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TEIN-UEW to Host Political Women’s Seminar on Youth Leadership, Politics and Education

TEIN-UEW to Host Political Women’s Seminar on Youth Leadership, Politics and Education

TEIN-UEW will host a Political Women’s Seminar on July 11, 2026, focusing on youth femininity, women’s participation, politics and education. 


TEIN-UEW | 10th July 2026: The Tertiary Education Institutions Network of the University of Education, Winneba (TEIN-UEW), through the Office of the Women’s Commissioner, is set to organize a Political Women’s Seminar aimed at promoting women’s participation in leadership, politics, and education.

The event is scheduled for Friday, 11th July 2026, at the North Assembly Hall, University of Education, Winneba (UEW), beginning at 9:00 am.

The seminar will be held under the theme:

“Redefining Youth Femininity; Advancing Women’s Participation in Politics and Education.”

The programme is expected to bring together student leaders, political figures, education stakeholders, and young women interested in leadership development.

Women Leaders to Address TEIN-UEW Seminar

The seminar will feature a number of prominent women leaders who will share their experiences and perspectives on leadership, politics, and social development.

The speakers include:

  • Mad. Abigail Elorm Yaa Mensah – Chief Executive Officer, MASLOC
  • Hon. Emelia Ankomah (Esq.) – Member of Parliament for Upper Denkyira East
  • Hon. Dr. Betty Krosbi Mensah – Former Member of Parliament for Afram Plains North
  • Hon. Phillis Naa Koryoo Okunor – Member of Parliament for Awutu Senya East
  • Madam Faustina Lamptey – Central Regional Women Organizer, NDC
  • Okailey Aryeetey – Effutu Constituency Women Organizer

The discussions are expected to focus on the experiences of women in leadership positions and the pathways available for young women seeking greater involvement in public service.

Internal Link Suggestions:

➡️ Women’s Education and Leadership Development in Ghana
➡️ Student Leadership in Ghanaian Universities

Seminar Seeks to Encourage Youth Participation in Politics and Education

Organisers stated that the programme is designed to inspire and empower young women in tertiary institutions to participate actively in decision-making processes.

The event will provide a platform for participants to discuss challenges affecting women’s representation in politics and explore strategies for increasing female participation in leadership spaces.

The relationship between education and political empowerment is expected to form a major part of the discussions, particularly as universities continue to prepare future leaders.

Internal Link Suggestions:

➡️ University Education and Leadership Development in Ghana
➡️ Gender Equality in Ghana’s Education System

TEIN-UEW Women’s Commissioner to Host Event

The seminar will be hosted by Harriet Afesi, the TEIN-UEW Women’s Commissioner.

The programme is organised under the administration of the Oliver-William Led Administration as part of efforts to strengthen student engagement and leadership development within the university community.

Students and interested members of the university community have been encouraged to participate in the event.

For enquiries, participants may contact:

053 623 8465 / 055 147 7347

Internal Link Suggestions:

➡️ University of Education, Winneba: Programmes and Campus Information
➡️ Student Organisations and Activities in Ghana Universities

EducationGhana Analysis

Leadership development among young people remains an important component of higher education.

Programmes that connect students with experienced leaders provide opportunities for mentorship, knowledge sharing, and discussions on national development.

For young women in particular, access to leadership conversations can contribute to greater confidence, civic participation, and career development.


Frequently Asked Questions (FAQs)

What is the TEIN-UEW Political Women’s Seminar about?

The seminar focuses on women’s participation in politics, leadership, and education, with emphasis on empowering young women.

When will the seminar take place?

The event will be held on Friday, 11th July 2026.

Where will the seminar be held?

The programme will take place at the North Assembly Hall, University of Education, Winneba.

Who will speak at the event?

The seminar will feature women leaders, including Members of Parliament, institutional leaders, and political organisers.


Source: TEIN-UEW Office of the Women’s Commissioner


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GES Releases 2025 Non-Teaching Staff Promotion Interview Results

GES Releases 2025 Non-Teaching Staff Promotion Interview Results

The Ghana Education Service (GES) has released the 2025 Non-Teaching Staff Promotion Interview Results for candidates who participated in the promotion exercise.


The Ghana Education Service (GES) has released the results of the 2025 Non-Teaching Staff Promotion Interview Exercise.

The release covers all non-teaching staff members of the Service who participated in the promotion interview process conducted for the 2025 promotion cycle.

In a statement issued by the GES Public Relations Unit and signed by Mr. Daniel Fenyi, Head of Public Relations, the Service directed participants to access their individual results through the official online platform.

How Non-Teaching Staff Can Check Promotion Results

GES has announced that candidates who took part in the 2025 Non-Teaching Staff Promotion Interview can check their results online.

The results portal is available through:

https://gedplatform.com/selfapplication/spresults.html

Candidates are encouraged to use their correct details when accessing the platform to view their promotion status.

The online system allows both successful and unsuccessful applicants to confirm their interview outcomes.

Internal Link Suggestions:

➡️ GES Promotion Process for Teachers and Staff Explained
➡️ GES Staff Portal: Services and Online Platforms

GES Congratulates Successful Candidates

The Ghana Education Service congratulated all candidates who successfully passed the promotion interview.

The Service acknowledged the efforts of staff members who participated in the process and encouraged them to continue contributing towards effective education delivery.

Promotion exercises within GES form part of the Service’s human resource management system aimed at recognising staff development, experience, and career progression.

Internal Link Suggestions:

➡️ GES Career Progression and Promotion Guidelines
➡️ Teacher and Non-Teaching Staff Welfare in Ghana

Importance of Staff Promotions in Education Administration

Non-teaching staff play an important role in supporting the effective operation of schools and education offices across Ghana.

Administrative officers, accountants, secretarial staff, technical personnel, and other support staff contribute to the smooth management of educational institutions.

Regular promotion opportunities help improve motivation, recognise professional growth, and strengthen the capacity of the education system.

Internal Link Suggestions:

➡️ Ghana Education Service Structure and Functions
➡️ Education Administration System in Ghana

EducationGhana Advisory

Candidates who participated in the 2025 Non-Teaching Staff Promotion Interview are advised to confirm their results only through official GES-approved channels.

Applicants should remain cautious of individuals who request payment in exchange for accessing results or securing promotions.

EducationGhana encourages staff members to keep copies of their promotion documents and follow official communication from the Ghana Education Service.

 Frequently Asked Questions (FAQs)

Has GES released the 2025 Non-Teaching Staff Promotion Interview Results?

Yes. GES has released the results for participants who took part in the 2025 promotion interview exercise.

Where can candidates check their results?

Candidates can check their results through the official portal:
https://gedplatform.com/selfapplication/spresults.html

Who are the results meant for?

The results are for non-teaching staff members of the Ghana Education Service who participated in the 2025 promotion interview.

Which organisation released the results?

The results were released by the Ghana Education Service through its Public Relations Unit.


Source: Ghana Education Service Public Relations Unit
Reference: GES/HQ/PR/26/147


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UCC Inaugurates Three Automated Water Stations to Provide 24-Hour Access for Students

UCC Inaugurates Three Automated Water Stations to Provide 24-Hour Access for Students

The University of Cape Coast (UCC) has inaugurated three automated water stations funded by SRC to provide students with 24-hour access to water

The University of Cape Coast (UCC) has inaugurated three automated water stations aimed at improving access to safe and convenient water supply for students on campus.

The facilities, which were fully funded by the Students’ Representative Council (SRC) at a cost of GH¢600,000, operate through a prepayment system that allows users to pay for the exact quantity of water they require.

The initiative is expected to provide students with reliable access to water throughout the day, with the stations available for use on a 24-hour basis.

 Three Campus Locations Receive Automated Water Facilities

The newly inaugurated water stations have been installed at strategic locations across the university campus.

The facilities are located at:

  • Sandwich Lecture Theatre
  • Parliament House
  • New Lecture Theatre

The placement of the stations at these locations is expected to make water easily accessible to a large number of students during academic activities.

The automated system allows students to load credit equivalent to their desired quantity of water, reducing challenges associated with manual distribution and payment systems.

Internal Link Suggestions:

➡️ University of Cape Coast: Programmes, Admission and Campus Life
➡️ Student Welfare Services in Ghanaian Universities

UCC Vice-Chancellor Commends SRC for Student-Focused Project

The Vice-Chancellor of UCC, Prof. Denis Worlanyo Aheto, who inaugurated the facilities, described the project as an important milestone for the student community.

He commended the SRC for investing in a project that addresses a practical need among students and contributes to improving campus life.

Prof. Aheto encouraged students to take proper care of the facilities to ensure they remain functional and continue serving both current and future generations.

He also called for regular maintenance of the water stations to protect the investment made by the student body.

Internal Link Suggestions:

➡️ University of Cape Coast Leadership and Institutional Profile
➡️ Higher Education Development Projects in Ghana

SRC President Assures Sustainability of Water Stations

The SRC President, Mr. Kwame Ntiamoah Ntim, expressed satisfaction with the successful completion of the project.

He explained that the initiative was developed to improve student welfare and provide a lasting solution to water accessibility challenges on campus.

Mr. Ntim assured students that efforts would be made to ensure the facilities are properly maintained and preserved for long-term use.

He urged students to take ownership of the project and protect the stations as valuable campus resources.

Internal Link Suggestions:

➡️ Role of Student Representative Councils in Ghana Universities
➡️ Campus Infrastructure and Student Experience

Automated Water System Supports Modern Campus Development

The introduction of automated water stations reflects the growing adoption of technology-driven solutions in Ghana’s tertiary institutions.

Beyond improving convenience, such facilities can support efficient resource management through controlled usage and transparent payment systems.

As universities continue to expand their student populations, investments in essential services such as water, accommodation, sanitation, and digital infrastructure remain critical to improving the overall learning environment.

Internal Link Suggestions:

➡️ Challenges Facing Ghana’s Higher Education System
➡️ University Infrastructure Development in Ghana

EducationGhana Analysis

The UCC automated water station project demonstrates the role student leadership can play in addressing everyday challenges within tertiary institutions.

Projects funded through student contributions require strong accountability, proper maintenance plans, and continuous stakeholder engagement to achieve their intended impact.

The initiative also highlights the importance of student welfare as a key component of creating supportive academic environments.

Frequently Asked Questions (FAQs)

How many automated water stations were inaugurated at UCC?

Three automated water stations were inaugurated at the University of Cape Coast.

Who funded the UCC water station project?

The project was fully funded by the UCC Students’ Representative Council at a cost of GH¢600,000.

How do the automated water stations work?

Students load payment credit equivalent to the quantity of water they require through the prepayment system.

Are the water stations available throughout the day?

Yes. The facilities provide students with 24-hour access.


Source: Documentation and Information Section, University of Cape Coast (UCC)

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GES Announces 2026 BECE School Selection Exercise as Training for Education Directors Begins

BECE 2026 Results Release Date Confirmed GES Announces 2026 BECE School Selection Exercise as Training for Education Directors Begins 7th School Sanitation Solutions Challenge 2026 Launched for P6 to JHS 2 Students BECE Ferdinand  | EducationGhana  | June 21 |  Powerful Guide to Understanding Content Standards vs Content Indicators in Ghana’s SBC ghanaUnderstanding the Structure of Ghana's Standards-Based Curriculum: Updated Guide for Teachers BEST

GES has announced the 2026 BECE school selection exercise, with candidates expected to select SHS and TVET choices from July 20 to August 7

The Ghana Education Service (GES) has announced the commencement of preparations for the 2026 Basic Education Certificate Examination (BECE) school selection and placement process.

As part of the preparations, GES will conduct a nationwide training and sensitisation programme for Regional, Metropolitan, Municipal and District Education Directors to strengthen their understanding of the 2026 Selection Guidelines and Placement Procedures.

The exercise is expected to ensure effective supervision and coordination of the selection process across the country.

GES Organises Nationwide Training for Education Directors

In a letter dated 6th July 2026 and signed by Mr. Prince C. Agyemang-Duah, Director of the Schools and Instructions Division (Secondary), GES stated that the training will provide education directors with detailed information on the procedures for the 2026 placement exercise.

The training programme will run from Wednesday, 15th July to Tuesday, 28th July 2026 at various Regional Education Offices nationwide.

Regional Directors have been instructed to communicate the arrangements to all Metro, Municipal and District Directors within their areas.

GES explained that the training will help education authorities provide better guidance and oversight during the school selection and placement process.

Internal Link Suggestions:

➡️ BECE School Selection Process in Ghana: Complete Guide
➡️ GES Placement System Explained for Parents and Candidates

BECE Candidates to Select SHS and TVET Choices from July 20

GES has confirmed that candidates who completed the 2026 BECE will begin selecting their preferred Senior High Schools (SHS) and Technical and Vocational Education and Training (TVET) institutions from the following:

Monday, 20th July to Friday, 7th August 2026.

The selection exercise will allow candidates to indicate their preferred schools based on the approved guidelines provided by GES.

Parents, guardians, and candidates are expected to carefully review school options before submitting their final choices.

The placement process will cover institutions participating in the Free Senior High School (Free SHS) programme and other approved second-cycle institutions.

Internal Link Suggestions:

➡️ Free SHS Policy in Ghana: Everything Parents Need to Know
➡️ TVET Education in Ghana: Courses, Institutions and Opportunities

 GES Directs Regional Offices to Ensure Effective Coordination

The Ghana Education Service has directed Regional Directors to ensure full participation in the training exercise and effective coordination of activities within their jurisdictions.

The Service indicated that participant lists and detailed schedules have been provided to guide the implementation of the programme.

The success of the school selection process depends on accurate information, proper guidance, and cooperation among education authorities, schools, parents, and candidates.

GES continues to emphasise the importance of transparency and accuracy in the placement process to ensure eligible candidates gain admission into suitable institutions.

Internal Link Suggestions:

➡️ Ghana Education Service: Structure and Responsibilities
➡️ Education Administration System in Ghana

2026 BECE Placement and What Parents Should Expect

The BECE placement exercise remains one of the most important stages in Ghana’s pre-tertiary education system because it determines students’ transition from basic education into second-cycle institutions.

Parents and candidates are encouraged to rely on official communication from GES and avoid misinformation from unofficial sources.

A careful selection process can improve students’ chances of securing placement in schools that match their academic interests, programmes, and career aspirations.

Internal Link Suggestions:

➡️ How to Choose the Best SHS in Ghana After BECE
➡️ BECE Results, Placement and Admission Guide

EducationGhana Analysis

The early announcement of the 2026 BECE school selection timeline gives stakeholders adequate preparation time before the placement process begins.

Effective coordination between GES, schools, parents, and candidates remains essential to reducing challenges associated with school selection errors, misinformation, and placement difficulties.

As Ghana continues to expand access to secondary education, strengthening the placement system will remain important in ensuring fair opportunities for learners nationwide.

Frequently Asked Questions (FAQs)

When will BECE candidates select schools for 2026 placement?

BECE candidates will select their preferred SHS and TVET institutions from 20th July to 7th August 2026.

Who is being trained by GES before the placement exercise?

Regional, Metro, Municipal and District Directors of Education are participating in the sensitisation and training exercise.

What schools are included in the 2026 selection process?

The process covers Senior High Schools and approved TVET institutions.

Where will the training for education directors take place?

The training will be conducted at Regional Education Offices across Ghana.


Source: Ghana Education Service
Reference: GES/S&ID/MSCL/2026/106

 

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GES Directs Regions to Identify Overstaffed Schools and Declare Excess Teachers

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

Ghana Education Service  (GES) has directed regions to identify overstaffed schools and declare excess teachers to improve equitable teacher distribution

 

Accra, Ghana | 8th July 2026—The Ghana Education Service (GES) has directed Regional Directors of Education to identify and declare schools that are overstaffed as part of measures to ensure equitable distribution of teachers across public basic and second-cycle schools.

The directive, issued by the Director-General of GES, Prof. Ernest Kofi Davis, requires all Metro, Municipal, and District Education Directorates to conduct an assessment of staffing levels within their jurisdictions.

The exercise forms part of efforts by the Service to address imbalances in teacher distribution and improve effective utilisation of teaching personnel across the country.

GES Requests Details of Excess Teachers from District Directorates

According to the directive, Metro, Municipal and District Directors of Education are required to identify schools where the number of teachers exceeds the staffing requirements.

The Directors have also been instructed to provide detailed information on excess teachers using a prescribed template.

The information required includes:

  • Names of excess teachers
  • Staff identification numbers
  • Teaching subject areas
  • Other relevant details required by the Service

The completed templates are expected to be submitted to the respective Regional Directors for onward transmission to the Office of the Director-General.

Internal Link Suggestions:

➡️ GES Teacher Transfer Process in Ghana Explained
➡️ Teacher Posting and Deployment in Ghana: Complete Guide

Exercise Aims to Improve Equitable Teacher Distribution

The GES explained that the identification exercise is intended to support the fair distribution of teachers across public schools.

Teacher shortages remain a challenge in some schools, particularly in rural and deprived communities, while other schools may have more teachers than required in certain subject areas.

By identifying excess staffing situations, the Service seeks to improve teacher allocation and ensure that schools receive personnel according to their actual needs.

The exercise is expected to support better planning, reduce staffing inequalities, and strengthen teaching and learning outcomes.

Internal Link Suggestions:

➡️ Teacher Shortage in Ghana: Causes and Solutions
➡️ Rural Teacher Posting and Retention Challenges in Ghana

Regional Directors Given Deadline for Submission

GES has instructed Regional Directors to ensure that completed submissions from the various education directorates reach the Office of the Director-General by Thursday, 23rd July 2026.

The Service urged all relevant officers to treat the exercise with urgency and provide accurate information to support effective decision-making.

The directive was copied to key officials including the GES Council Chairman, Deputy Directors-General, the Human Resource Management and Development Directorate, and Schools and Instructions Divisions.

Internal Link Suggestions:

➡️ GES Structure, Functions and Responsibilities Explained
➡️ Education Administration System in Ghana

Why Teacher Redistribution Matters for Ghana’s Education System

Effective teacher distribution remains a major factor influencing education quality.

While some schools experience shortages that affect subject delivery and learning outcomes, others may have staffing levels that exceed their enrolment and instructional requirements.

A balanced deployment system allows education authorities to maximise available human resources while ensuring that underserved schools receive adequate teaching support.

The success of the exercise will depend on accurate data collection, transparency, and consideration of teachers’ professional circumstances.

Internal Link Suggestions:

➡️ Education Policy Reforms in Ghana
➡️ Teacher Welfare and Professional Development in Ghana

EducationGhana Analysis

The GES directive highlights the growing importance of data-driven teacher management within Ghana’s education system.

A reliable teacher distribution framework can help address inequalities between urban and rural schools while improving access to quality instruction.

However, any redistribution exercise must consider subject specialisation, school needs, teacher welfare, accommodation challenges, and the conditions of service of affected teachers.

Frequently Asked Questions (FAQs)

Why is GES identifying overstaffed schools?

GES is conducting the exercise to improve equitable distribution of teachers across public basic and second-cycle schools.

What information must districts provide about excess teachers?

Districts must provide names, staff identification numbers, teaching subject areas, and other required details.

When is the deadline for submission?

The completed templates must reach the Office of the Director-General through Regional Directors by Thursday, 23rd July 2026.

Does the directive mean teachers will automatically be transferred?

The directive is for identification and declaration of excess staffing situations. Any further administrative action will depend on GES procedures and decisions.

Source

Ghana Education Service (GES) Official Memorandum
Issued by Prof. Ernest Kofi Davis, Director-General

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Ave Maria Anglican Basic School Organises Clean-Up Exercise to Support National Sanitation Drive

Ave Maria Anglican Basic School Organises Clean-Up Exercise to Support National Sanitation Drive

Ave Maria Anglican Basic School at Osae Krodua in the Awutu Senya District has organised a clean-up exercise as part of the national sanitation day observation after Ghana’s floods.


Awutu Senya District, Central Region | 10th July 2026 — Pupils and staff of Ave Maria Anglican Basic School located at Osae Krodua in the Awutu Senya District of the Central Region have participated in a clean-up exercise as part of the national sanitation initiative announced following the devastating floods recorded across Ghana.

The exercise, held on Friday, July 10, formed part of activities marking the two-day sanitation exercise declared by the presidency to encourage communities, institutions, and individuals to improve environmental cleanliness and reduce sanitation-related risks.

The initiative brought together schoolchildren, teachers, and members of the school community to clean both the school environment and surrounding areas.

Pupils Clean Streets and School Environment During Sanitation Exercise

During the exercise, pupils of Ave Maria Anglican Basic School were seen cleaning streets within the Osae Krodua community, where the school is located.

The children cleared waste materials, cleaned public spaces, and helped improve the appearance of the community as part of efforts to promote responsible sanitation practices.

The school compound also received attention as learners and staff worked together to create a cleaner and healthier environment for teaching and learning.

The participation of schoolchildren demonstrated the role of schools in promoting environmental responsibility and community development.

Internal Link Suggestions:

➡️ Basic Education in Ghana: Structure, Challenges and Development
➡️ School Health Education Programme (SHEP) in Ghana Explained

School Supports National Response After Flood Disaster

The clean-up exercise followed concerns over the impact of heavy floods that affected several parts of the country, with Accra recording some of the most severe effects.

The national sanitation initiative was introduced as part of broader measures to encourage citizens to address poor sanitation practices that contribute to flooding and environmental challenges.

By participating in the exercise, Ave Maria Anglican Basic School joined other educational institutions supporting efforts to promote cleaner communities.

School authorities noted that sanitation education remains an important part of developing responsible citizens.

Internal Link Suggestions:

➡️ Flooding in Ghana: Causes, Effects and Solutions
➡️ Environmental Education in Ghanaian Schools

 

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Sanitation Education Strengthens Community Responsibility Among Pupils

Education experts have consistently emphasised that sanitation habits developed among children can influence behaviour at home and within communities.

School-based sanitation activities provide practical opportunities for learners to understand the relationship between cleanliness, public health, and environmental protection.

Through activities such as community clean-ups, schools contribute to building a culture of responsibility among young people.

The involvement of pupils in the exercise reflects the importance of combining classroom learning with practical community engagement.

Internal Link Suggestions:

➡️ School Community Partnerships in Ghana Education
➡️ Education for Sustainable Development in Ghana

EducationGhana Analysis

The participation of Ave Maria Anglican Basic School in the national sanitation exercise highlights the role of basic schools beyond academic instruction.

Schools serve as important centres for shaping attitudes, values, and behaviours among future generations.

As Ghana continues to address challenges associated with flooding and sanitation, integrating environmental responsibility into school activities remains essential for long-term behavioural change.

Frequently Asked Questions (FAQs)

Which school organized the clean-up exercise?

Ave Maria Anglican Basic School in the Awutu Senya District of the Central Region organised the exercise.

When was the clean-up exercise held?

The exercise was held on Friday, July 10, 2026.

Why did the school organise the exercise?

The exercise formed part of the national sanitation day observation announced after severe flooding across Ghana.

Which community benefited from the exercise?

The pupils cleaned areas within the Osae Krodua community and the school environment.

 Source

EducationGhana Community Report
Report filed by EducationGhana Education Intelligence Desk

 

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IB World School in Accra Opens Recruitment for Deputy Head and Teaching Positions

IB World School in Accra Opens Recruitment for Deputy Head and Teaching Positions

An IB World School in Accra is recruiting a deputy head of school, Music and Drama Teachers, and French and Spanish teachers. Apply by July 31, 2026.


Accra, Ghana | July 2026 — A reputable International Baccalaureate (IB) World School in Accra has announced vacancies for qualified education professionals interested in joining its Secondary Division.

The school is inviting applications from suitably qualified candidates for leadership and teaching positions as part of efforts to strengthen its academic team.

The available positions include Deputy Head of School, Music and Drama Teachers, and World Languages Teachers for French and Spanish.

Available Positions at the IB World School

The school is seeking professionals with relevant academic qualifications, teaching experience, and commitment to high-quality international education.

The available positions are:

  • Deputy Head of School
  • Music and Drama Teachers
  • French Language Teachers
  • Spanish Language Teachers

The roles provide opportunities for educators to contribute to an international learning environment that promotes academic excellence, creativity, and global citizenship.

Internal Link Suggestions:

➡️ Teaching Careers in Ghana: Requirements, Salaries and Opportunities
➡️ International Schools in Ghana: Admission and Career Guide

Deputy Head and Teaching Roles Open for Qualified Applicants

The Deputy Head of School position requires an experienced education professional capable of supporting school leadership, curriculum implementation, teacher development, and student success.

The Music and drama teaching positions are designed for educators who can promote creativity, performance, and artistic development among learners.

The French and Spanish language positions require teachers who can support world language learning and international communication skills.

Applicants are encouraged to demonstrate relevant experience in their respective fields and a strong understanding of modern teaching approaches.

Internal Link Suggestions:

➡️ How to Become a Teacher in Ghana: Qualifications and Career Pathway
➡️ International Baccalaureate (IB) Education Explained

How to Apply for the IB World School Vacancies

Interested candidates are required to submit their application documents to the school through the official recruitment email.

Applicants should send:

  • Updated Curriculum Vitae (CV)
  • Cover Letter

Applications should be submitted via:

Email: dhra@ais.edu.gh

The deadline for submission is:

Friday, 31st July 2026

Candidates are encouraged to apply early and ensure that their application documents clearly highlight their qualifications and professional experience.

Internal Link Suggestions:

➡️ Teacher CV Writing Guide for Ghanaian Educators
➡️ Latest Teaching Jobs and Education Recruitment Updates

EducationGhana Career Analysis

The growth of international schools in Ghana continues to create new opportunities for teachers with specialised skills, international curriculum experience, and strong professional backgrounds.

Positions within IB World Schools often require educators who can combine subject knowledge with inquiry-based learning, learner-centred instruction, and global education practices.

For Ghanaian teachers seeking international exposure, these opportunities provide pathways for professional growth and experience within globally recognised education systems.

 Frequently Asked Questions (FAQs)

What positions are available at the IB World School in Accra?

The available positions are Deputy Head of School, Music and Drama Teachers, and French and Spanish Language Teachers.

Where is the school located?

The school is located in Accra, Ghana.

How can interested applicants apply?

Applicants should send their CV and cover letter to dhra@ais.edu.gh.

What is the application deadline?

The deadline for applications is 31st July 2026.

Source

EducationGhana Careers Desk
Based on recruitment information provided by the institution.

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UCC Faculty of Arts Unveils Landmark Sculptures to Celebrate Knowledge, Creativity and Academic Excellence

UCC Faculty of Arts Unveils Landmark Sculptures to Celebrate Knowledge, Creativity and Academic Excellence

The University of Cape Coast (UCC) Faculty of Arts has unveiled two landmark sculptures symbolizing knowledge, creativity, scholarship, and academic excellence.

 


 

Cape Coast, Ghana | 2026 — The Faculty of Arts at the University of Cape Coast (UCC) has unveiled two landmark sculptures at its quadrangles as part of efforts to promote scholarship, creativity, cultural identity, and academic excellence.

The sculptures, unveiled under the theme “Fountain of Knowledge, Symbol of Excellence,” were presented during a ceremony on the UCC campus attended by university leaders, faculty members, staff, alumni, and students.

The initiative represents the faculty’s commitment to enriching the university environment through public art while preserving the institution’s academic heritage.

 Sculptures symbolize knowledge creation and academic heritage.

The two artworks represent the Faculty of Arts’ values of knowledge creation, critical thinking, creativity, scholarship, and excellence in service.

According to the faculty, the sculptures will serve as permanent symbols of UCC’s intellectual tradition and cultural identity.

The artworks are expected to provide students, staff, and visitors with spaces for reflection while strengthening the visual identity of the campus.

The project reflects a growing recognition among universities worldwide that campus environments can support learning beyond traditional classrooms.

Internal Link Suggestions:

➡️ University of Cape Coast (UCC): History, Programmes and Academic Profile
➡️ Top Public Universities in Ghana Explained

 Acting Vice-Chancellor Highlights Role of Public Art in Universities

The acting vice-chancellor of UCC, Prof. Denis Worlanyo Aheto, who unveiled the sculptures, described public artworks as important features of leading universities around the world.

He explained that sculptures often communicate an institution’s history, vision, culture, and aspirations.

Prof. Aheto noted that the theme of the project reflects the Faculty’s dedication to intellectual inquiry and excellence in teaching, research, and community service.

He commended the Faculty of Arts for the initiative and acknowledged its contribution to the growth and international recognition of the university.

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➡️ University Leadership in Ghana: Roles and Responsibilities
➡️ Higher Education Development in Ghana

Faculty of Arts Contribution to UCC’s Global Recognition

Prof. Aheto stated that the Faculty of Arts has contributed significantly to strengthening UCC’s position in global university rankings, including the Times Higher Education (THE) World University Rankings, through academic activities, research output, and community engagement.

He emphasised that universities achieve international recognition through sustained commitment to quality education, research excellence, and societal impact.

The acting vice-chancellor also announced plans to establish a committee after his investiture to coordinate activities for UCC’s 65th anniversary celebrations.

As part of the anniversary legacy projects, he indicated that plans were underway to dedicate resources towards the construction of an iconic sculpture at the Central Administration area.

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➡️ University Rankings in Ghana: How Institutions Are Assessed
➡️ Research and Innovation in Ghanaian Universities

 

University Officials Praise Initiative to Revitalise Campus Art

The Registrar of UCC, Gideon Enoch Abbeyquaye Esq., praised the Faculty for supporting efforts to revitalise public art on campus.

He stated that the sculptures would improve the aesthetics of the university environment while creating spaces that encourage learning and reflection.

The Dean of the Faculty of Arts, Prof. Kwabena Sarfo Sarfo-Kantanka, also highlighted the importance of art in preserving history, shaping institutional identity, and inspiring future generations.

He explained that the sculptures represent the Faculty’s commitment to knowledge pursuit, critical thought, cultural appreciation, and excellence in scholarship and service.

Internal Link Suggestions:

➡️ University of Cape Coast Faculties and Academic Programmes
➡️ Importance of Arts Education in National Development

Sculptor Encourages More Public Art Projects in Universities

The sculptor, Mr. Williams Kwabena Okyere, explained that the artworks were created using a semi-abstract style designed to encourage interpretation and intellectual engagement.

He noted that the approach allows viewers to develop their own understanding of the sculptures based on personal experiences, imagination, and knowledge.

Mr. Okyere encouraged universities to incorporate more sculptures and public art projects into future developments, describing them as investments that preserve institutional history and strengthen academic identity.

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➡️ Creative Arts Education in Ghana
➡️ University Infrastructure Development Projects in Ghana

EducationGhana Analysis

The introduction of public art at the University of Cape Coast reflects a broader understanding of universities as cultural and intellectual spaces.

Beyond classrooms and laboratories, modern universities increasingly use architecture, monuments, and artistic installations to communicate their history, values, and vision.

For institutions seeking global recognition, investments in campus identity, research excellence, and student experience contribute to creating stronger academic environments.

 Frequently Asked Questions (FAQs)

What sculptures were unveiled by the UCC Faculty of Arts?

The Faculty unveiled two landmark sculptures under the theme “Fountain of Knowledge, Symbol of Excellence.”

What do the UCC Faculty of Arts sculptures represent?

The sculptures represent knowledge creation, critical thinking, creativity, scholarship, and academic excellence.

Who unveiled the sculptures?

The sculptures were unveiled by the Acting Vice-Chancellor of UCC, Prof. Denis Worlanyo Aheto.

Why are sculptures important in universities?

Sculptures and public artworks help preserve institutional history, communicate values, and create inspiring learning environments.

 Source

University of Cape Coast (UCC) Institutional Communication

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UHAS Researchers Shine at Imperial–AIMS Global Fellows Programme 2026

UHAS Researchers Shine at Imperial–AIMS Global Fellows Programme 2026

Five UHAS doctoral researchers represented Ghana at the Imperial–AIMS Global Fellows Programme 2026, developing climate and public health solutions for urban heat challenges.

Reading Time: 5 minutes

Five doctoral researchers from the University of Health and Allied Sciences (UHAS) have represented the institution at the prestigious Imperial–AIMS Global Fellows Programme 2026, where they joined researchers from Africa and the United Kingdom to develop solutions to climate-related health challenges.

The programme was held from 1st to 5th June 2026 at the Accra Institute for Mathematics and Sciences in Accra.

The initiative brought together emerging researchers to explore innovative approaches to addressing the impact of climate change on urban populations, particularly the growing challenge of extreme heat in cities.

UHAS Doctoral Researchers Join Global Research Initiative

The Imperial–AIMS Global Fellows Programme is jointly organised by the  Imperial College London Early Career Researcher Institute and AIMS Ghana.

The 2026 edition focused on the theme “Addressing Heat-Driven Consequences of Climate Change in Cities.”

The theme reflects growing global concern about the relationship between climate change, urban environments, and public health outcomes.

The programme aligned with the United Nations Sustainable Development Goals (SDGs) 3, 11, and 13, which focus on good health and wellbeing, sustainable cities and communities, and climate action.

Related reading:

➡️ Research Opportunities for African Scholars and PhD Students
➡️ Climate Change Education and Sustainable Development Goals

 Five UHAS PhD Researchers Represent Institution

The UHAS delegation comprised five doctoral researchers who participated in interdisciplinary teams alongside other fellows from across Africa and the United Kingdom.

The researchers included:

  • Gloria Odoom
  • Rita Ama Narlyn Wurapa
  • Patience Omoh Krakani
  • Rejoice Appati-Gyima
  • Leonard Kyei

Each participant joined a different team consisting of approximately eight fellows tasked with developing practical responses to urban heat challenges.

The teams combined expertise from different fields to examine how cities can better protect vulnerable populations from the health effects of rising temperatures.

Related reading:

➡️ PhD Research Opportunities in Ghanaian Universities
➡️ Higher Education Research and Innovation in Ghana

Fellows Develop Innovative Solutions to Urban Heat Challenges

A major component of the programme was the Accelerator Project, where fellows developed innovative proposals aimed at reducing the effects of extreme urban heat.

Activities during the programme included expert presentations, research discussions, policy engagement sessions, and visits to the .

The engagement allowed researchers to understand practical urban challenges and connect scientific research with policy decision-making.

The programme also included cultural activities designed to strengthen collaboration among participants from different backgrounds.

Related reading:

➡️ University Research and Innovation in Ghana
➡️ How Research Influences Public Policy

UHAS-Affiliated Teams Receive Top Recognition

The research teams involving UHAS participants achieved notable success during the programme.

Group 3 received the judges’ top prize for developing a cool shield and cooling wristband concept designed to protect outdoor workers from extreme heat exposure.

Group 4 received the audience favourite award for proposing a mini-forest urban cooling initiative aimed at improving urban environments through nature-based solutions.

The Accra Metropolitan Assembly indicated that lessons and ideas from the projects would contribute to future urban heat-response planning.

Related reading:

➡️ University Innovation and Entrepreneurship in Ghana
➡️ Research Commercialisation in Higher Education

UHAS Commends Researchers for Global Achievement

The Dean of the UHAS School of Graduate Studies, Prof. Martin Ayanore, praised the researchers for representing the university on an international platform.

He noted that the participation demonstrates UHAS’ commitment to developing globally competitive researchers capable of addressing complex health and societal challenges through interdisciplinary collaboration.

The achievement further strengthens the university’s position as a growing research-focused institution in Ghana and Africa.

Related reading:

➡️ Top Research Universities in Ghana
➡️ Graduate Education and Academic Excellence

 EducationGhana Analysis

The participation of UHAS researchers in international programmes such as the Imperial–AIMS Global Fellows Programme highlights the increasing role of Ghanaian universities in addressing global challenges.

Modern research increasingly requires collaboration across disciplines, particularly in areas such as climate change, health, technology, and urban development.

For Ghanaian higher education institutions, investment in doctoral training and international partnerships remains essential for building research capacity and producing solutions that respond to national and global needs.


Frequently Asked Questions (FAQs)

What is the Imperial–AIMS Global Fellows Programme?

It is a research capacity-building programme that brings together early-career researchers from Africa and the UK to develop solutions to global challenges.

Which Ghanaian university participated in the 2026 programme?

The University of Health and Allied Sciences (UHAS) participated through five doctoral researchers.

What was the 2026 programme theme?

The theme focused on addressing heat-driven consequences of climate change in cities.

Why is interdisciplinary research important?

Interdisciplinary research combines knowledge from different fields to solve complex problems that cannot be addressed through a single discipline.


Related Articles

➡️ University Research and Innovation in Ghana
➡️ PhD Opportunities and Scholarships in Ghana
➡️ Higher Education Development in Ghana
➡️ Climate Change and Education
➡️ Research Collaboration Between African Universities

 Source: University of Health and Allied Sciences (UHAS)

Editorial Policy: EducationGhana.com publishes verified education news, institutional achievements, research updates, and academic developments from recognised universities and education stakeholders.

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Regression vs Time Series Analysis: Which Statistical Method Should You Use?

Regression vs Time Series Analysis: Which Statistical Method Should You Use?

Learn the difference between regression and time series analysis, when to use each method, and how researchers choose the right statistical approach.

 

Reading Time: 6 minutes

Selecting the right statistical method is one of the most important decisions researchers make during data analysis. Two commonly confused approaches are regression analysis and time series analysis.

Although both methods examine relationships within data, they answer different research questions and require different approaches.

Regression analysis is mainly used to understand how one or more independent variables influence an outcome, while time series analysis focuses on data collected sequentially over time to identify patterns and make forecasts.

Understanding the difference between these two methods helps researchers, students, and analysts select appropriate techniques for their studies.

 Regression Analysis Explains Relationships Between Variables

Regression analysis is a statistical method used to examine the relationship between a dependent variable and one or more independent variables.

The main purpose of regression is to determine whether changes in certain factors can explain variations in an outcome.

For example, an education researcher may use regression analysis to examine whether teacher experience, class size, and instructional strategies predict students’ academic performance.

The central question in regression analysis is:

“What factors explain or influence this outcome?”

Regression models are commonly used in social sciences, education, economics, business, and health research because they help researchers estimate relationships between variables.

Related reading:

  • ➜ Quantitative Research Methods Explained
  • ➜ Understanding Variables in Research Studies

Time Series Analysis Studies Patterns Over Time

Time series analysis focuses on observations collected in chronological order.

Unlike regression, where the main interest is often the relationship between variables, time series analysis examines how a variable changes over time and uses historical patterns to predict future outcomes.

Examples of time series data include:

  • Monthly student enrolment figures
  • Annual examination results
  • Daily stock market prices
  • Quarterly economic growth rates
  • Monthly rainfall measurements

The central question in time series analysis is:

“What does the past tell us about the future?”

Researchers use time series methods to identify trends, seasonal patterns, cycles, and future projections.

Related reading:

  • ➜ Research Data Collection Methods
  • ➜ Forecasting Techniques in Research

The Major Difference Between Regression and Time Series

The main difference between regression and time series analysis lies in the structure and purpose of the data.

Regression analysis focuses on explaining relationships between variables. It examines how changes in one or more factors are associated with changes in an outcome.

Time series analysis focuses on the movement of data across time. It considers the order of observations because past values often influence future values.

For instance, a researcher studying student achievement may use regression to determine whether teacher qualifications affect examination results.

However, the same researcher may use time series analysis to examine how national examination performance has changed over the past 10 years and predict future trends.

Related reading:

  • ➜ Research Methodology Guide for Students
  • ➜ Statistical Analysis in Academic Research

 When Should Researchers Use Regression Analysis?

Regression is appropriate when the goal is to explain relationships, measure effects, or test hypotheses involving different variables.

Researchers commonly use regression when they want to:

  • Determine whether one variable predicts another
  • Estimate the effect of independent variables
  • Control for multiple influencing factors
  • Test theoretical relationships

For example:

A study may investigate:

“The influence of teacher motivation, professional development, and workload on teaching effectiveness.”

Here, teaching effectiveness is the outcome variable, while motivation, professional development, and workload are predictors.

Regression allows researchers to estimate how strongly each factor contributes to the outcome.

Related reading:

  • ➜ Hypothesis Testing in Quantitative Research
  • ➜ Statistical Software for Researchers

 When Should Researchers Use Time Series Analysis?

Time series analysis is suitable when data is collected repeatedly over time and forecasting is required.

Researchers use time series methods when they want to:

  • Identify long-term trends
  • Detect seasonal changes
  • Predict future outcomes
  • Analyse patterns in historical data

For example:

A government education analyst may study yearly enrolment data from 2010 to 2026 to forecast future demand for classrooms and teachers.

The timing and sequence of the observations are essential because earlier values often influence later values.

Related reading:

  • ➜ Education Data Analysis Techniques
  • ➜ Research Forecasting Methods

 Can Regression and Time Series Be Used Together?

Regression and time series are not always competing methods. In some studies, researchers combine both approaches.

A time series regression model, for example, can examine how certain factors influence a trend over time.

An education researcher may analyse monthly school attendance data while considering factors such as rainfall, economic conditions, or policy changes.

The choice depends on the research question, the nature of the data, and the objectives of the study.

 EducationGhana Research Insight

For education researchers, choosing between regression and time series depends on the problem being investigated.

If the goal is to understand why an educational outcome occurs, regression is usually more appropriate.

If the goal is to understand how an educational indicator changes over time and predict future developments, time series analysis is more suitable.

A strong research design begins with a clear research question before selecting statistical tools.

The method should serve the research problem rather than the researcher selecting a method because it appears advanced.

Key Takeaways

  • Regression explains relationships between variables.
  • Time series analyses patterns in data collected over time.
  • Regression asks what factors influence an outcome.
  • Time series asks what past trends reveal about future outcomes.
  • The research question should determine the statistical method.

Frequently Asked Questions (FAQs)

What is the main difference between regression and time series analysis?

Regression focuses on relationships between variables, while time series focuses on patterns and predictions over time.

Can regression be used with time-based data?

Yes. Time series regression models combine regression techniques with chronological data analysis.

Which method is better for forecasting?

Time series analysis is generally more suitable for forecasting because it uses historical patterns to predict future values.

Which method is common in education research?

Regression is widely used in education research to examine relationships among variables, while time series is useful for analysing trends such as enrolment, examination performance, and policy outcomes.


Related Articles

  • Quantitative Research Methods Explained
  • How to Choose a Research Methodology
  • SPSS Data Analysis Guide for Researchers
  • Research Variables Explained
  • Academic Writing and Thesis Preparation Guide

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