429.

Applicants should rely on the original GES communication and official application platform for final verification of eligibility, documentation and application requirements.

 

BREAKING: Education Ministry Extends 2026 SHS Placement Exercise by One Week

By
Ferdinand Ellis
-
0

 

The Ministry of Education has extended the 2026 SHS placement exercise by one week to resolve outstanding placement issues before students report on September 18.

 

 

Article Information

ItemDetails
PublicationEducateGhana.com
Topic2026 SHS Placement Extension
StatusBreaking Update
Reporting DateSeptember 18, 2026
Placement SystemComputerised School Selection and Placement System (CSSPS)
Affected CandidatesStudents with unresolved placement issues
Resolution SupportCSSPS Placement Resolution Centres

Fact Check & Editorial Review

Status: Verified

The Ministry of Education has extended the operation of the 2026 Senior High School placement resolution process by at least one week. The extension is intended to give candidates with outstanding placement matters additional time to secure schools or resolve issues before the September 18 reporting date.

The Press Secretary to the Minister for Education, Hashmin Mohammed, confirmed that CSSPS resolution centres will continue operating until Friday, September 18, 2026, to address outstanding placement cases.

The extension covers candidates still going through self-placement and those seeking changes to their residential status, among other unresolved placement matters.

Key Takeaways

  • The 2026 SHS placement exercise has been extended by at least one week.
  • CSSPS resolution centres will continue handling outstanding cases until Friday, September 18, 2026.
  • The extension is aimed at candidates who still have unresolved placement problems.
  • Candidates undertaking self-placement have additional time to secure available school vacancies.
  • Students seeking changes to their residential status can also use the extended period to resolve their cases.
  • The September 18 reporting date remains the immediate deadline for SHS freshers.

➡ Related: 2026 CSSPS Placement: How to Check Your SHS Placement
➡ Related: CSSPS Self-Placement: How the Process Works

In Brief

The Ministry of Education has extended the 2026 Senior High School placement exercise by one week as thousands of students and parents continue to resolve outstanding issues arising from the Computerised School Selection and Placement System.

The extension comes just days before first-year students are expected to report to their schools on September 18, 2026.

According to the Ministry, the additional time is intended to help candidates who have not yet secured suitable placements or whose placement matters remain unresolved.

Introduction

The 2026 Senior High School placement process has entered an extended resolution period following persistent challenges encountered by candidates and parents after the release of the Computerised School Selection and Placement System results.

With the reporting date for SHS freshers set for Friday, September 18, 2026, the Ministry of Education has extended the operation of placement resolution centres to give affected candidates more time to resolve their cases.

The decision provides additional breathing space for students who are still undertaking self-placement, seeking changes to their residential status or dealing with other placement-related problems.

Why the 2026 SHS Placement Exercise Has Been Extended

The extension follows a difficult placement period that has seen large numbers of parents and students visit placement resolution centres across the country.

Reports from Accra and Kumasi indicate that parents have sought assistance over several issues, including students who were not automatically placed, changes in residential status, school choices and other discrepancies in placement outcomes.

The Ministry’s decision to keep the resolution centres operating therefore gives affected candidates an additional opportunity to obtain assistance before the new academic year begins.

➡ Related: 2026 BECE Placement: What to Do If You Are Not Automatically Placed
➡ Related: CSSPS Placement Problems: How Parents Can Seek Resolution

CSSPS Resolution Centres to Continue Until September 18

The Press Secretary to the Education Minister, Hashmin Mohammed, announced that the operations of the CSSPS resolution centres have been extended to Friday, September 18.

The centres are expected to continue dealing with outstanding placement cases and assist affected candidates before the reporting date.

This means candidates with unresolved placement matters should use the remaining period rather than assume that the release of the initial placement results automatically ends the opportunity to seek assistance.

Candidates Undertaking Self-Placement Get More Time

One of the groups expected to benefit directly from the extension is candidates who are undertaking the CSSPS self-placement process.

Self-placement is intended for qualified candidates who were not automatically placed. Through the process, candidates can select from schools with available vacancies, subject to the options presented by the CSSPS system.

The current CSSPS process allows candidates to select a region, a school with an available vacancy, an available programme and a residential option.

Candidates should therefore check the official CSSPS portal and complete the process as soon as possible rather than wait until the final day.

➡ Related: CSSPS Self-Placement: Step-by-Step Guide for 2026 Candidates
➡ Related: How to Check 2026 SHS Placement Online

Residential Status Changes Also Covered

The extension also provides additional time for students seeking changes to their residential status.

Some candidates have encountered situations in which their preferred residential arrangement did not correspond with the placement they received.

For example, a candidate may have expected boarding but received a day placement, or may need assistance with another residential-status issue.

Parents and candidates with such unresolved cases should use the official resolution channels rather than rely on unofficial intermediaries.

September 18 Remains the Critical Date

The extension should not be interpreted as a postponement of the SHS reopening date.

The Ghana Education Service has already announced September 18, 2026 as the reporting date for SHS and technical school freshers.

Therefore, families still dealing with placement problems have very limited time to complete the necessary processes and prepare their wards for school.

Candidates who secure placements should proceed with the school’s admission and reporting requirements once their placement is confirmed.

What Parents and Candidates Should Do Now

Parents and candidates with unresolved placement issues should take the following steps:

1. Check the official CSSPS portal

Use the official CSSPS platform to confirm the current status of the candidate’s placement.

Official CSSPS Portal

2. Complete self-placement where applicable

Candidates who were not automatically placed should check the available schools and programmes and complete self-placement where appropriate.

3. Visit the appropriate resolution centre

Where the issue cannot be resolved online, candidates should seek assistance through the designated placement resolution centres.

4. Keep all relevant documents

Parents should carry or retain important documents and information relating to the candidate’s BECE registration, placement and school choices when seeking assistance.

5. Avoid unofficial placement agents

Candidates and parents should be cautious about individuals who claim they can manipulate the CSSPS system or secure placements in exchange for money.

Placement matters should be handled through authorised channels.

What the Extension Means for Students

For affected candidates, the extension is an important opportunity.

A student who has not yet secured a placement should not assume that the situation means the student has lost the opportunity to enter SHS.

The appropriate response is to establish the exact status of the placement and follow the official process available for resolving it.

The extension also gives parents a final opportunity to address legitimate problems before the September 18 reporting date.

Frequently Asked Questions

Has the 2026 SHS placement exercise been extended?

Yes. The Ministry of Education has extended the operation of the placement resolution process by at least one week to address outstanding placement cases.

When will the extended resolution period end?

The CSSPS resolution centres are expected to continue operating until Friday, September 18, 2026.

Does the extension mean SHS reopening has been postponed?

No. The extension is intended to resolve outstanding placement cases ahead of the September 18 reporting date. The reporting date remains September 18, 2026.

Can candidates still use self-placement?

Yes. Candidates who qualify for self-placement can use the CSSPS process to select from schools with available vacancies.

What if my child already has a placement?

If the placement is satisfactory, the family should proceed with the school’s admission and reporting requirements and prepare for September 18.

Where should I check for official placement information?

Candidates should use the official CSSPS portal and rely on official communications from the Ministry of Education and Ghana Education Service.

Conclusion

The Ministry of Education’s decision to extend the 2026 SHS placement resolution exercise provides a crucial final opportunity for candidates whose placement matters remain unresolved.

With the September 18 reporting date approaching, parents and students should act promptly. Those undertaking self-placement should complete the process, while candidates with errors or other placement concerns should use the authorised resolution channels.

The most important advice is simple: do not panic, do not pay unofficial agents and do not rely on unverified social media claims.

Use the official CSSPS platform and authorised resolution centres to resolve outstanding placement matters.

➡ Related: Complete 2026 SHS Placement Guide for Parents and Students
➡ Related: 2026 SHS Reporting Date: What Freshers Need to Know

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, examinations, school placement, teacher education and curriculum development.

Editorial Note

EducateGhana.com will continue monitoring official announcements from the Ministry of Education, Ghana Education Service and CSSPS and will update this report when new information becomes available.

Source: Ministry of Education/Ghana Education Service statements and current reporting by Citi Newsroom, MyJoyOnline and Adom Online.

NaCCA Trains Basic School Teachers on New Chinese Language Curriculum as Ghana Expands Global Language Education

By
Ferdinand Ellis
-
0

NaCCA has trained basic school teachers to implement Ghana’s new Chinese language curriculum, with sessions on pedagogy, assessment, proficiency and curriculum contents.

Article Information

ItemDetails
Article TypeEducation News / Curriculum Development
Primary CategoryTeacher Education
SubcategoryCurriculum & Pedagogy
TopicChinese Language Curriculum
Lead InstitutionNational Council for Curriculum and Assessment (NaCCA)
Training PartnerConfucius Institute, University of Cape Coast
Target GroupBasic School Teachers
VenueInstitute of Education Conference Room, UCC
Date ReportedSeptember 13, 2026
SourceGraphic Online
CreditUniversity of Cape Coast
AuthorFerdinand Ellis
Editorial StatusReviewed

Fact Check & Editorial Review

Status: Reported by Graphic Online and attributed to UCC

Graphic Online reported on September 13, 2026, that the National Council for Curriculum and Assessment (NaCCA) had participated in a national training workshop organised by the Confucius Institute at the University of Cape Coast to prepare basic school teachers for the implementation of a new Chinese language curriculum.

The report states that the training covered the background and structure of the curriculum, content and expected learner proficiency, teaching approaches, assessment rubrics, practical teaching activities and the role of Chinese language coordinators.

Important clarification: The training should not automatically be interpreted as evidence that Chinese has become a compulsory subject for all Ghanaian basic school pupils. The report concerns preparation for implementation of a Chinese language curriculum and teacher capacity development. Any separate policy question concerning the status, scope or compulsory nature of Chinese in Ghana’s national curriculum should be determined from an official policy directive.

Key Takeaways

  • NaCCA has participated in a national training programme for teachers on Ghana’s new Chinese language curriculum.
  • The training was initiated by the Confucius Institute at the University of Cape Coast.
  • Teachers were introduced to the curriculum’s philosophy, structure, content and expected learner proficiency.
  • Participants received training in pedagogical approaches and assessment rubrics.
  • Teachers also practised classroom activities based on the new curriculum.
  • The programme included a session on strengthening school-parent-teacher partnerships.
  • NaCCA says the initiative is intended to strengthen teachers’ capacity to implement the curriculum effectively.
  • The development comes amid public discussion about the place of Chinese and other foreign languages in Ghana’s education system.

In Brief

The National Council for Curriculum and Assessment (NaCCA) has trained basic school teachers to strengthen their capacity to teach Chinese under a new Chinese language curriculum.

The training, initiated by the Confucius Institute at the University of Cape Coast, brought together educators for sessions covering curriculum philosophy, structure, content, learner proficiency, pedagogy, assessment and practical classroom activities.

The initiative reflects growing attention to foreign language education and Ghana’s efforts to prepare learners for an increasingly interconnected world.

Introduction

Language education is becoming increasingly important as education systems prepare learners to participate in a global economy characterised by international communication, trade, technology and cultural exchange.

In Ghana, the National Council for Curriculum and Assessment (NaCCA) has taken part in a national training programme designed to prepare basic school teachers to implement a new Chinese language curriculum.

The training was initiated by the Confucius Institute at the University of Cape Coast (UCC) and brought together education professionals to examine how Chinese should be taught and assessed at the basic school level.

The development is significant not simply because it concerns the teaching of Chinese, but because it raises broader questions about curriculum implementation, teacher preparation, language policy and the place of global competencies in Ghanaian education.

NaCCA Trains Teachers for Chinese Language Curriculum Implementation

The training workshop was designed to equip teachers with the knowledge, skills and confidence required to deliver the new Chinese language curriculum effectively.

Speaking at the opening ceremony, Deputy Director of NaCCA Dr Eric Amoah said the partnership between NaCCA and the Confucius Institute at UCC would strengthen curriculum development while creating opportunities for language learning, cultural exchange and international collaboration.

He said the curriculum would help prepare Ghanaian learners for an increasingly globalised world by providing them with relevant language and cultural skills.

Dr Amoah also encouraged participants to actively engage with the training, share knowledge and embrace continuous professional improvement.

He urged teachers to become ambassadors of change and contribute to the development of inclusive and globally minded citizens.

➡ Related: NaCCA’s Role in Ghana’s Curriculum Development and Implementation

➡ Related: Ghana’s New Curriculum Reforms: What Teachers and Parents Need to Know

Why the Chinese Language Curriculum Matters

The introduction and development of additional language-learning opportunities can be viewed within the broader goal of preparing learners for international engagement.

Chinese is spoken by a very large global population and is increasingly relevant to international business, diplomacy, education, technology and cultural exchange.

For Ghanaian learners, exposure to Chinese could potentially create opportunities for further education, international communication and engagement with Chinese-speaking communities and institutions.

However, curriculum expansion also brings implementation questions.

These include the availability of qualified teachers, appropriate teaching materials, assessment arrangements, instructional time and the ability of schools to provide effective language-learning environments.

The teacher training programme is therefore particularly important because a curriculum cannot be implemented effectively simply by producing a curriculum document.

Teachers must understand its objectives and possess the pedagogical knowledge needed to translate those objectives into classroom practice.

➡ Related: Why Teacher Training Is Critical to Successful Curriculum Implementation

➡ Related: Curriculum Implementation in Ghana: The Gap Between Policy and Classroom Practice

What Teachers Learned During the Training

The programme consisted of six sessions, each addressing a different aspect of curriculum implementation.

Session One: Kindergarten and Primary Curriculum Review

The first session was led by Mr Reginald Quartey, Head of Curriculum at NaCCA.

It focused on the Kindergarten and Primary Curriculum Review 2026.

Participants were introduced to the curriculum review and its relevance to basic education.

This session provided the broader curriculum context within which the Chinese language curriculum is expected to operate.

Session Two: Philosophy and Structure of the Chinese Curriculum

The second session was facilitated by Ms Anastasia Emefa Awudzah of the Confucius Institute at UCC.

It examined the background, philosophy and structure of the new Chinese language curriculum.

This was important because teachers need to understand not only what they are expected to teach, but also the educational philosophy and principles underpinning the curriculum.

➡ Related: What Is Curriculum Philosophy and Why Does It Matter?

Session Three: Curriculum Content and Learner Proficiency

The third session was led by Mr Charles Delali Adegah of the Confucius Institute.

It focused on curriculum content and the expected Chinese language proficiency of learners.

The session helped teachers understand the knowledge and language competencies learners are expected to develop.

This is particularly important in language education because curriculum expectations need to be translated into observable learner competencies.

Session Four: Pedagogy and Assessment

The fourth session was facilitated by Mr Yu Zhen of the Confucius Institute at UCC.

It focused on pedagogical exemplars and assessment rubrics.

Teachers were introduced to practical approaches for teaching Chinese and assessing learners’ progress.

The inclusion of assessment in the training is significant because effective curriculum implementation requires alignment among curriculum objectives, classroom instruction and assessment.

Teachers need to know what learners are expected to achieve and how evidence of that learning should be collected.

➡ Related: Assessment for Learning: What Ghanaian Teachers Need to Know

➡ Related: Competency-Based Teaching and Assessment in Ghana

Teachers Practise Chinese Language Teaching Activities

The fifth session moved beyond theory into practical application.

Participants were divided into three groups and asked to practise teaching and learning activities based on the new curriculum.

The practical component allowed teachers to apply the knowledge and instructional approaches introduced during the earlier sessions.

This approach is particularly relevant to curriculum implementation because professional development is more likely to influence classroom practice when teachers have opportunities to rehearse, demonstrate and receive feedback on new teaching approaches.

Teacher training that combines curriculum knowledge with practical classroom application can help reduce the gap between policy expectations and actual classroom practice.

The Role of Chinese Language Coordinators

The final session examined the role of the Chinese language coordinator in strengthening school-parent-teacher partnerships.

The session was led by Mr Robert Quayenor Odametey.

It emphasised the importance of collaboration among teachers, parents and schools in supporting effective Chinese language education.

This highlights an important principle of curriculum implementation.

Language learning does not take place exclusively inside the classroom. Parental support, school leadership, teacher collaboration and opportunities for learners to practise the language can all influence outcomes.

➡ Related: The Role of Parents in Supporting Effective Learning

➡ Related: School-Parent-Teacher Partnerships: Why They Matter

UCC Confucius Institute’s Role in the Initiative

The training was initiated by the Confucius Institute at the University of Cape Coast.

Speaking at the programme, the Chinese Director of the Institute, Prof Zang Yonghong, highlighted the importance of preparing teachers with the knowledge and skills required to teach Chinese to young learners.

She traced the institute’s development from its beginnings in 2008 through its approval by Hanban in December 2015 and official launch in June 2016.

She described the institute as the product of a sustained partnership involving UCC, its Chinese partner university and the Chinese Embassy.

According to her, the institute has developed into a centre for language learning, cultural exchange, academic collaboration and community engagement.

The Ghana Director of the Confucius Institute at UCC, Prof Emmanuel Amo Ofori, also encouraged participants to apply the knowledge acquired during the training to improve teaching and learning.

➡ Related: University of Cape Coast: Teacher Education and Curriculum Development

➡ Related: The Role of Universities in Ghana’s Teacher Professional Development

Ghanaian Languages Should Also Be Promoted

The training also generated a broader cultural perspective.

The Provost of the College of Humanities and Legal Studies, Professor Daniel Agyapong, urged Chinese language instructors to teach students some Ghanaian local languages alongside Chinese.

His argument centred on reciprocity in cultural exchange.

While Ghanaian students are learning Chinese language and culture, he suggested that Chinese instructors should also encourage learners to appreciate Ghanaian languages and traditions.

This raises an important curriculum question about balance.

International language education does not necessarily have to compete with local language education. Ideally, both can contribute to developing learners who are globally connected while remaining grounded in their own cultural and linguistic heritage.

Chinese Curriculum and the Wider Education Policy Debate

The teacher training comes at a time when public discussion about Chinese and Arabic language education in Ghana has attracted political and educational attention.

President John Mahama has publicly questioned claims that his government is introducing a new policy to make Arabic or Chinese part of Ghana’s school curricula, according to the related report cited by Graphic Online.

That distinction is important.

A curriculum training programme and a national policy making a subject compulsory are not necessarily the same thing.

Therefore, education stakeholders should distinguish between:

  1. Developing a curriculum
  2. Training teachers to implement a curriculum
  3. Piloting or offering a curriculum in selected schools
  4. Making a subject compulsory nationwide

Each represents a different policy decision.

For parents and teachers, the most authoritative source for determining whether Chinese is compulsory, optional or restricted to particular schools or programmes should be an official directive from the Ministry of Education or NaCCA.

➡ Related: President Mahama Clarifies Claims About Arabic and Chinese in Ghanaian Schools

➡ Related: How Education Policies Become Curriculum in Ghana

The Real Test Will Be Classroom Implementation

Training teachers is an important first step, but it is not the end of curriculum implementation.

The success of the Chinese language curriculum will ultimately depend on what happens in classrooms.

Several factors will matter.

Teacher Availability

There must be sufficient teachers with appropriate language proficiency and pedagogical preparation.

Teaching and Learning Materials

Schools will need suitable textbooks, digital resources and other instructional materials.

Assessment

Assessment should accurately measure the language competencies identified in the curriculum.

Instructional Time

Schools need adequate time for learners to develop meaningful language proficiency.

Teacher Support

Teachers may require continuous professional development rather than a single training workshop.

Cultural Responsiveness

Chinese language education should provide opportunities for cultural exchange while respecting Ghanaian languages, traditions and identities.

These issues will determine whether the curriculum becomes meaningful classroom practice or remains largely a policy document.

What the Development Means for Ghanaian Teachers

For teachers, the development reinforces an increasingly important expectation in Ghana’s education system: curriculum implementation requires continuous professional learning.

A new curriculum introduces new expectations.

Teachers therefore need opportunities to understand:

  • Curriculum objectives
  • Content standards
  • Pedagogical approaches
  • Assessment expectations
  • Learning outcomes
  • Instructional resources
  • Classroom application

The six-session training model provides an example of how curriculum rollout can be accompanied by professional development.

The next challenge is ensuring that teachers receive sustained support as implementation progresses.

Frequently Asked Questions

Is Chinese now compulsory in all Ghanaian basic schools?

The reported training does not by itself establish that Chinese is compulsory in all Ghanaian basic schools. The status of Chinese in the national curriculum should be determined from official policy directives.

Who trained the teachers?

The training was initiated by the Confucius Institute at the University of Cape Coast, in partnership with NaCCA.

What did the training cover?

It covered curriculum review, the philosophy and structure of the Chinese curriculum, content and learner proficiency, pedagogy, assessment, practical teaching activities and school-parent-teacher partnerships.

Why is NaCCA involved?

NaCCA is Ghana’s curriculum and assessment authority. Its involvement supports alignment of curriculum implementation with national curriculum standards.

What is the role of the Confucius Institute at UCC?

The institute supports Chinese language learning, cultural exchange, academic collaboration and related educational activities at UCC and in the wider community.

Will Ghanaian students learn only Chinese culture?

The reported training included discussion of cultural exchange. Professor Daniel Agyapong also encouraged Chinese instructors to expose learners to Ghanaian languages and traditions, emphasising reciprocity.

Conclusion

NaCCA’s participation in the training of teachers for Ghana’s new Chinese language curriculum represents another development in the country’s evolving approach to language education.

The initiative brings together curriculum development, teacher professional learning, foreign language education and cultural exchange.

Its success, however, will depend on more than the production of a curriculum document or the completion of a training workshop.

Teachers need sustained support, appropriate teaching resources, clear assessment arrangements and sufficient opportunities to practise the language with learners.

At the same time, the expansion of global language education should remain balanced with Ghana’s rich linguistic and cultural heritage.

The most important question is therefore not simply whether Chinese is being taught.

It is how effectively Ghana’s education system can equip teachers and learners to engage with another global language without weakening the place of Ghanaian languages and cultures in education.

About the Author

Ferdinand Ellis

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, education researcher and policy analyst. He is the Founder and Editor of EducateGhana.com, Ghana’s Education Intelligence Platform.

His work focuses on Ghana’s curriculum, pedagogy, teacher education, education policy, examinations, higher education and educational research.

Through EducateGhana.com, he translates complex education policies, curriculum reforms and education-sector developments into accessible analysis for teachers, students, parents, researchers and policymakers.

Areas of Expertise

  • Curriculum and Pedagogy
  • Teacher Education
  • Education Policy and Governance
  • Educational Research
  • Assessment and Examinations
  • Ghana’s Education System
  • Higher Education

Suggested Citation

Ellis, F. (2026). NaCCA trains teachers to implement new Chinese language curriculum in Ghana. EducateGhana.com.

Sources & References

Graphic Online. (2026, September 13). NaCCA trains teachers to implement new Chinese language curriculum. Graphic Communications Group Ltd.

University of Cape Coast / Confucius Institute. Information credited in the Graphic Online report concerning the training programme and the history and activities of the Confucius Institute at UCC.

National Council for Curriculum and Assessment (NaCCA). Information concerning curriculum development, review and implementation referenced in the reported training programme.

Editorial Note

This article is based on a report published by Graphic Online on September 13, 2026, with information credited to the University of Cape Coast.

EducateGhana.com has added contextual analysis to distinguish teacher training and curriculum implementation from the separate question of whether Chinese has been made compulsory across Ghanaian schools.

Readers should rely on official directives from the Ministry of Education and NaCCA for definitive information concerning the national status and scope of Chinese language education.

Related Content

➡ Ghana’s New Curriculum Reforms: What Teachers Need to Know

➡ NaCCA’s Role in Curriculum Development and Assessment

➡ Teacher Professional Development in Ghana: Challenges and Opportunities

➡ President Mahama Clarifies Claims About Arabic and Chinese in School Curricula

➡ Curriculum Implementation in Ghana: From Policy to Classroom Practice

CSSPS Self-Placement: How It Works and How to Select a School in 2026

By
Ferdinand Ellis
-
0

Learn how CSSPS self-placement works in Ghana in 2026, who qualifies, how to select a school, programme and residential option, and what candidates should do after placement.

CSSPS Self-Placement 2026: How Unplaced BECE Candidates Can Choose a School

The Computerised School Selection and Placement System (CSSPS) allows qualified BECE candidates who were not automatically placed in any of their selected schools to choose another school through the Self-Placement system.

For the 2026/2027 academic year, the CSSPS portal explains that self-placement is specifically for candidates who remain unplaced after the automatic placement process. Candidates can select from schools, programmes and residential options with available vacancies.

The Ministry of Education has also confirmed that thousands of qualified candidates were not automatically placed, largely because demand for some highly competitive schools exceeded available spaces. These candidates are expected to use the Self-Placement system to select from available vacancies.

Article Information

ItemDetails
Article TypeEducation Guide
SystemCSSPS
Academic Year2026/2027
Target GroupUnplaced BECE Candidates
Education AuthoritiesMinistry of Education, GES, Ghana TVET Service
ServiceCSSPS Self-Placement
Published ByEducateGhana.com
Last UpdatedSeptember 8, 2026

Fact Check & Editorial Review

Status: Official Portal Guidance Reviewed

This guide is based primarily on the current CSSPS portal and Candidate User Manual. The official portal states that Self-Placement is available to candidates who were not automatically placed and allows them to select schools with available spaces.

Key Takeaways

  • Self-Placement is for qualified candidates who were not automatically placed.
  • You cannot use Self-Placement simply because you dislike your automatic placement.
  • Only schools with available vacancies will appear on the portal.
  • Available programmes and residential options depend on vacancies.
  • Candidates should check the school, programme and residence type carefully before submitting.
  • After successful self-placement, candidates should return to Check Placement and print their documents.

What Is CSSPS Self-Placement?

CSSPS Self-Placement is an opportunity provided to qualified candidates who do not receive automatic placement into any of their selected schools.

Instead of remaining without a school, the candidate can enter the CSSPS portal and select from institutions that still have available vacancies.

The system may include:

  • Senior High Schools (SHS)
  • Senior High Technical Schools (SHTS)
  • Technical and Vocational Education and Training institutions
  • Available programmes
  • Boarding or day residential options

The choices displayed depend on the vacancies available and the candidate’s eligibility.

Related Articles:

→ How the CSSPS School Placement System Works in Ghana

→ How to Check Your 2026/2027 CSSPS School Placement

Who Can Use CSSPS Self-Placement?

Self-Placement is generally available to candidates who meet the following condition:

You Were Not Automatically Placed

The most important requirement is that the candidate must not have received an automatic placement.

The official CSSPS portal specifically states that automatic placement is final and that Self-Placement is available when a candidate is unplaced.

If you have already been placed into a school, you cannot use Self-Placement simply because you want to change to another school.

How to Do CSSPS Self-Placement Step by Step

Follow these steps carefully.

Step 1: Visit the Official CSSPS Portal

Go to:

 

Do not rely on unofficial websites or individuals claiming they can secure placement for you.

Step 2: Select Self-Placement

On the CSSPS homepage, select:

Placement Services → Self-Placement

The service may only be accessible to candidates who qualify for self-placement.

Step 3: Log In With Your Details

Enter:

  • Your BECE Index Number
  • Your Date of Birth

Use the same information registered for your BECE records.

The official CSSPS Candidate User Manual advises candidates to ensure that their details are entered exactly as registered.

Step 4: Confirm Your Candidate Details

Before choosing a school, carefully review your personal details.

Ensure that your:

  • Name
  • Index number
  • Gender
  • Examination details

are correct.

Do not proceed if there is a serious error in your records without seeking assistance from the appropriate education authorities.

Step 5: Select Your Preferred Region

The system will allow you to select a region.

Candidates should be flexible when choosing regions, particularly where preferred schools or regions have limited vacancies.

For the 2026 placement exercise, the Ministry of Education advised unplaced candidates to broaden their choices and consider schools and programmes outside the traditionally highly subscribed institutions.

Step 6: Select a School With Available Vacancy

The portal will display schools that have available spaces.

You may see details relating to:

  • School name
  • Region
  • School category
  • Available programmes
  • Residential options

A school that does not appear on the Self-Placement portal should not be assumed to have an available vacancy.

Step 7: Select Your Programme

Choose an available programme offered by the school.

The programme options displayed will depend on:

  • Your academic qualifications
  • Available vacancies
  • The school’s approved programmes

Candidates should not select a school based only on its name without considering the programme being offered.

Step 8: Select Residential Status

You may be required to choose between:

  • Boarding
  • Day

Only available residential options will appear.

If a school has no boarding vacancy, selecting the school may only give you a day option.

Step 9: Review Your Selection Carefully

Before clicking submit, check:

  • School name
  • Region
  • Programme
  • Residential status

This is extremely important.

Do not rush simply because other candidates are also attempting to secure vacancies.

Step 10: Submit Your Self-Placement

After confirming that all details are correct, submit your selection.

Once the placement is successful, return to the Check Placement section of the portal to view your placement details and print your placement documents.

What Schools Will Appear on the Self-Placement Portal?

Only schools with available vacancies will appear.

This means candidates may not necessarily find highly competitive Category A schools on the system.

The 2026 placement data illustrates why many candidates are unable to secure their preferred choices. More than 313,000 candidates selected Category A schools as their first choice, while the available vacancies were far fewer.

Candidates should therefore focus on finding:

  • A suitable school
  • An available programme
  • A convenient location
  • An appropriate residential arrangement

rather than waiting indefinitely for a highly competitive school to appear.

Related Articles:

→ List of SHS Categories in Ghana Explained: Category A, B and C

→ How to Choose the Right SHS During CSSPS Self-Placement

Can You Change Your School During Self-Placement?

Candidates should exercise caution before finalising a selection.

Older GES guidance indicated that changes could be made depending on available vacancies before enrolment. However, the current CSSPS portal should be treated as the primary authority for the 2026 process.

Once you successfully secure a school and complete enrolment, your placement becomes part of your official school record.

It is therefore advisable to make a careful decision before proceeding to the school for admission.

Important Things to Consider Before Choosing a School

Do not select a school simply because it is the first option you see.

Consider the following:

1. Location

Can the student realistically travel to the school if placed as a day student?

2. Programme

Is the programme suitable for the student’s academic interests and future career plans?

3. Residential Status

Confirm whether the available option is boarding or day.

4. School Environment

Consider the school’s facilities, academic programmes and general environment.

5. Financial and Family Circumstances

Parents should consider transportation, accommodation and other practical requirements.

Is CSSPS Self-Placement Free?

Yes. School placement through the CSSPS is a government-administered process.

Parents and candidates should be careful about individuals demanding money in exchange for placement or promising to manipulate the system.

The Ministry of Education has recently reiterated that school placement is free and warned against fraudulent payment demands.

Never pay someone on WhatsApp, Facebook or Telegram who claims they can secretly change or secure your CSSPS placement.

What Happens After Self-Placement?

After successfully selecting a school:

  1. Return to the CSSPS portal.
  2. Click Check Placement.
  3. Log in with your details.
  4. View your school and programme.
  5. Download or print your placement slip.
  6. Download or print your enrolment form where available.
  7. Prepare for admission and reporting.

Keep both digital and printed copies of your documents.

Common Mistakes to Avoid During Self-Placement

Candidates should avoid:

  • Selecting a school without checking the programme.
  • Ignoring whether the placement is boarding or day.
  • Allowing another person to make the selection without supervision.
  • Sharing personal CSSPS credentials publicly.
  • Paying unofficial agents for placement.
  • Rushing to select a school without discussing the decision with parents or guardians.

Frequently Asked Questions About CSSPS Self-Placement

Can I Do Self-Placement If I Have Already Been Placed?

No. The current CSSPS portal states that automatic placement is final. Self-Placement is intended for candidates who remain unplaced.

Does Self-Placement Mean I Failed?

No. Self-Placement does not mean a candidate failed.

It simply means the candidate was not automatically matched with a school during the initial placement process.

Can I Choose Any School in Ghana?

No. You can only choose from schools and programmes with available vacancies displayed on the portal.

Can I Choose Boarding?

Yes, if boarding vacancies are available for the school and programme.

What If My Preferred School Does Not Appear?

The school may have no available vacancy for your eligibility category or preferred programme.

Consider other available schools.

Conclusion

CSSPS Self-Placement provides an important opportunity for qualified BECE candidates who were not automatically placed into their preferred schools.

The process allows candidates to select from available vacancies across SHS, SHTS and TVET institutions.

Candidates should approach the process carefully. The best decision is not always about choosing the most popular school. It is about finding a suitable school, programme and learning environment that will support the student’s academic and career development.

With thousands of qualified candidates using the system during the 2026/2027 placement exercise, parents and students should remain patient, flexible and rely only on the official CSSPS portal for accurate information.

 

PRINCOF Extends 2026/2027 College of Education Admission Deadline to September 10

By
Ferdinand Ellis
-
0
Ada College of Education (AdaCoE): Admission, Courses, History, Fees and Complete Guide 2026
Ada College of Education (AdaCoE): Admission, Courses, History, Fees and Complete Guide 2026

PRINCOF has extended the deadline for 2026/2027 admission applications to Ghana’s public Colleges of Education to Thursday, September 10, 2026. Check how to apply.

The Conference of Principals of Colleges of Education (PRINCOF) has extended the deadline for applications for admission into Ghana’s public Colleges of Education for the 2026/2027 academic year.

The new deadline is Thursday, September 10, 2026, giving prospective applicants additional time to purchase admission vouchers and complete their applications.

The original application deadline was August 31, 2026. The extension is expected to benefit qualified applicants who were unable to complete their admission processes before the initial closing date.

Reports published on September 1 confirmed the extension to September 10, while the official PRINCOF admission platform continues to provide information on the 2026/2027 admission exercise.

Article Information

ItemDetails
Article TypeAdmission News
InstitutionColleges of Education, Ghana
Academic Year2026/2027
IssueExtension of Admission Application Deadline
New DeadlineThursday, September 10, 2026
AuthorityPRINCOF
ProgrammeFour-Year Bachelor of Education (B.Ed.)
Published ByEducateGhana.com
Last UpdatedSeptember 8, 2026

Fact Check & Editorial Review

Status: Verified

EducateGhana.com reviewed available reports and the PRINCOF admission information concerning the 2026/2027 Colleges of Education admission process.

The original official admission requirements document indicated August 31, 2026, as the application deadline. Subsequent reports published after the deadline confirmed that PRINCOF had extended the application period to September 10, 2026.

Applicants are nevertheless advised to complete their applications immediately and avoid waiting until the final day.

Key Takeaways

  • PRINCOF has extended the 2026/2027 College of Education admission deadline.
  • The new deadline is Thursday, September 10, 2026.
  • The original deadline was August 31, 2026.
  • Applicants can still purchase admission vouchers and complete their applications.
  • The application is for admission into the four-year Bachelor of Education programme.
  • Applicants are advised to complete their forms before the new deadline.

PRINCOF Gives Applicants Additional Time

The extension provides a fresh opportunity for prospective teacher trainees who have not yet completed their applications for admission into the Colleges of Education.

Admission into Ghana’s public Colleges of Education remains one of the major pathways for students seeking professional training in teaching and education.

Applicants are expected to meet the prescribed academic requirements and complete the online application process through the official Colleges of Education admission portal.

The additional period may particularly assist applicants who experienced delays in purchasing admission vouchers, obtaining examination results or completing supporting documentation.

PRINCOF coordinates the common admission platform used by applicants seeking entry into the Colleges of Education across Ghana.

Related Links:

→ Colleges of Education Admission Guide 2026/2027: Requirements, Courses and How to Apply

→ List of All Public Colleges of Education in Ghana and Their Locations

New Application Deadline: September 10, 2026

Applicants now have until Thursday, September 10, 2026, to complete their admission applications.

Prospective applicants are strongly advised not to wait until the final hours before attempting to purchase vouchers or submit their forms.

Last-minute applications can be affected by network challenges, payment delays and difficulties accessing the admission portal.

Candidates should therefore ensure that all required information, including examination details and personal records, is correctly entered before submission.

The deadline extension applies to the ongoing 2026/2027 admission exercise for Ghana’s public Colleges of Education.

Related Links:

→ How to Apply for College of Education Admission in Ghana

→ College of Education Admission Requirements for WASSCE Applicants

How to Apply for College of Education Admission 2026/2027

Applicants seeking admission into the Colleges of Education are required to obtain an admission E-Voucher.

The application voucher costs GH¢350, according to information available on the PRINCOF admission platform.

Applicants can make payment through designated banking channels or mobile money using the official shortcode provided for the admission process.

After payment, applicants receive a Personal Identification Number (PIN) and an application serial number.

These details are used to access the official admission portal and complete the online application.

Application Procedure

  1. Purchase the Colleges of Education admission E-Voucher.
  2. Obtain your PIN and Serial Number.
  3. Visit the official admission portal.
  4. Enter your voucher details.
  5. Complete your personal and academic information.
  6. Select your preferred programme.
  7. Choose three Colleges of Education in order of preference.
  8. Select the required Ghanaian language option where applicable.
  9. Review all information carefully before submission.

Related Links:

→ How to Choose the Right College of Education in Ghana

→ Top Questions and Answers About College of Education Admission 2026

Admission Requirements for Colleges of Education

The Colleges of Education offer the four-year Bachelor of Education degree programme.

For WASSCE applicants, the general requirements include credit passes in six subjects, comprising three core subjects and three relevant elective subjects.

English Language and Core Mathematics remain important requirements for admission.

Applicants must carefully review the specific requirements for their preferred programme before completing their application.

Different entry categories, including WASSCE, SSSCE, GCE Advanced Level and other recognised qualifications, may have separate admission requirements.

The official admission requirements document originally stated August 31, 2026, as the deadline before the subsequent extension.

Related Links:

→ WASSCE Requirements for College of Education Admission in Ghana

→ Can You Enter College of Education with D7 or E8? Full Admission Guide

Why the Deadline Extension Matters

The extension gives prospective teacher trainees a final opportunity to join the 2026/2027 admission process.

For many applicants, gaining admission into a College of Education provides access to professional teacher preparation leading to the Bachelor of Education degree.

The Colleges of Education remain central to Ghana’s teacher education system and the preparation of teachers for basic schools.

Applicants who have already purchased vouchers but have not completed their forms should use the remaining period to finalise their applications.

Those who have not yet started the process should act immediately.

Related Links:

→ Teacher Education in Ghana: Complete Guide

→ Why Colleges of Education Remain Important to Ghana’s Education System

Important Advice to Applicants

Applicants should carefully check all information before submitting their applications.

Incorrect examination numbers, programme selections, personal details or college choices could affect the admission process.

Candidates should also keep their admission PIN and Serial Number secure.

Applicants are encouraged to rely on official PRINCOF and College of Education communication channels for authentic information.

EducateGhana.com also advises applicants against paying unofficial agents who claim they can guarantee admission.

Admission decisions are based on the established requirements and selection procedures.

Related Links:

→ How College of Education Admissions Are Processed in Ghana

→ How to Avoid Fake College of Education Admission Messages

What Applicants Should Do Before September 10

Prospective applicants should:

  • Purchase their admission voucher if they have not done so.
  • Complete the online application immediately.
  • Review all academic details carefully.
  • Select their three preferred Colleges of Education.
  • Check programme requirements before submission.
  • Keep copies of all payment and application details.
  • Follow official updates regarding the admission process.

Applicants should not wait until September 10 before beginning the process.

Conclusion

PRINCOF’s decision to extend the 2026/2027 College of Education admission deadline to Thursday, September 10, 2026, offers prospective teacher trainees additional time to complete their applications.

The extension is particularly important for qualified applicants who missed the original August 31 deadline or encountered difficulties during the application process.

With only a limited period remaining, prospective applicants are encouraged to complete their applications as soon as possible.

The Colleges of Education admission process remains an important gateway for students seeking to pursue the four-year Bachelor of Education degree and enter Ghana’s teaching profession.

Author

Ferdinand Ellis
Education Researcher | Lecturer | Curriculum Specialist | Policy Analyst
Founder, EducateGhana.com

Ferdinand Ellis writes on teacher education, education policy, curriculum development, public sector education governance and higher education in Ghana.

Sources

Conference of Principals of Colleges of Education (PRINCOF). (2026). Admissions information and application procedures for the 2026/2027 academic year.

Conference of Principals of Colleges of Education (PRINCOF). (2026). Admission requirements for the 2026/2027 academic year.

Coleman Publications. (2026, September 1). PRINCOF extends 2026/2027 College of Education application deadline.

Official PRINCOF admission information:

1...91011...48Page 10 of 48