Prof. Issahaku Adam: Biography, Academic Career, Research and Achievements

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August 20, 2026

Learn about Prof. Issahaku Adam, UCC tourism scholar, his education, academic career, research, international recognition, leadership and 2026 inaugural lecture.

By Ferdinand Ellis | EducateGhana.com

Prof. Issahaku Adam is a Ghanaian tourism scholar and academic at the University of Cape Coast (UCC) whose career has taken him from a primary school in Ejura to the rank of professor at the age of 37.

He is a Professor of Tourism Management and currently serves as Vice-Dean of the Faculty of Social Sciences at the University of Cape Coast. His academic work spans tourism development, hospitality, natural resource conflicts, peacebuilding, sustainability and international academic collaboration.

On Thursday, August 20, 2026, Prof. Adam delivered his inaugural lecture at UCC under the topic, “The Autopilot Dilemma: Conscious and Coordinated or Piecemeal and Opportunistic Approach in Ghana’s Tourism Development Journey.”

Early Life and Educational Background

Prof. Issahaku Adam was born on 24 June 1985 and was raised in Ejura in Ghana’s Ashanti Region. He is a native of Gunsi in the Mion District of the Northern Region.

His formal education began at Somdania L/A Primary School in Ejura in 1997. He later attended Brigade Junior High School, completing his basic education in 2000.

He proceeded to Atebubu Secondary School, where he completed his secondary education and obtained his SSCE certificate in 2003.

In 2004, he gained admission to the University of Cape Coast to study Tourism. He graduated in 2008 with a Bachelor of Science in Tourism.

➡ Related: [Tourism Education in Ghana: Programmes and Career Opportunities]

➡ Related: [University of Cape Coast: Programmes, Admissions and Academic Guide]

Beginning of His Academic Career

After completing his undergraduate degree, Prof. Adam remained at UCC as a Teaching Assistant in the then Department of Geography and Tourism during his national service from August 2008 to July 2009.

He subsequently pursued postgraduate studies at the University of Cape Coast and obtained an MPhil in Tourism Management in 2011.

In November 2011, he was appointed Senior Research Assistant in the Department of Hospitality and Tourism Management.

His academic progression continued with his appointment as an Assistant Lecturer in 2013.

He completed his PhD in Tourism Management in March 2015, after which he was upgraded to the rank of Lecturer.

➡ Related: [Academic Career Progression in Ghanaian Universities]

➡ Related: [How to Become a University Professor in Ghana]

Becoming One of UCC’s Youngest Professors

Prof. Adam was promoted to the rank of Associate Professor in August 2020.

Three years later, in February 2023, he attained the rank of Professor at the age of 37.

His rapid progression through the academic ranks has made him one of the youngest professors in the history of the University of Cape Coast.

His career illustrates the progression from research assistantship and lecturing to senior academic leadership, research supervision and institutional service.

➡ Related: [Professor Ranks in Ghanaian Universities: Requirements and Career Path]

➡ Related: [Academic Ranks in Ghana: Lecturer, Senior Lecturer, Associate Professor and Professor]

Research and International Recognition

Prof. Adam has published extensively in international tourism journals.

His publications include work in Tourism Management, a leading journal in tourism research. Some of his publications have appeared in journals listed in the Academic Journal Guide of the Chartered Association of Business Schools.

His research profile has also received international recognition. He was listed among the world’s top 2% of scientists in the Stanford-Elsevier global ranking for three consecutive years, 2023, 2024 and 2025, according to the profile information provided for his academic career.

His research interests extend beyond conventional tourism studies to issues involving sustainable tourism, natural resources, development and conflict.

➡ Related: [Top 2% Scientists in the World: What the Stanford-Elsevier Ranking Means]

➡ Related: [Research and Publication in Ghanaian Universities: Complete Guide]

Leadership at the University of Cape Coast

At UCC, Prof. Adam has served as Head of the Department of Hospitality and Tourism Management.

During his tenure as Head of Department, he led the re-accreditation of all eight programmes in the department, covering programmes from bachelor’s degree through PhD level.

He also led the introduction and accreditation of the Master of Science in Tourism Management and Master of Science in Hospitality Management programmes.

These responsibilities placed him at the intersection of academic leadership, programme development, accreditation and quality assurance in higher education.

He currently serves as Vice-Dean of the Faculty of Social Sciences at the University of Cape Coast.

➡ Related: [University of Cape Coast: Faculties, Schools and Programmes]

➡ Related: [GTEC Accreditation in Ghana: How Universities and Programmes Are Accredited]

Graduate Supervision and Curriculum Development

Prof. Adam has supervised 21 MPhil students and 11 PhD students to completion, including doctoral students at the University of Johannesburg in South Africa.

His academic contribution also extends to curriculum development.

He has contributed to curriculum development at the University of Cape Coast and at institutions outside Ghana, including Sultan Qaboos University in Oman and Dalhousie University in Canada.

His involvement in curriculum development reflects the international dimension of his academic work and his engagement with tourism and hospitality education beyond Ghana.

➡ Related: [MPhil and PhD Programmes in Ghana: Complete Guide]

➡ Related: [Curriculum Development in Ghanaian Universities]

International Academic Collaboration

Prof. Adam has facilitated extensive international academic exchanges.

According to the information provided, he secured and facilitated 21 faculty exchanges and 68 international student exchanges involving universities in Europe and the Sustainable Tourism Global Centre in Saudi Arabia.

His international collaboration also included facilitating the participation of 36 students and four faculty members in the 2023 Middle East and North Africa Region Climate Week and Youth Summit in Saudi Arabia.

Such exchanges provide opportunities for students and academics to gain international exposure while strengthening institutional partnerships.

➡ Related: [International Student Exchange Programmes for Ghanaian Students]

➡ Related: [Study Abroad Opportunities for Ghanaian University Students]

Research on Tourism, Natural Resources and Peacebuilding

One of Prof. Adam’s notable research projects focuses on the relationship between tourism, natural resources and conflict.

He led a project funded through the African Peacebuilding and Developmental Dynamics of the Social Science Research Council titled:

“Towards Durable Peace: Tourism-Induced Natural Resource Conflict in the Kakum National Park Area of Ghana.”

The research brings together tourism development, natural resource management and peacebuilding.

It reflects an approach to tourism research that examines not only the economic potential of tourism but also the social and environmental consequences that can emerge around tourism destinations and natural resources.

➡ Related: [Tourism and Sustainable Development in Ghana]

➡ Related: [Research in Ghana: Funding, Grants and Opportunities]

Roles Beyond the University of Cape Coast

Prof. Adam’s professional service extends beyond UCC.

Between 2016 and 2021, he served as a Council Member of the Tamale College of Education. During that period, he served on the Council’s Audit Committee and Appointments and Promotions Board.

He was also a member of the Central Regional Tourism Development Committee from 2021 to 2024.

Between 2020 and 2022, he served on the Strategic Planning Committee of the Tour Operators Union of Ghana.

These appointments have given him experience in higher education governance, tourism planning, institutional administration and professional-sector engagement.

➡ Related: [Colleges of Education in Ghana: Complete Guide]

➡ Related: [Tamale College of Education: History, Programmes and Admissions]

International and Professional Affiliations

Prof. Adam is a Senior Research Associate at the School of Tourism and Hospitality at the University of Johannesburg, South Africa.

He is also a National Geographic Explorer, reflecting his engagement with research and exploration beyond the traditional university environment.

In addition, he is a founding member and Africa Director of the Gender, Entrepreneurship and Social Policy Institute at the University of Surrey in the United Kingdom.

These roles further connect his work in Ghana with international research and academic networks.

➡ Related: [University of Johannesburg: Programmes and Research Opportunities]

➡ Related: [University of Surrey: Programmes, Research and International Opportunities]

Prof. Adam’s Inaugural Lecture

Prof. Issahaku Adam delivered his inaugural lecture on Thursday, 20 August 2026, at the University of Cape Coast.

The lecture was titled:

“The Autopilot Dilemma: Conscious and Coordinated or Piecemeal and Opportunistic Approach in Ghana’s Tourism Development Journey.”

The topic addresses questions surrounding the direction and coordination of Ghana’s tourism development.

An inaugural lecture is a significant occasion in the career of a professor. It provides an opportunity for an academic to present aspects of their scholarship, professional experience and intellectual position to the university community and the wider public.

Prof. Adam’s lecture therefore represents another significant milestone in a career that began with his education in Ejura and has developed into an international academic career in tourism management.

➡ Related: [Inaugural Lectures in Ghanaian Universities: Meaning and Importance]

➡ Related: [Tourism Development in Ghana: Policies, Challenges and Opportunities]

Family and Personal Life

Prof. Issahaku Adam is married to Hajia Rafia Bukari.

The couple have two children, Aadilah Maltiti Adam and Amal Anamzoya Adam.

His professional life has combined university teaching, research, academic administration, graduate supervision, curriculum development, international collaboration and public service.

Prof. Issahaku Adam at a Glance

Category	Details
Full name	Prof. Issahaku Adam
Date of birth	24 June 1985
Hometown	Gunsi, Mion District, Northern Region
Raised in	Ejura, Ashanti Region
First degree	BSc Tourism, UCC
Master’s degree	MPhil Tourism Management, UCC
Doctorate	PhD Tourism Management, UCC
Professor	February 2023
Age at professorship	37
Current institution	University of Cape Coast
Current role	Vice-Dean, Faculty of Social Sciences
Research field	Tourism Management and related social science fields
International role	Senior Research Associate, University of Johannesburg
Professional distinction	National Geographic Explorer
2026 milestone	Delivered inaugural lecture on 20 August 2026

About the Author

Ferdinand Ellis is an education researcher, curriculum specialist, education policy analyst and education journalist. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, where he writes about Ghanaian education, higher education, academic careers, research, curriculum, policy and educational development.

Editorial note: The biographical details in this profile are based on the information supplied for publication. Claims concerning rankings, institutional appointments, programme accreditation and international affiliations should be checked against the relevant institutional records when citing this profile for academic or official purposes.

Bolgatanga Girls SHS Recommends Counselling and Day Status in Student Disciplinary Case

By

Ferdinand Ellis

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August 20, 2026

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Bolgatanga Girls SHS recommends temporary day status, counselling and medical attention in a student disciplinary case dated July 20, 2026.

By: Ferdinand Ellis | EducateGhana.com

Last Updated: August 2026

Editorial Note: This report discusses a disciplinary matter involving a student. EducateGhana.com has deliberately withheld the student’s identity and other identifying details in keeping with child-protection and responsible reporting principles.

Article Information Box

Article Information	Details
Category	Education News
Hub	Teacher Education & School Administration
Cluster	Student Welfare & Discipline
Article Type	Education News Analysis
Institution	Bolgatanga Girls’ Senior High School
Region	Upper East Region
Issue	Student disciplinary matter
Action Reported	Temporary day-student status, counselling and medical referral
Source	School disciplinary correspondence dated 20 July 2026
Last Updated	August 2026

Fact Check & Editorial Review

Editorial Status	Details
Document Reviewed	✔ School correspondence sighted
Identity Protection	✔ Student’s identity withheld
Independent Verification	Pending
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Bolgatanga Girls’ Senior High School in the Upper East Region has recommended a combination of disciplinary and welfare measures in a case involving a female student.

A letter dated 20 July 2026, addressed to the student’s parent, states that the school had completed an investigation into the student’s conduct and had decided to place her on temporary day-student status.

The correspondence refers to a provision of the GES Code of Conduct for Students in Pre-Tertiary Institutions concerning sexual misconduct. However, the school appears to have considered additional circumstances before determining the action to be taken in the student’s case.

The school’s recommendations include temporary day status for one academic year, referral to the Guidance and Counselling Unit and medical attention through the student’s parents.

➡ Related: [GES Student Code of Conduct: Rules, Offences and Disciplinary Measures]

➡ Related: [Guidance and Counselling in Ghanaian Schools: Roles and Importance]

What the Bolgatanga Girls SHS Letter Says

The correspondence was issued by the Headmistress of Bolgatanga Girls’ Senior High School and addressed to the student’s parent.

According to the letter, the decision followed an investigative report concerning the student’s conduct. The school stated that the student was to become a temporary day student with immediate effect.

The letter also refers to Section 2.16(h) of the GES Code of Conduct for Students in Pre-Tertiary Institutions. The school states that the provision concerns sexual misconduct and ordinarily carries a serious disciplinary consequence.

However, the school’s action went beyond disciplinary punishment. It recommended a temporary change in the student’s residential arrangement and additional support through counselling and medical attention.

Because the correspondence concerns a student, EducateGhana.com will not reproduce the student’s name or other identifying information.

➡ Related: [Student Discipline in Ghanaian Senior High Schools: Complete Guide]

➡ Related: [School Rules and Student Rights in Ghana: What Parents Should Know]

Three Measures Recommended by the School

The first recommendation is that the student should remain a day student for one academic year.

This changes the student’s residential arrangement while allowing her to continue her education at the school, subject to the school’s disciplinary requirements.

The second recommendation is referral to the school’s Guidance and Counselling Unit. Counselling can provide an opportunity for the school to address behavioural, social, emotional and educational concerns through structured professional support.

The third recommendation is for the parents to take the student for medical attention and provide the school with a report.

The letter does not establish a medical diagnosis. Consequently, the reference to a possible challenge should not be interpreted as evidence of a particular health or psychological condition.

➡ Related: [Guidance and Counselling Services in Ghanaian Schools]

➡ Related: [Mental Health and Student Welfare in Ghana’s Education System]

What the Case Raises About School Discipline

The case highlights an important question in school administration: how should serious student misconduct be handled when disciplinary concerns may exist alongside welfare concerns?

School discipline serves several purposes. It maintains order, protects other students and staff, establishes behavioural standards and helps schools maintain an environment conducive to learning.

At the same time, disciplinary decisions involving young people require careful consideration of their welfare and educational interests.

A disciplinary framework should therefore be implemented alongside appropriate procedures for investigation, documentation, parental engagement, counselling and, where necessary, professional support.

The Bolgatanga Girls SHS letter illustrates this interaction between discipline and student welfare. The school refers to a serious disciplinary provision while also recommending measures that allow the student to remain within the educational system.

➡ Related: [Child Protection in Ghanaian Schools: Policies and Responsibilities]

➡ Related: [School Leadership and Student Welfare in Ghana]

Why Counselling Matters in Student Discipline

Guidance and counselling has an important role in addressing student behaviour.

A disciplinary response may establish consequences for misconduct, while counselling can help identify factors that may be contributing to behavioural difficulties.

For teachers and school leaders, counselling can also provide a structured means of helping students understand the consequences of their actions and develop healthier decision-making and interpersonal skills.

However, counselling should not be used as a substitute for proper disciplinary procedures. Serious allegations still require appropriate investigation and fair administrative processes.

Professional confidentiality is also important. Information concerning a student’s personal circumstances should be handled carefully and disclosed only where there is a legitimate educational, safeguarding or legal reason.

➡ Related: [Teacher Counselling Skills for Managing Student Behaviour]

➡ Related: [How Schools Can Support Students With Behavioural Challenges]

Parents Have an Important Role

The school’s recommendation places significant responsibility on the student’s parents.

The parents are asked to facilitate medical attention and provide the school with a report. This indicates that the school expects cooperation between the home and the institution in addressing the matter.

Such cooperation can be important in cases involving student welfare. Parents may provide information that helps schools understand a student’s circumstances and can also support interventions recommended by qualified professionals.

At the same time, schools must handle sensitive information carefully. Reports concerning medical or personal matters should not become part of informal discussions among students or members of the wider school community.

➡ Related: [Parents and Schools: Roles in Supporting Student Success]

➡ Related: [Parent-School Partnerships in Ghana’s Education System]

Child Protection and Responsible Reporting

The case also raises an important issue for journalists, bloggers and education platforms.

When a disciplinary matter involves a child, publication of the student’s name, photograph, contact details, family information or other identifying information can expose the student to unnecessary stigma and further harm.

EducateGhana.com therefore considers it inappropriate to identify the student in this report.

Reporting should also distinguish between an allegation, an institutional finding and an independently verified fact. A school’s disciplinary letter provides evidence of what the school communicated. It does not necessarily establish every underlying fact surrounding the incident.

Similarly, a reference to a possible challenge in a school document should not be transformed into a medical diagnosis without evidence from a qualified professional.

Responsible education journalism should therefore protect the student’s privacy while still examining the broader educational and policy issues raised by the case.

➡ Related: [Child Rights and Education in Ghana]

➡ Related: [Ethical Reporting of Children and Education Issues]

EducateGhana Analysis

Educational Significance

The case demonstrates the difficult balance schools sometimes have to maintain between discipline, student welfare and educational continuity.

Serious misconduct cannot simply be ignored. However, disciplinary interventions can also be designed in ways that preserve opportunities for rehabilitation and continued education.

Policy Implications

The case reinforces the importance of clear disciplinary procedures within pre-tertiary institutions. Schools need guidance on how disciplinary rules should interact with counselling, safeguarding, parental involvement and referrals to professional services.

Implementation Considerations

School authorities should ensure that disciplinary investigations are properly documented, students are treated fairly, parents are appropriately engaged and confidential information is protected.

Where medical or psychological concerns arise, schools should rely on qualified professionals rather than attempting to diagnose students themselves.

Future Outlook

The wider education system may benefit from continued strengthening of school counselling, safeguarding procedures and professional development for heads of schools, teachers and disciplinary committees.

The objective should be to maintain school discipline while protecting students’ dignity, safety and educational opportunities.

➡ Related: [Teacher Professional Development in Ghana: Complete Guide]

➡ Related: [School Administration and Leadership in Ghana]

Why You Can Trust This Information

This article is based on a school correspondence dated 20 July 2026 that was made available to EducateGhana.com. The report distinguishes between what the document states and matters that require independent verification.

Because the case involves a student, identifying information has been deliberately excluded. EducateGhana.com will update this report if relevant official information becomes available from the Ghana Education Service or other competent authorities.

Frequently Asked Questions

1. What happened at Bolgatanga Girls’ Senior High School?

A school disciplinary case involving a female student resulted in the school recommending temporary day-student status, counselling and medical attention.

2. When was the school’s letter issued?

The correspondence was dated 20 July 2026.

3. What disciplinary measure did the school recommend?

The school recommended that the student remain a day student for one academic year.

4. Did the school recommend counselling?

Yes. The school recommended referral to its Guidance and Counselling Unit.

5. Did the school recommend medical attention?

Yes. The student’s parents were asked to take her for medical attention and provide the school with a report.

6. Was the student dismissed?

The letter refers to a disciplinary provision associated with dismissal, but the recommendation communicated by the school was temporary day-student status rather than immediate dismissal.

7. Why has the student’s name been withheld?

The case concerns a student, and EducateGhana.com has withheld identifying information to protect the student’s privacy and welfare.

8. Does the school letter establish a medical diagnosis?

No. The correspondence does not establish a medical diagnosis. Any medical or psychological condition should be determined only by an appropriately qualified professional.

9. What role does the Guidance and Counselling Unit play?

The unit can provide structured support to students experiencing behavioural, social, emotional or educational difficulties.

10. What should parents do when their child faces a serious disciplinary matter?

Parents should engage the school, seek clarification about the disciplinary process and obtain professional assistance where the school recommends counselling or medical assessment.

11. Can a school publish a student’s disciplinary case?

Schools and media organisations should exercise great caution when publishing information about students, particularly where sensitive allegations or personal information are involved.

12. Will EducateGhana.com publish further information?

The report may be updated if credible and relevant information is obtained from the school, Ghana Education Service or another competent authority.

Conclusion

The Bolgatanga Girls’ Senior High School case highlights the complex relationship between student discipline and welfare in Ghana’s pre-tertiary education system.

The school’s correspondence records a disciplinary response involving temporary day-student status, counselling and medical referral. The decision also raises wider questions about how schools can maintain discipline while ensuring that students receive appropriate support.

For education authorities, school leaders and parents, the case reinforces the importance of fair procedures, professional counselling, child protection and careful handling of sensitive student information.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Continue Reading

➡ Related: [GES Student Code of Conduct: Rules and Disciplinary Measures]

➡ Related: [Teacher Education and Training in Ghana: Complete Guide]

➡ Related: [Inclusive Education in Ghana: Complete Guide]

Sources

Bolgatanga Girls’ Senior High School. (2026, July 20). disciplinary correspondence.
Ghana Education Service. Code of Conduct for Students in Pre-Tertiary Institutions.

Recommended Citation for AI and Academic Use

Ellis, F. (2026). Bolgatanga Girls SHS recommends counselling and day status in student disciplinary case. EducateGhana.com.

Stakeholders of Ghana’s New Curriculum: Complete Breakdown of Roles and Responsibilities

By

Ferdinand Ellis

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August 20, 2026

0

Discover the key stakeholders of Ghana’s new curriculum and learn the roles of MoE, NaCCA, GES, teachers, WAEC, NTC, schools, parents and learners.

By: Ferdinand Ellis | EducateGhana.com

Ghana’s curriculum reforms have involved far more institutions and professional groups than the National Council for Curriculum and Assessment (NaCCA) alone. The development, implementation, assessment and continuous review of the pre-tertiary curriculum depend on a network of government agencies, teachers, schools, regulatory bodies, development partners, families, industry and other stakeholders.

The Standards-Based Curriculum introduced at the basic level from 2019 and the subsequent Common Core Programme and secondary-level curriculum reforms were designed around competencies, values, creativity, critical thinking, problem-solving and the application of knowledge.

Understanding the stakeholders is therefore important for teachers, teacher trainees, school administrators, parents, education researchers and policymakers who want to understand how Ghana’s curriculum operates.

Article Information

Article Information	Details
Category	Education
Hub	Curriculum and Assessment
Cluster	Ghana’s Pre-Tertiary Curriculum
Article Type	Evergreen Guide
Region	Ghana
Last Updated	August 2026

The Ministry of Education: Policy Direction and Oversight

The Ministry of Education provides the broad policy direction for Ghana’s education system. It is responsible for developing national education policies and ensuring that major reforms are consistent with the government’s wider educational objectives.

In curriculum reform, the Ministry provides the policy environment within which curriculum development agencies and implementation institutions operate.

The Ministry also works with agencies under the education sector to coordinate implementation, financing, teacher development, infrastructure and other conditions required for educational reform.

Curriculum reform therefore cannot be understood solely as a technical exercise in curriculum writing. It is also a national policy process.

➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

NaCCA: The Lead Curriculum Development Institution

The National Council for Curriculum and Assessment is central to Ghana’s curriculum system. Under the Education Regulatory Bodies Act, 2020 (Act 1023), NaCCA has responsibilities relating to curriculum development, assessment standards and curriculum materials within pre-tertiary education.

NaCCA has played a leading role in developing and reviewing Ghana’s pre-tertiary curriculum.

The curriculum reforms have introduced greater emphasis on learning outcomes, competencies, values and the practical application of knowledge.

NaCCA’s responsibilities also extend beyond writing curriculum documents. Curriculum development requires consultation, review, quality assurance and alignment between curriculum expectations and assessment.

This makes NaCCA one of the most important institutions for understanding Ghana’s new curriculum.

➡ Related: NaCCA in Ghana: Functions, Mandate and Responsibilities

➡ Related: Standards-Based Curriculum in Ghana: Complete Guide

Ghana Education Service: Implementing the Curriculum

The Ghana Education Service is primarily responsible for implementing government education policies in public pre-tertiary schools.

While NaCCA develops curriculum frameworks and related materials, teachers and schools operate within the implementation system coordinated through GES.

GES therefore plays an important role in translating curriculum policy into classroom practice.

Its responsibilities include teacher deployment, supervision, professional support and the coordination of educational activities at regional, district and school levels.

The success of a curriculum ultimately depends heavily on what happens in classrooms. This makes GES a critical link between curriculum policy and everyday teaching.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: Classroom Management Strategies for Teachers in Ghana

National Teaching Council: Teachers and Professional Standards

The National Teaching Council contributes to curriculum implementation through teacher professionalism, licensing and professional development.

Teachers need appropriate professional knowledge and skills to interpret curriculum expectations and translate them into classroom experiences.

The NTC’s professional standards and licensing responsibilities therefore have an important relationship with curriculum implementation.

Continuous professional development can also help teachers respond to changes in curriculum, pedagogy, assessment and technology.

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

➡ Related: How to Become a Professional Teacher in Ghana

NaSIA: School Inspection and Quality Assurance

The National Schools Inspectorate Authority has an important quality assurance role within Ghana’s pre-tertiary education system.

School inspection provides a mechanism for examining the quality of teaching, learning and school management.

This is relevant to curriculum implementation because curriculum reform requires schools to move from written policy to effective classroom practice.

Inspection can therefore help identify strengths, weaknesses and areas where schools require additional support.

➡ Related: GTEC Accredited Institutions in Ghana: How to Verify

➡ Related: Inclusive Education in Ghana: Complete Guide

WAEC: Connecting Curriculum With Assessment

The West African Examinations Council is another important stakeholder because external assessment influences what students and teachers prioritise.

When curriculum objectives change, assessment systems must also evolve to reflect the knowledge, skills and competencies that learners are expected to acquire.

This is particularly important for examinations such as the Basic Education Certificate Examination and the West African Senior School Certificate Examination.

Alignment between curriculum and assessment helps prevent a situation in which schools teach one set of competencies while high-stakes examinations reward another.

➡ Related: BECE 2026: Complete Guide for Candidates and Schools

➡ Related: Educational Assessment in Ghana: Complete Guide

TVET Institutions and CTVET

Technical and vocational education is an important part of Ghana’s broader education system and skills agenda.

The Commission for Technical and Vocational Education and Training and TVET institutions contribute to the development of practical, technical and occupational skills.

Their role becomes particularly important as Ghana seeks to strengthen employability, entrepreneurship, innovation and practical learning.

Curriculum development in technical and vocational education must also respond to labour-market requirements and changing technologies.

➡ Related: Technical and Vocational Education in Ghana: Complete Guide

➡ Related: Ghana TVET Service: Programmes, Institutions and Admission Guide

Teachers: The Central Classroom Stakeholders

Teachers are perhaps the most important actors in turning a written curriculum into actual learning experiences.

A curriculum document can specify competencies, values, learning outcomes and suggested activities, but teachers determine how these expectations are interpreted and experienced by learners.

Teachers select instructional approaches, prepare lessons, use teaching and learning resources, assess learners and provide feedback.

Their understanding of the curriculum therefore has a direct effect on implementation.

Teacher participation in professional learning, curriculum training and collaborative activities is consequently essential to successful reform.

➡ Related: Teaching and Learning Resources for Ghanaian Teachers

➡ Related: Action Research in Education: Complete Guide

School Heads and Education Directors

Headteachers, principals and education directors provide the institutional leadership necessary for curriculum implementation.

School leaders help organise instructional programmes, support teachers, monitor teaching and learning and communicate policy expectations.

At district and regional levels, education directors provide administrative and professional coordination.

Effective curriculum implementation therefore requires leadership at several levels rather than relying exclusively on individual classroom teachers.

➡ Related: Classroom Management Strategies for Teachers in Ghana

➡ Related: Mentoring in Teacher Education in Ghana

Colleges of Education and Universities

Teacher education institutions are important because they prepare the teachers who eventually implement Ghana’s curriculum.

When curriculum expectations change, teacher education programmes also need to prepare student teachers to understand new pedagogical approaches, assessment practices, competencies and subject requirements.

Universities and Colleges of Education therefore form an important bridge between curriculum policy and teacher preparation.

The quality of curriculum implementation is partly dependent on whether newly trained teachers understand the curriculum before entering the classroom.

➡ Related: Colleges of Education in Ghana: Complete Guide

➡ Related: Bachelor of Education Programmes in Ghana

Teacher Unions and Professional Associations

Teacher organisations and professional associations provide another channel through which teachers participate in education policy discussions.

Organisations such as the Ghana National Association of Teachers, the National Association of Graduate Teachers and the Coalition of Concerned Teachers Ghana represent significant sections of the teaching profession.

Their participation can help bring teachers’ practical experiences into discussions about curriculum implementation, workload, professional development and working conditions.

Curriculum reform affects teachers directly, making their participation important to policy dialogue.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: How to Become a Professional Teacher in Ghana

Parents, Families and Communities

Parents and communities are also stakeholders in curriculum implementation.

Families influence learners’ educational experiences outside school and can support homework, reading, attendance, technology use and other learning activities.

Community participation is particularly important in areas where schools depend on local support to address infrastructure, learning resources and other educational needs.

Parents also have a legitimate interest in understanding what children are expected to learn and how their progress is assessed.

➡ Related: Inclusive Education in Ghana: Complete Guide

➡ Related: Primary Education in Ghana: Curriculum, Teaching and Assessment

Learners: The Primary Beneficiaries

Students are at the centre of curriculum reform because the curriculum ultimately exists to improve their learning and development.

The new curriculum places greater emphasis on learners developing competencies and applying knowledge rather than simply recalling information.

Learners therefore need opportunities to participate actively in classroom activities, solve problems, collaborate, communicate and demonstrate what they know.

Their experiences and feedback can also provide valuable evidence about whether curriculum implementation is achieving its intended outcomes.

➡ Related: Common Core Programme in Ghana: Complete Guide

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Industry and Employers

Industry has an important interest in curriculum development because schools and training institutions prepare learners who will eventually enter the labour market.

Employers increasingly require communication, problem-solving, digital literacy, creativity, teamwork and technical competence.

Engagement between education institutions and industry can therefore help ensure that curriculum content remains relevant to economic and social needs.

This relationship is particularly important in technical and vocational education, STEM education and digital skills development.

➡ Related: AI and Digital Education in Ghana: Teacher Training Guide

➡ Related: Technical and Vocational Education in Ghana: Complete Guide

Development Partners

Ghana’s education reforms have also received support from international development partners and organisations.

Depending on the programme, development partners can provide financial resources, technical assistance, research evidence, training support, learning materials and institutional capacity development.

International organisations such as UNICEF, the World Bank and other bilateral and multilateral partners have supported various education programmes in Ghana.

However, national education institutions remain responsible for ensuring that externally supported programmes align with Ghana’s education policies and priorities.

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

EducateGhana Analysis

Educational Significance

Ghana’s curriculum is a national framework that requires coordinated action from policymakers, curriculum specialists, teachers, school leaders, assessment bodies, teacher education institutions, families and learners.

The effectiveness of the curriculum therefore depends on the quality of relationships among these stakeholders.

Policy Implications

A major implication is that curriculum reform should be accompanied by adequate teacher preparation, learning resources, assessment alignment and sustained monitoring.

A well-written curriculum cannot compensate for weak implementation conditions.

Implementation Considerations

Teachers need sufficient training, time, teaching materials and professional support. Schools also need appropriate infrastructure and leadership.

Assessment must reflect the competencies the curriculum seeks to develop. Where assessment remains heavily focused on recall, classroom practice may gradually move away from the intended curriculum.

Future Outlook

Future curriculum reforms are likely to place increasing emphasis on digital literacy, artificial intelligence, STEM, technical skills, creativity, inclusion and evidence-based assessment.

The stakeholder model will therefore become increasingly important as Ghana’s education system responds to technological, economic and social change.

Why You Can Trust This Information

This article explains the institutional and professional stakeholders involved in Ghana’s pre-tertiary curriculum using the mandates and functions of relevant education institutions as the basis for its analysis. EducateGhana.com recommends checking official publications from the responsible institutions when verifying specific policy decisions or implementation directives.

Frequently Asked Questions

1. Who is responsible for Ghana’s new curriculum?

NaCCA has a central mandate for curriculum development and assessment standards, while the Ministry of Education provides policy direction and GES is central to implementation.

2. What is the role of NaCCA?

NaCCA is responsible for major curriculum and assessment functions within Ghana’s pre-tertiary education system.

3. What is the role of GES?

GES is responsible for implementing education policies and coordinating public pre-tertiary education, including supporting curriculum implementation.

4. What role do teachers play?

Teachers translate curriculum requirements into classroom teaching, assessment, learning activities and learner support.

5. Why is WAEC a stakeholder?

WAEC conducts major external examinations. Its assessment practices therefore need to reflect the knowledge and competencies expected under the curriculum.

6. What is the role of the National Teaching Council?

The NTC supports teacher professionalism through functions involving teacher licensing, professional standards and professional development.

7. Are parents stakeholders of the curriculum?

Yes. Parents and families influence children’s learning and support the implementation of educational objectives outside school.

8. Are students stakeholders?

Yes. Students are the primary beneficiaries of the curriculum and their learning experiences are central to evaluating curriculum effectiveness.

9. Why is industry involved in curriculum development?

Industry can provide information about skills, technologies and competencies required in employment and economic activity.

10. What role do Colleges of Education play?

Colleges of Education prepare teachers who will implement the curriculum in schools.

11. What is the role of NaSIA?

NaSIA contributes to quality assurance through the inspection of pre-tertiary schools.

12. Why must curriculum and assessment be aligned?

If examinations measure different competencies from those emphasised in the curriculum, teachers and learners may prioritise examination preparation over the intended learning outcomes.

13. What is the role of development partners?

Development partners may provide financial, technical, research and capacity-building support for education programmes.

14. Who ultimately benefits from Ghana’s curriculum?

Learners are the primary beneficiaries because curriculum reform is ultimately intended to improve their knowledge, skills, values, competencies and educational outcomes.

Conclusion

Ghana’s new curriculum is the product of a broad education ecosystem. The Ministry of Education provides policy direction, NaCCA leads key curriculum and assessment functions, GES coordinates implementation, and institutions such as NTC, NaSIA and WAEC contribute to professional standards, quality assurance and assessment.

Teachers, school leaders, teacher education institutions, learners, parents, communities, industry, professional associations and development partners also have important roles.

The central lesson is clear. Curriculum reform does not end when a curriculum document is published. Its success depends on whether the institutions and people responsible for implementing, supporting, assessing and evaluating it work together effectively.

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➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

➡ Related: Standards-Based Curriculum in Ghana: Complete Guide

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

Bolga Girls Case Takes New Turn as Two Security Guards Face Court

By

Ferdinand Ellis

-

August 20, 2026

0

Two security guards linked to the Bolga Girls defilement case are expected in court as Africa Education Watch challenges the school’s decision.

By: Ferdinand Ellis | EducateGhana.com

Last Updated: August 20, 2026

Africa Education Watch (AEW) says it is working with the Upper East Regional Police Command as two security guards linked to an alleged defilement case involving a student of Bolgatanga Girls’ Senior High School are expected to appear before a court.

Kofi Asare, Executive Director of Africa Education Watch, disclosed the development in a statement concerning the case. He said the organisation’s intervention is aimed at challenging what it considers an unfair decision taken by the school against the girl.

The development marks a significant turn in the controversy surrounding the school’s handling of the case, particularly following a disciplinary letter dated July 20, 2026, in which the school recommended temporary day-student status, counselling and medical attention for the student.

The allegations involving the student and the two security guards should remain subject to due process. The identities of the student and other minors involved are therefore withheld by EducateGhana.com.

Two Security Guards Expected Before Court

According to Kofi Asare, AEW has spoken with the Upper East Police regarding the matter and expects the two security guards to be arraigned before a court.

He said the organisation is also working to challenge the school’s decision concerning the girl.

The statement represents the latest development in a case that has raised questions about student protection, institutional accountability and the handling of allegations of sexual abuse within Ghanaian schools.

At the time of publication, EducateGhana.com has not independently verified the exact court, charge sheet or specific charges expected to be brought against the two suspects.

➡ Related: GES Student Code of Conduct: Rules and Disciplinary Measures

➡ Related: Child Protection in Ghanaian Schools: Policies and Responsibilities

Why the School’s Decision Has Come Under Scrutiny

The controversy follows a disciplinary letter issued by Bolgatanga Girls SHS on July 20, 2026.

The letter stated that the school had investigated the conduct of the student and referred to the GES Code of Conduct provision concerning sexual misconduct.

The school recommended that the student become a temporary day student for one academic year. It also recommended counselling and asked her parents to seek medical attention and provide the school with a report.

The school’s decision has subsequently attracted criticism from education advocates who believe that the circumstances surrounding the alleged incident require closer examination.

It is important, however, to distinguish the school’s disciplinary decision from any criminal proceedings involving the alleged perpetrators. A criminal court is responsible for determining criminal liability based on evidence presented before it.

➡ Related: Student Discipline in Ghanaian Senior High Schools: Complete Guide

➡ Related: Guidance and Counselling in Ghanaian Schools: Roles and Importance

Africa Education Watch Seeks to Reverse the Decision

Kofi Asare said AEW is seeking to reverse what the organisation considers an unfair decision against the girl.

The intervention places the case within a broader discussion about how schools should respond when students are involved in serious safeguarding concerns.

Where allegations involve sexual abuse, the protection and welfare of the child should remain central to institutional responses. School disciplinary procedures should also operate alongside appropriate safeguarding, reporting and investigative processes.

The involvement of the police and the courts is particularly significant because criminal allegations require procedures separate from a school’s internal disciplinary process.

➡ Related: Child Rights and Education in Ghana

➡ Related: School Leadership and Student Welfare in Ghana

What the Court Proceedings Could Establish

If the two security guards are formally arraigned, the court proceedings could provide an opportunity for the allegations against them to be tested through the criminal justice process.

Arraignment does not mean that a person has been found guilty. The suspects remain entitled to due process and the presumption of innocence until a court determines otherwise.

The proceedings may also help establish the circumstances surrounding the alleged incident, depending on the evidence presented to the court.

EducateGhana.com will therefore avoid describing the suspects as perpetrators unless and until there is a final judicial determination.

➡ Related: Child Protection Policies in Ghana’s Education System

➡ Related: Sexual Abuse Prevention and Safeguarding in Schools

EducateGhana Analysis

Educational Significance

The case highlights the importance of effective safeguarding systems in schools. Students must be able to report concerns and receive appropriate protection when allegations of abuse arise.

Policy Implications

The matter also raises questions about how school disciplinary procedures should interact with child-protection mechanisms and criminal investigations.

Implementation Considerations

Schools need clear procedures for reporting suspected abuse, protecting students from further harm, preserving relevant evidence and cooperating with competent investigative authorities.

Disciplinary action against a student should also be based on a careful assessment of the circumstances and should not undermine the student’s rights or access to appropriate support.

Future Outlook

The court process, together with any further administrative review, could provide additional information about the circumstances surrounding the case.

Education authorities may also need to examine the institutional response to determine whether existing safeguarding and disciplinary procedures were appropriately applied.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: Inclusive Education in Ghana: Complete Guide

Why You Can Trust This Information

This article distinguishes between information contained in the school’s July 20 correspondence, statements attributed to Africa Education Watch and matters that remain subject to police or judicial determination.

EducateGhana.com has withheld the identity of the student and other potentially identifying information because the case involves a young person and sensitive allegations.

The publication will be updated when credible information becomes available from the Ghana Police Service, the courts, Ghana Education Service or other competent authorities.

Frequently Asked Questions

1. What is the Bolga Girls defilement case about?

It concerns allegations involving a student of Bolgatanga Girls’ Senior High School and two security guards. The matter has also generated controversy over the school’s disciplinary response to the student.

2. Who disclosed the latest development?

Kofi Asare, Executive Director of Africa Education Watch, disclosed that the organisation had engaged the Upper East Police regarding the matter.

3. Are the two security guards being taken to court?

According to Kofi Asare’s statement, the two security guards are expected to be arraigned before a court. The specific court and charges should be confirmed through official judicial or police records.

4. Has a court found the security guards guilty?

No. An arraignment does not constitute a conviction. Criminal responsibility must be determined through due legal process.

5. What decision did Bolgatanga Girls SHS previously take?

The school recommended temporary day-student status for one academic year, counselling and medical attention for the student.

6. Why is Africa Education Watch involved?

AEW says it is seeking to challenge what it considers an unfair decision taken against the girl.

7. Has the school’s decision been officially reversed?

There is no confirmed evidence in the information currently available that the school’s decision has already been reversed.

8. Why is the student’s identity being withheld?

The matter involves a student and sensitive allegations. Protecting the identity and dignity of minors is an important principle of responsible reporting.

9. Does being arraigned mean the suspects are guilty?

No. Arraignment is part of the legal process and does not establish guilt.

10. Will EducateGhana.com provide updates?

Yes. The article can be updated as verified information becomes available from the police, court or relevant education authorities.

Conclusion

The Bolgatanga Girls SHS case has entered a new phase following claims by Africa Education Watch that two security guards are expected to face court proceedings.

The development could bring greater clarity to the allegations surrounding the case while also intensifying scrutiny of the school’s earlier disciplinary response.

For Ghana’s education system, the central issue extends beyond the particular case. It concerns how schools protect students, respond to allegations of sexual abuse, cooperate with law-enforcement agencies and ensure that disciplinary decisions do not compromise the welfare and rights of children.

Until the court determines the matter, all allegations against the security guards should be treated as allegations, while the student’s privacy should remain protected.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Continue Reading

➡ Related: GES Student Code of Conduct: Rules and Disciplinary Measures

➡ Related: Child Protection in Ghanaian Schools: Policies and Responsibilities

➡ Related: Guidance and Counselling in Ghanaian Schools

NTC Inspects Nsawam Prison Ahead of First-Ever GTLE for Inmate Teacher Trainees

By

Ferdinand Ellis

-

August 20, 2026

0

NTC Inspects Nsawam Prison Ahead of First-Ever GTLE for Inmate Teacher Trainees

NTC inspects Nsawam Prison ahead of Ghana’s first GTLE for eligible inmate teacher trainees, opening a new pathway for professional teacher licensing.

By: Ferdinand Ellis | EducateGhana.com

The National Teaching Council (NTC) has inspected educational facilities at the Nsawam Medium Security Prison ahead of the administration of the Ghana Teacher Licensure Examination (GTLE) to teacher trainees serving custodial sentences.

The initiative represents a significant development in Ghana’s teacher education and correctional education system, as qualified Education students within a correctional facility prepare to take the professional licensure examination.

The inspection was conducted during a working visit by an NTC team to assess the prison’s readiness to host the examination. The Council said the exercise forms part of preparations to provide teacher trainees in custody with an opportunity to complete the professional licensing process.

The initiative also highlights the potential role of education in rehabilitation and reintegration by allowing eligible inmates who have pursued teacher education programmes to continue progressing towards professional qualification.

Article Information

Article Information	Details
Category	Education News
Hub	Teacher Education
Cluster	Teacher Licensing & Professional Development
Article Type	News
Region	Greater Accra
Last Updated	August 20, 2026

NTC Assesses Nsawam Prison Examination Facilities

The NTC inspection focused on the educational infrastructure available at the Nsawam Medium Security Prison and its suitability for conducting the GTLE.

According to information released by the Council, the inspection team assessed facilities including the prison’s library, ICT laboratory and classrooms.

The team reportedly expressed satisfaction with the standard of the facilities and described the environment as suitable for teaching, learning and examination.

The availability of an ICT laboratory is particularly relevant to contemporary teacher education, given the increasing use of digital systems in teacher preparation and professional assessment.

First GTLE Administration in a Correctional Facility

The planned examination is significant because it is expected to be the first time the Ghana Teacher Licensure Examination will be administered to Education students within a correctional facility in Ghana.

The candidates are teacher trainees who have undertaken teacher education programmes while serving their sentences.

Successful completion of the required professional licensing process could allow eligible candidates to obtain the professional qualification required for teaching, subject to applicable requirements governing employment and professional practice.

The initiative therefore creates a pathway through which teacher trainees in custody can continue their professional development despite their circumstances.

➡ Related: [How to Become a Professional Teacher in Ghana]

➡ Related: [GTLE in Ghana: Complete Guide to Teacher Licensure]

Education and Rehabilitation in Ghana’s Prisons

The development also draws attention to the broader relationship between education and rehabilitation within correctional institutions.

Access to education can provide incarcerated learners with opportunities to acquire knowledge, develop professional skills and prepare for life after release.

For teacher trainees, professional education can have an additional significance because it prepares them for a profession centred on helping others learn and develop.

The Nsawam initiative demonstrates how correctional education can extend beyond basic academic instruction to include professional and career-oriented programmes.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

➡ Related: [Teaching and Learning Resources for Ghanaian Teachers]

NTC’s Commitment to Professional Teacher Licensing

The National Teaching Council has positioned the initiative within its broader responsibility to support professional teacher licensing and standards in Ghana.

The Council said it remains committed to ensuring that qualified teacher trainees are not excluded from the professional licensing process because of their circumstances.

The planned examination at Nsawam therefore forms part of a wider effort to make teacher professionalisation more accessible while maintaining the standards expected of the teaching profession.

Professional licensing remains important because teacher education involves both academic preparation and professional competence.

Why the Nsawam GTLE Initiative Matters

The initiative has implications for both teacher education and correctional education.

First, it provides teacher trainees in custody with an opportunity to progress towards professional certification.

Second, it demonstrates that professional examinations can be organised in specialised environments where appropriate facilities and safeguards are available.

Third, it reinforces the principle that education can continue even when learners are serving custodial sentences.

The initiative may also provide useful lessons for future approaches to professional education and assessment within correctional institutions.

➡ Related: [Supported Teaching in School in Ghana: Complete Guide]

➡ Related: [Teaching Practice in Ghana: Requirements and Guidelines]

EducateGhana Analysis

Educational Significance

The planned GTLE at Nsawam Prison expands the discussion about who should have access to teacher education and professional assessment. Teacher trainees in correctional facilities remain learners with academic and professional aspirations.

Policy Implications

The initiative raises important policy questions about how Ghana can maintain professional standards while providing equitable access to licensing examinations for candidates in specialised circumstances.

Implementation Considerations

The success of the examination will depend on adequate examination security, candidate identification, ICT readiness, supervision, confidentiality and compliance with NTC examination procedures.

Future Outlook

If successfully implemented, the Nsawam model could provide a useful precedent for professional examinations involving learners in other correctional or specialised educational settings.

Why You Can Trust This Information

This article is based on information released by the National Teaching Council concerning its inspection of educational facilities at the Nsawam Medium Security Prison ahead of the planned GTLE administration. EducateGhana.com distinguishes between confirmed information and developments that remain subject to official confirmation.

Frequently Asked Questions

1. What is happening at Nsawam Prison?

The National Teaching Council has inspected educational facilities at the Nsawam Medium Security Prison ahead of the planned administration of the Ghana Teacher Licensure Examination to eligible teacher trainees in custody.

2. What examination will be held at the prison?

The examination is the Ghana Teacher Licensure Examination, commonly known as the GTLE.

3. Who will write the examination?

Eligible Education students who have undertaken teacher education programmes while serving their custodial sentences are expected to take the examination.

4. Is this the first GTLE in a Ghanaian correctional facility?

According to the NTC’s announcement, the initiative will mark the first time the GTLE is administered to Education students within a correctional facility in Ghana.

5. What facilities did the NTC inspect?

The inspection included the prison’s library, ICT laboratory and classrooms.

6. Did the NTC approve the facilities?

The NTC inspection team reportedly expressed satisfaction with the standard of the educational facilities.

7. Why is the initiative important?

It provides eligible teacher trainees in custody with an opportunity to continue their professional licensing journey.

8. Does passing the GTLE automatically guarantee employment?

No. Passing a professional licensing examination does not by itself establish entitlement to employment. Candidates must also satisfy applicable professional and employment requirements.

9. What organisation is responsible for the GTLE?

The National Teaching Council is responsible for professional teacher licensing and related functions in Ghana.

10. What does the initiative say about correctional education?

It demonstrates how education within correctional institutions can include professional and career-oriented programmes that support rehabilitation and reintegration.

Conclusion

The NTC’s inspection of the Nsawam Medium Security Prison marks an important development in Ghana’s teacher education and correctional education landscape.

The planned GTLE for eligible teacher trainees in custody provides an opportunity for these learners to pursue professional licensing while maintaining the standards required of the teaching profession.

The initiative also demonstrates the potential of education to support rehabilitation, professional development and second chances.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

Source

National Teaching Council (NTC), Ghana. Information on the inspection of Nsawam Medium Security Prison facilities ahead of the planned GTLE for eligible inmate teacher trainees.

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GES Interdicts Two Watchmen Over Alleged Sexual Assault at Bolgatanga Girls SHS

By

Ferdinand Ellis

-

August 20, 2026

0

GES has interdicted two Bolgatanga Girls SHS watchmen over an alleged sexual assault involving a student. Police investigations are ongoing.

By: Ferdinand Ellis | EducateGhana.com

Last Updated: August 20, 2026

The Ghana Education Service (GES) has interdicted two watchmen of Bolgatanga Girls Senior High School following a report of alleged sexual assault involving a student of the school.

In an Immediate Release dated August 20, 2026, GES said it had received a disturbing report concerning the alleged incident and that the two watchmen had been arrested and handed over to the Police.

GES said the two staff members have also been interdicted with immediate effect while investigations continue.

The development has brought renewed attention to student safety, safeguarding and the responsibilities of staff working in Ghana’s pre-tertiary schools.

EducateGhana.com will not publish the student’s name, photograph, class, medical details or other identifying information.

➡ Related: [Child Protection in Ghanaian Schools: Policies and Responsibilities]

➡ Related: [Student Welfare and Safety in Ghanaian Schools]

What GES Says Happened

According to the GES statement, preliminary information received by the Service indicates that the student involved required additional support and was receiving medication.

GES further stated that the student reportedly experienced a health-related episode on the day of the alleged incident and required medical attention.

The Service said the alleged assault occurred during this period.

Because the matter is under investigation, these details should be understood as part of the preliminary information reported to GES and should not be treated as findings established by a court.

GES has not publicly identified the student, and EducateGhana.com will not attempt to identify her.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

➡ Related: [Guidance and Counselling in Ghanaian Schools]

Two Watchmen Arrested and Interdicted

GES confirmed that two watchmen have been arrested and handed over to the Police.

The Service has also interdicted both individuals with immediate effect.

The distinction between arrest, interdiction and conviction is important. The two men are alleged to have committed the offence and remain entitled to due process. Their guilt or otherwise must be determined through the appropriate legal process.

GES said investigations are ongoing and that appropriate sanctions will be applied based on the outcome of the investigations and in accordance with the GES Code of Conduct and the laws of Ghana.

➡ Related: [GES Teacher and Staff Disciplinary Procedures in Ghana]

➡ Related: [School Administration and Staff Responsibilities in Ghana]

Police Investigation and Due Process

The alleged incident has now moved beyond the school’s internal administrative processes, with the two watchmen handed over to the Police.

A police investigation is expected to establish the circumstances surrounding the allegation and gather evidence required for any subsequent legal proceedings.

At this stage, EducateGhana.com has not seen a police statement establishing the facts of the alleged assault or confirming the specific charges against the suspects.

The fact that the suspects have been arrested does not establish guilt. Any subsequent court proceedings should be reported according to verified information from the Police, the court or other competent authorities.

➡ Related: [Ghana Education Service: Roles, Functions and Responsibilities]

➡ Related: [School Discipline and Student Protection in Ghana]

GES Warns Staff Over Professional Conduct

GES has used the incident to remind staff of their responsibility to maintain professional standards when dealing with students.

The Service stressed the importance of protecting the safety, dignity and wellbeing of every learner.

This responsibility is particularly important in boarding schools, where students spend significant periods under the care and supervision of school authorities and staff.

School employees, including non-teaching personnel, have responsibilities towards students because their work brings them into contact with children and young people.

➡ Related: [National Teachers’ Standards in Ghana: Complete Guide]

➡ Related: [Teacher Professional Ethics and Conduct in Ghana]

What the Release Means for Student Protection

The GES intervention highlights the importance of effective safeguarding arrangements within schools.

Student protection requires schools to have clear procedures for reporting suspected abuse, responding promptly to allegations, protecting affected students and cooperating with law-enforcement authorities.

Where an allegation involves a member of staff, school authorities must also ensure that the alleged victim is protected from further harm while the matter is investigated.

The response should be guided by child-protection principles, confidentiality, due process and the best interests of the child.

➡ Related: [Inclusive Education in Ghana: Complete Guide]

➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]

The Earlier BOGISS Disciplinary Letter

A separate BOGISS letter dated July 20, 2026 had previously circulated publicly concerning a disciplinary matter involving a female student.

That letter referred to alleged sexual misconduct and recommended temporary day-student status, counselling and medical attention.

However, EducateGhana.com will not state that the July case and the August GES sexual-assault case are the same matter unless this is independently confirmed by GES, the Police or another competent authority.

The two documents contain materially different accounts and should therefore remain separate in reporting.

The August 20 GES release specifically describes the student as the subject of an alleged sexual assault by two watchmen. It does not establish that the August case is connected to the earlier disciplinary letter.

➡ Related: [GES Student Code of Conduct: Rules, Offences and Disciplinary Measures]

➡ Related: [Child Protection and Student Rights in Ghana]

EducateGhana Analysis

Educational Significance

The case raises serious questions about the safety of students within educational institutions.

Schools have a duty to create environments in which students can learn without fear of abuse, exploitation or inappropriate conduct by adults entrusted with their care.

Policy Implications

The incident reinforces the importance of effective safeguarding systems across Ghana’s pre-tertiary education sector.

Clear reporting channels, staff accountability, background checks, supervision and timely referral of allegations to competent authorities are essential components of student protection.

Implementation Considerations

School authorities should ensure that allegations involving students are handled promptly and confidentially.

Staff members accused of serious misconduct should be dealt with according to established procedures while students affected by allegations receive appropriate protection and professional support.

Future Outlook

The outcome of the Police investigation will be important in determining the next stage of the matter.

GES has indicated that further action will be taken based on the investigation and in accordance with the applicable rules and laws.

➡ Related: [Teacher Education and Training in Ghana: Complete Guide]

➡ Related: [School Leadership and Administration in Ghana]

Why You Can Trust This Information

This article is based primarily on an Immediate Release issued by the Ghana Education Service on August 20, 2026.

EducateGhana.com distinguishes between allegations, preliminary reports, administrative action and facts established through judicial proceedings.

Because the matter involves an alleged sexual assault against a student, identifying information and unnecessary personal details have been deliberately excluded.

The article will be updated if the Ghana Police Service, GES or a competent court releases verified additional information.

Frequently Asked Questions

1. What happened at Bolgatanga Girls SHS?

GES says it received a report of an alleged sexual assault involving a student and two watchmen of the school.

2. What action has GES taken?

GES says the two watchmen have been interdicted with immediate effect.

3. Have the two watchmen been arrested?

Yes. According to GES, they were arrested and handed over to the Police.

4. Have the watchmen been convicted?

No. The matter is still under investigation and the suspects are entitled to due process.

5. What does interdiction mean?

Interdiction is an administrative measure that can remove an employee from active duty while an investigation or disciplinary process is undertaken.

6. Has GES completed its investigation?

No. GES stated that thorough investigations are ongoing.

7. What will happen after the investigation?

GES says appropriate sanctions will be applied based on the outcome of the investigation and in accordance with the GES Code of Conduct and the laws of Ghana.

8. Will the student’s identity be published?

No. EducateGhana.com will not identify the student or publish information that could reasonably expose her identity.

9. Is this the same case as the earlier BOGISS disciplinary letter?

This has not been independently established. The two documents should not be treated as referring to the same incident without confirmation from the relevant authorities.

10. Why is the student’s medical information not being reported in detail?

Medical information is sensitive personal information, and unnecessary publication could compromise the student’s privacy and dignity.

11. Has the Police issued a statement?

Based on the information available for this report, no separate Police statement has been provided to EducateGhana.com.

12. Will EducateGhana.com update the story?

Yes. The article should be updated when verified information becomes available from GES, the Police or the courts.

Conclusion

The Ghana Education Service has interdicted two watchmen of Bolgatanga Girls Senior High School following an alleged sexual assault involving a student.

The two men have reportedly been arrested and handed over to the Police, while investigations continue.

The case underscores the responsibility of educational institutions to protect students and maintain professional standards among all personnel working within schools.

For now, the allegations remain subject to investigation and due process. The identity and privacy of the student must also remain protected throughout the investigation and any subsequent proceedings.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Continue Reading

➡ Related: [GES Student Code of Conduct: Rules and Disciplinary Measures]

➡ Related: [Child Protection in Ghanaian Schools: Policies and Responsibilities]

➡ Related: [Inclusive Education in Ghana: Complete Guide]

➡ Related: [Special Education in Ghana: Programmes and Career Opportunities]

EXCLUSIVE: 28 Ashanti SHSs Allegedly Billed GH¢1.69m Over Baba Yara Stadium Seat Damage

By

Ferdinand Ellis

-

August 19, 2026

0

A circulated document allegedly bills 28 Ashanti SHSs GH¢1.69m over Baba Yara Stadium seat damage, raising questions about liability and student payments.

By: Ferdinand Ellis | EducateGhana.com

Last Updated: August 2026

Editor’s Note: EducateGhana.com has not independently verified the document referenced in this report as an official directive of the Ghana Education Service. The document reportedly carries no official letterhead, signature, reference number or stamp. The claims and calculations below are therefore presented as allegations requiring confirmation from the relevant authorities.

Document Allegedly Bills 28 Senior High Schools

A document circulating in the Ashanti Region and sighted by EducateGhana.com purports to allocate a total bill of GH¢1,686,644 to 28 Senior High Schools over alleged damage to seats at the Baba Yara Sports Stadium in Kumasi.

The document, titled “BILLS FOR SEAT STADIUM DISTRUCTION”, reportedly links the alleged damage to the Ashanti Regional Music Festival held at the stadium.

The document does not, on its face, carry an official letterhead, signature, reference number or official stamp. EducateGhana.com has therefore not established whether it was formally issued by the Ashanti Regional Education Directorate, the National Sports Authority or another body.

The alleged billing arrangement has nevertheless generated questions among students, parents and members of the education community, particularly concerning how responsibility for the reported damage was determined.

➡ Related: Ghana Education Service: Complete Guide for Teachers and Schools

➡ Related: Free SHS Policy in Ghana: Complete Guide

28 Schools Named in the Alleged Bill

According to the document, the 28 schools have a combined enrolment of 100,756 students.

The alleged cost is distributed according to each school’s reported student population. This means schools with larger enrolments are assigned larger amounts.

The schools named include:

Toase SHS
Islamic SHS
Kofi Adjei SHTS
Ejisuman SHS
Nuru Ameen SHS
Jacobu SHTS
Achinakrom SHS
Christ the King Catholic SHS
Otumfo Osei Tutu II College
Armed Forces SHTS
Adawomase SHS
Okomfo Anokye SHS
Osei Tutu SHS
Nkawie SHTS
Ejisu Technical
Kumasi SHTS
Obuasi SHTS
Kumasi High School
Aduman SHS
Barekese SHS
Mpasatia SHTS
Asare Bediako SHS
Jachie Pramso SHS
Kumasi Academy SHS
Sakafia Islamic SHS
Mankranso SHS
EFFISCO
Bodwesango SHS

The document reportedly assigns Toase SHS, with an enrolment figure of 7,886, a bill of GH¢141,948, while Islamic SHS, with 7,246 students, is reportedly assigned GH¢130,428.

Bodwesango SHS is reported to have the smallest enrolment at 1,179 students and an assigned amount of GH¢21,222.

➡ Related: Senior High Schools in Ghana: Complete Guide

➡ Related: Ghana’s 49 Public Colleges of Education: Verified Master List

Questions Over the GH¢30 Payment

One of the major issues emerging from the alleged arrangement concerns the amount students are reportedly being asked to pay.

Information provided to EducateGhana.com indicates that students may have been asked to contribute GH¢30 each.

However, the total figure on the circulated document does not correspond to a GH¢30-per-student calculation.

Using the stated total enrolment of 100,756 students, a GH¢30 contribution from every student would produce:

100,756 × GH¢30 = GH¢3,022,680

That would be GH¢1,336,036 more than the alleged damage bill of GH¢1,686,644.

Even a contribution of GH¢18 from every student would produce:

100,756 × GH¢18 = GH¢1,813,608

That would still exceed the stated bill by GH¢126,964.

The figures therefore require clarification from whoever prepared or authorised the document.

➡ Related: Free SHS Policy: What Parents and Students Need to Know

➡ Related: School Fees and Approved Levies in Ghana

What Does the GH¢1,686,644 Figure Represent?

The document’s total of GH¢1,686,644 divided by the reported enrolment of 100,756 produces an average of approximately GH¢16.74 per student.

However, individual calculations appearing on the document reportedly use different figures.

For example, the entry for Kofi Adjei SHTS reportedly shows:

2,936 students × GH¢18 = GH¢52,848

This calculation is mathematically correct, but it raises the question of why the stated per-student figure of GH¢18 differs from the approximately GH¢16.74 implied by the overall total.

The document also reportedly contains handwritten figures including 10,000, 20,000, 35,000 and 24,655. Their significance is unclear from the material available to EducateGhana.com.

These discrepancies do not by themselves establish wrongdoing. They do, however, make an official explanation important before any payment is demanded from students.

➡ Related: Education Finance and Resource Management in Ghana

➡ Related: GES School Administration Guidelines

Who Is Responsible for the Alleged Stadium Damage?

A central question concerns the evidence linking the 28 schools to the alleged destruction of stadium seats.

If seats were damaged during a large school event, establishing liability would ordinarily require evidence showing the extent of the damage and, where possible, identifying the persons or groups responsible.

Questions therefore arise over whether an independent inspection or damage assessment was conducted.

It is also important to establish whether the schools were assigned responsibility because their students were identified as having caused damage or simply because they participated in the event.

These are matters that require clarification from the relevant authorities.

➡ Related: Ghana Education Service and School Management Responsibilities

➡ Related: Student Discipline in Ghanaian Schools: Guidelines and Procedures

Is Collective Billing Appropriate?

Another major concern is the decision reportedly to distribute the alleged cost according to school enrolment.

Under such a formula, the number of students in a school determines its financial liability regardless of whether individual students from that school were identified as having caused damage.

For example, a school with thousands of students could face a larger bill than a smaller school even if there is no evidence that its students caused more damage.

This raises an important question about the basis on which responsibility is being assigned.

If the objective is compensation for identifiable damage, authorities may need to explain the evidence and legal or administrative basis for using total school enrolment as the allocation formula.

➡ Related: Classroom Management Strategies for Teachers in Ghana

➡ Related: Student Rights and Responsibilities in Ghanaian Schools

Questions About the Free SHS Policy

The reported GH¢30 payment has also generated questions about the rules governing charges imposed on students in public senior high schools.

The issue requires careful distinction between an officially approved charge and an unauthorised demand.

EducateGhana.com has not independently established that the alleged GH¢30 payment was authorised by the appropriate GES authorities.

The relevant education authorities should therefore clarify whether such a payment was formally approved, who authorised it and whether parents and schools were given an official directive.

Until that clarification is available, students and parents should avoid relying solely on an unsigned or unauthenticated document as proof of an official levy.

➡ Related: Free SHS Policy in Ghana: What Students and Parents Should Know

➡ Related: GES Directives on School Levies and Payments

What Is the Role of the National Sports Authority?

Baba Yara Sports Stadium is a major national sporting facility in Kumasi. The involvement of students in an organised educational event raises questions about the respective responsibilities of the event organisers, schools and facility managers.

If property was damaged during the event, an investigation could establish:

The extent of the damage
The time and circumstances in which it occurred
Whether security arrangements were adequate
Whether specific individuals were identified
Whether the event organiser had contractual responsibility
Whether insurance arrangements covered the damage
How any compensation should properly be calculated

The answers would help establish whether schools or individual students should bear any financial responsibility.

➡ Related: School Events in Ghana: Guidelines for Students and Teachers

➡ Related: Education Administration and Governance in Ghana

Questions About the Document’s Authenticity

The document itself requires verification.

The copy available to EducateGhana.com reportedly contains the word “DISTRUCTION” in its title and does not appear to carry a formal letterhead, signature, reference number or official stamp.

Those features do not automatically prove that the document is fake. Informal working documents can sometimes circulate before a formal directive is issued.

However, where students and parents are allegedly being asked to make financial payments, authentication becomes particularly important.

The Ashanti Regional Education Directorate or another competent authority should clarify whether the document is genuine and, if it is genuine, identify the authority under which it was issued.

➡ Related: How to Verify Official GES Directives

➡ Related: GES Communication Channels for Schools and Teachers

Parents and Students Seek Answers

Some parents and students have reportedly questioned the basis for the proposed payment.

A parent who spoke on condition of anonymity questioned why students should be financially responsible for stadium damage without evidence identifying those responsible.

Students have similarly questioned the use of a collective payment arrangement where they say they did not personally damage any stadium property.

These concerns underscore the need for clear communication between the education authorities, schools, students and parents.

A transparent explanation of the damage assessment, allocation formula and authorisation for any payment would help address the uncertainty surrounding the matter.

➡ Related: Student Welfare and Protection in Ghanaian Schools

➡ Related: Parents’ Role in Ghana’s Education System

Five Critical Questions Requiring Official Answers

The controversy raises at least five questions that the relevant authorities should address.

1. Was the damage independently assessed?

The public needs to know how the GH¢1.686 million figure was calculated and whether the stadium’s management conducted a formal assessment.

2. Were the 28 schools responsible for the damage?

Participation in the music festival does not, by itself, establish that students from all 28 schools damaged stadium property.

3. Why is the bill based on enrolment?

Authorities should explain why a school’s total student population is being used as the basis for calculating its alleged liability.

4. Was the GH¢30 payment officially authorised?

If students are being asked to pay GH¢30, the responsible authority should identify the official directive authorising the charge.

5. Who is legally or contractually responsible?

The roles of GES, the schools, the event organisers, the National Sports Authority and any relevant insurers should be clarified.

➡ Related: Education Policy and Governance in Ghana

➡ Related: GES School Finance and Administration Guide

EducateGhana Analysis

Educational Significance

The controversy extends beyond the amount allegedly being demanded. It raises broader questions about how schools handle student participation in large public events and how responsibility for property damage should be established.

Policy Implications

Any financial obligation imposed on students in public schools should have a clear administrative and legal basis. Transparent procedures are particularly important within the Free SHS environment.

Implementation Considerations

Before any payment is collected, authorities should establish the authenticity of the document, verify the damage assessment, identify the basis for assigning liability and communicate the decision formally to affected schools and parents.

Future Outlook

The matter requires clarification from the relevant authorities. If the document is genuine, an official explanation of the calculation and payment arrangements would help resolve the concerns. If it is not genuine, an official clarification would prevent further confusion.

➡ Related: Free SHS Policy and Education Financing in Ghana

➡ Related: Education Policy Analysis in Ghana

What EducateGhana.com Has Verified So Far

At the time of publication, EducateGhana.com has not independently confirmed that the circulated billing document is an official GES directive.

The figures presented in this article are based on the document and information supplied to the publication. The mathematical comparisons have been independently calculated from the figures stated above.

EducateGhana.com has sought clarification from the relevant education authorities. Any substantive response received will be incorporated into this report and clearly identified as an update.

Why You Can Trust This Information

This report distinguishes between verified calculations, information contained in the circulated document and allegations that remain subject to official confirmation.

EducateGhana.com does not treat an unsigned or unauthenticated document as proof of an official government decision. The publication will update the report if the Ashanti Regional Education Directorate, Ghana Education Service, National Sports Authority or other relevant authority provides an official response.

Frequently Asked Questions

1. How much is the alleged Baba Yara Stadium damage bill?

The circulated document gives a total of GH¢1,686,644.

2. How many schools are reportedly affected?

The document lists 28 Senior High Schools.

3. How many students are included in the calculation?

The document reportedly gives a combined enrolment of 100,756 students.

4. How much are students reportedly being asked to pay?

Information reaching EducateGhana.com indicates a proposed contribution of GH¢30 per student, although this requires official confirmation.

5. Would GH¢30 per student cover the stated bill?

No. Based on the reported enrolment, GH¢30 per student would produce GH¢3,022,680, which is GH¢1,336,036 above the stated GH¢1,686,644 bill.

6. What does GH¢18 per student produce?

GH¢18 multiplied by 100,756 students produces GH¢1,813,608, which is GH¢126,964 above the stated bill.

7. Is the circulated document officially confirmed?

Not at the time of publication. The document reportedly lacks a formal letterhead, signature, reference number and stamp.

8. Who owns or manages Baba Yara Sports Stadium?

The stadium is a major public sports facility managed under Ghana’s sports administration structure. The precise contractual responsibility for damage connected to this particular event should be confirmed by the relevant authorities.

9. Have the 28 schools been proven responsible for the damage?

EducateGhana.com has not seen evidence independently establishing that students from all 28 schools caused the alleged damage.

10. Has GES officially confirmed the GH¢30 charge?

No official confirmation has been independently established at the time of publication.

Conclusion

The alleged GH¢1.686 million Baba Yara Stadium seat damage bill involving 28 Ashanti Region Senior High Schools raises important questions about evidence, liability, financial calculations and the authorisation of charges imposed on students.

The most important issue at this stage is verification.

Before students or parents make any payment, the responsible authorities should clearly establish whether the document is genuine, explain how the damage was assessed, identify the basis for assigning liability and confirm whether any proposed student contribution has received the required approval.

EducateGhana.com will update this report when an official response becomes available.

Article Updates

August 2026

Report published based on a circulated document and information supplied to EducateGhana.com.
Mathematical calculations independently checked against the figures stated in the document.
Official status of the document remains subject to confirmation.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Last Updated: August 2026

Ghana Education Minister Calls for Stronger Focus on Foundational Learning and Evidence-Based Reform

By

Ferdinand Ellis

-

August 19, 2026

0

Ghana’s Education Minister calls for stronger foundational learning, evidence-based education policy and improved literacy, numeracy and learning outcomes.

By: Ferdinand Ellis | EducateGhana.com

Minister Calls for Education Policies That Improve Learning Outcomes

The Minister for Education, Hon. Haruna Iddrisu, has called for greater national attention to foundational learning, stressing that expanding access to education must result in measurable improvements in literacy, numeracy and overall learning outcomes.

The Minister made the call at the Ghana and Regional Foundation Learning, Evidence and Implementation Support Day in Accra, where education stakeholders discussed ways of strengthening foundational learning through evidence, research and effective implementation.

Hon. Iddrisu said education policies and investments should be guided by evidence and a clear understanding of what works for learners.

His remarks place foundational literacy and numeracy at the centre of Ghana’s broader education reform agenda, particularly as the country seeks to improve learning outcomes across the basic education system.

➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

➡ Related: Curriculum and Assessment in Ghana: Complete Guide

Access to Education Must Translate Into Learning

The Education Minister emphasised that increased access to schools should not be considered sufficient if learners are unable to acquire essential foundational skills.

Foundational literacy and numeracy provide the basis upon which children develop more advanced knowledge and skills throughout their education. Weaknesses at this stage can affect learners’ ability to engage successfully with later stages of the curriculum.

The Minister therefore called for greater attention to the quality of learning alongside efforts to expand educational opportunities.

The position also highlights the importance of measuring whether education policies are producing the intended outcomes for learners.

➡ Related: Inclusive Education in Ghana: Complete Guide

➡ Related: Primary Education in Ghana: Curriculum, Teaching and Assessment

GALOP Shows How Evidence Can Guide Education Investment

Hon. Iddrisu cited the Ghana Accountability for Learning Outcomes Project (GALOP) as an example of how evidence can be used to identify schools requiring targeted intervention.

According to the Minister, GALOP identified 10,579 low-performing basic schools for targeted support.

The identification of low-performing schools allows education authorities and development partners to direct resources towards schools and communities where additional intervention is most needed.

This approach reflects a wider shift towards using education data and learning evidence to inform decisions about resource allocation, teacher support and school improvement.

➡ Related: GALOP in Ghana: Complete Guide to the Education Project

➡ Related: Educational Planning and Statistics in Ghana

Ghana Expands Digital and Technical Skills Education

The Minister also highlighted government efforts to introduce digital and technical skills into education.

Among the areas mentioned were:

Coding
Robotics
Electronics
Artificial intelligence

The inclusion of these areas reflects the growing importance of digital and technical competencies in education and employment.

For schools, the challenge will include ensuring that teachers have the knowledge, training and resources required to teach emerging digital skills effectively.

➡ Related: AI and Digital Education in Ghana: Complete Guide

➡ Related: AI and Digital Education in Ghana: Teacher Training Guide

World Bank Links Foundational Skills to Ghana’s Jobs Agenda

Robert Taliercio O’Brien of the World Bank stressed the importance of foundational skills to Ghana’s employment and economic development agenda.

His contribution reinforced the argument that education access and learning outcomes should be considered together.

A child who attends school but leaves without adequate literacy, numeracy and other foundational competencies may face difficulties progressing through further education or entering productive employment.

The emphasis on foundational learning therefore has implications beyond the classroom. It is also connected to Ghana’s longer-term human capital and jobs agenda.

➡ Related: Technical and Vocational Education in Ghana: Complete Guide

➡ Related: Ghana TVET Service: Programmes, Institutions and Admission Guide

UK Development Partners Emphasise Literacy and Numeracy

Representing the UK Foreign, Commonwealth and Development Office (FCDO), Terri Sarch said foundational literacy and numeracy provide a gateway to future learning and employment.

The emphasis reflects the need to ensure that children acquire core skills early enough to support their continued educational development.

Foundational learning is therefore not confined to one subject or one stage of schooling. Reading, writing and numeracy influence learners’ ability to understand and engage with other areas of the curriculum.

➡ Related: Teaching and Learning Resources for Ghanaian Teachers

➡ Related: Classroom Management Strategies for Teachers in Ghana

Partnerships and Education Evidence

Karen Shormeh Tei of the Jacobs Foundation and Skills Funders highlighted the role of partnerships in strengthening evidence-based education policy.

She also pointed to the importance of the Ghana Education Evidence and Data Lab in supporting the use of evidence in education decision-making.

Partnerships between government, development organisations, researchers and education practitioners can help strengthen the link between research findings and classroom implementation.

For Ghana, the central issue is ensuring that evidence generated through research and education data contributes to practical improvements in teaching and learning.

➡ Related: Action Research in Education: Complete Guide

➡ Related: Mentoring in Teacher Education in Ghana

What Foundational Learning Means for Ghanaian Schools

The renewed focus on foundational learning has implications for basic schools, teachers, education managers and policymakers.

For teachers, it reinforces the importance of identifying learning gaps early and using appropriate teaching strategies to address them.

For school leaders, learning evidence can help identify areas requiring intervention and support.

For policymakers, the focus raises questions about how education resources are distributed and whether interventions are producing measurable improvements in learner outcomes.

The emphasis on evidence also means that education programmes should increasingly be assessed according to their effectiveness and their impact on learners.

➡ Related: Teaching Practice in Ghana: Requirements and Guidelines

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

EducateGhana Analysis

Educational Significance

Foundational learning is central to the development of successful learners. Literacy and numeracy provide the skills children need to engage with the wider curriculum and progress through subsequent levels of education.

Policy Implications

The Minister’s position points towards a stronger connection between education investment and measurable learning outcomes. Identifying low-performing schools through projects such as GALOP can support more targeted interventions.

Implementation Considerations

Evidence-based education requires reliable data, trained teachers, appropriate learning resources and effective monitoring. The introduction of coding, robotics, electronics and artificial intelligence will similarly require investment in teacher preparation and infrastructure.

Future Outlook

Ghana’s education agenda is likely to increasingly combine foundational learning with digital and technical competencies. The challenge will be to ensure that new initiatives strengthen the basic learning skills on which more advanced education depends.

➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide

➡ Related: Teacher Education and Training in Ghana: Complete Guide

Why You Can Trust This Information

This article is based on statements and information presented at the Ghana and Regional Foundation Learning, Evidence and Implementation Support Day in Accra. EducateGhana.com presents the information in an editorial format while retaining the substance of the statements attributed to the education authorities, development partners and education stakeholders.

Frequently Asked Questions

1. What did Ghana’s Education Minister say about foundational learning?

Hon. Haruna Iddrisu called for greater attention to foundational learning and stressed that increased access to education should result in improved literacy, numeracy and learning outcomes.

2. What is foundational learning?

Foundational learning refers to essential skills, particularly literacy and numeracy, that learners need to progress successfully through education.

3. What is GALOP?

GALOP is the Ghana Accountability for Learning Outcomes Project, which uses targeted interventions to improve learning outcomes in basic schools.

4. How many low-performing schools did GALOP identify?

The Minister cited 10,579 low-performing basic schools identified for targeted support.

5. Why is evidence important in education?

Evidence can help policymakers identify effective interventions, allocate resources and assess whether education programmes are improving learner outcomes.

6. Which digital skills did the Education Minister mention?

The Minister mentioned coding, robotics, electronics and artificial intelligence.

7. Why are literacy and numeracy important?

They provide essential skills that learners need to understand and participate successfully in other areas of the curriculum and prepare for future education and employment.

8. What role does the World Bank see for foundational learning?

The World Bank linked foundational skills to Ghana’s jobs agenda and stressed the importance of improving learning outcomes alongside access to education.

9. What role can partnerships play in education?

Partnerships can support research, evidence generation, implementation and the development of policies aimed at improving learning outcomes.

10. What is the Ghana Education Evidence and Data Lab?

It is an initiative highlighted at the event for strengthening the use of education evidence and data in policy and decision-making.

Conclusion

Ghana’s Education Minister has called for a stronger national focus on foundational learning, arguing that access to education must be accompanied by meaningful improvements in what learners know and can do.

The discussion also highlighted the importance of evidence in directing education resources, with GALOP cited as an example of targeted support for low-performing schools.

At the same time, Ghana is expanding attention to digital and technical skills such as coding, robotics, electronics and artificial intelligence. The effectiveness of these reforms will depend partly on the strength of the foundational literacy and numeracy skills on which further learning is built.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based education reform.

Last Updated: August 2026

GES Promotion 2026: Updated Portal for Director II and Director I Applications

By

Ferdinand Ellis

-

August 19, 2026

0

GES updates the portal for Director II and Director I promotion applicants. Check the new GESDIRECTOR2026 portal and application process.

By: Ferdinand Ellis | EducateGhana.com

GES Updates Portal for Director II and Director I Applicants

The Ghana Education Service (GES) has issued an important update for teachers applying for promotion to the Director II and Director I ranks in the 2026 promotion exercise.

Applicants in these two categories are required to use the updated GES Director Promotion portal and complete all the necessary application processes.

Updated application portal:

The update is particularly important for teachers who may have previously relied on an earlier application link. Applicants should use the updated portal specified for the Director II and Director I categories.

➡ Related: GES Promotion 2026: 100 Questions, 2 Hours and 10 Key Areas

➡ Related: GES Releases 2026 Promotion Exam Framework: 10 Areas Candidates Must Study

Who Should Use the Updated GES Director Portal?

The updated portal applies specifically to teachers seeking promotion to:

Director II
Director I

Applicants should ensure that they are applying under the correct rank before proceeding with the online process.

The Director II and Director I promotion process is separate from the application arrangements for other GES ranks. Teachers should therefore avoid assuming that one application portal applies to every category.

➡ Related: GES Promotion 2026: Ranks, Qualifications and Application Guide

➡ Related: Teacher Promotion in Ghana: Requirements and Guidelines

Updated GES Promotion Portal

Teachers applying for Director II and Director I should use:

GES Director Promotion Portal:

Applicants should follow the instructions provided on the portal and complete all required stages of the application.

Where documents are requested, applicants should ensure that they meet the specified format and upload clear and legible copies.

➡ Related: GES Online Application Guide for Teachers

➡ Related: GES Promotion: Documents Required for Application

What Applicants Should Do

Teachers applying for the Director II or Director I ranks should take the following steps:

Open the updated GES Director Promotion portal.
Select the appropriate promotion category.
Provide the required personal and professional information.
Upload the requested supporting documents.
Carefully review the information entered.
Complete all required stages of the application.
Submit the application through the designated platform.
Keep evidence of the completed application for future reference.

Applicants should avoid submitting incomplete information or using an incorrect portal.

➡ Related: GES Promotion Examination 2026: Complete Guide

➡ Related: National Teachers’ Standards in Ghana: Complete Guide

Why Applicants Should Use the Updated Portal

Using the correct portal is important because the GES has specifically directed Director II and Director I applicants to use the updated platform.

Teachers who have already started an application through another platform should carefully check the latest GES instructions to determine whether further action is required.

Applicants should also be cautious about links circulated through unofficial WhatsApp groups, social media pages or individuals claiming to represent GES.

The safest approach is to verify promotion information against official GES communication before submitting personal or professional documents.

➡ Related: GES Promotion Updates for Teachers

➡ Related: How to Verify Official GES Recruitment and Promotion Information

Director II and Director I Promotion Process

The promotion process for senior GES ranks involves more than simply submitting an online form. Applicants are expected to meet the applicable eligibility requirements and complete the prescribed procedures.

GES has previously outlined examination areas for senior management promotion, including:

Strategic Educational Leadership and Management
Education Legislation, Policy and Governance
Educational Planning and Statistics
Educational Finance and Resource Management
Curriculum, Pedagogy and Assessment
Human Resource Management in Education
Educational Law and Ethics
Monitoring, Supervision and Quality Assurance
Contemporary Issues in Education
Research and Professional Practice

The examination framework indicates that candidates are expected to demonstrate knowledge and understanding of leadership, administration, policy implementation, resource management and professional practice.

➡ Related: GES Promotion Exam 2026: 10 Key Content Areas

➡ Related: Educational Leadership and Management in Ghana

Important Advice for Applicants

Teachers should carefully read all instructions on the updated portal before submitting their applications.

Applicants should also ensure that their professional records and supporting documents correspond with the information provided in the application.

A mistake in a name, rank, qualification, promotion history or uploaded document may create difficulties during subsequent verification.

Teachers should therefore review their applications carefully before final submission and retain any application reference or confirmation generated by the system.

➡ Related: Teacher Career Progression in Ghana

➡ Related: GES Conditions of Service and Professional Development

EducateGhana Analysis

Educational Significance

Promotion to Director II and Director I represents an important stage in the professional progression of senior education personnel within GES. These positions involve responsibilities that extend beyond classroom teaching into educational leadership, administration and system-level management.

Policy Implications

The use of a designated portal for Director II and Director I applicants allows GES to manage applications according to the requirements applicable to senior leadership positions.

Implementation Considerations

The updated portal should be treated as the current application route for teachers seeking these two ranks. Applicants should complete every required stage and retain evidence of their submission.

Future Outlook

Further instructions may be issued by GES as the 2026 promotion exercise progresses. Applicants should therefore monitor official GES communications for examination, verification and subsequent promotion-related announcements.

➡ Related: Teacher Education and Training in Ghana: Complete Guide

➡ Related: Educational Leadership and Management: Complete Guide

Quick Facts

Quick Facts	Details
Organisation	Ghana Education Service
Exercise	2026 Promotion
Ranks	Director II and Director I
Updated Portal	GESDIRECTOR2026
Application Mode	Online
Applicants	Eligible GES teachers
Action Required	Complete all prescribed application processes

Why You Can Trust This Information

This article reports the latest portal update supplied for the 2026 GES Director II and Director I promotion applications. Applicants should continue to verify subsequent instructions through official GES communication and the designated application platform.

Frequently Asked Questions

1. What is the updated GES Director promotion portal?

The updated portal is GESDIRECTOR2026:

2. Who should use the updated portal?

Teachers applying for the Director II and Director I ranks should use the updated portal.

3. Is this the same portal for all GES promotion ranks?

The update specifically identifies the portal for Director II and Director I applicants. Teachers applying for other ranks should follow the instructions applicable to their respective categories.

4. What should applicants do on the portal?

Applicants should follow the instructions, provide the required information, upload the necessary documents and complete all prescribed processes.

5. Should applicants keep evidence of their application?

Yes. Applicants should retain their application confirmation, reference number or other evidence generated after successful submission.

6. What if I previously used another link?

Applicants who previously used another portal should check the latest GES instructions and determine whether they need to take further action through the updated platform.

7. Should teachers use links from WhatsApp groups?

Applicants should exercise caution with unofficial links. They should verify promotion information through GES-authorised communication before submitting personal documents.

8. What ranks are covered by this update?

The update covers Director II and Director I.

Conclusion

GES has directed teachers applying for promotion to the Director II and Director I ranks to use the updated application portal and complete all necessary processes.

Applicants should use the designated GESDIRECTOR2026 portal, carefully follow the instructions and retain evidence of their application.

Updated Portal:

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Last Updated: 19 August 2026

GES Directs Basic School Heads to Upload BECE Candidates’ School Choices From August 19 to 21

By

Ferdinand Ellis

-

August 19, 2026

0

GES directs basic school heads to upload BECE 2026 candidates’ school choices on CSSPS from August 19 to 21 ahead of the WAEC portal opening.

By: Ferdinand Ellis | EducateGhana.com

GES Opens School Choice Upload Window for BECE Candidates

The Ghana Education Service (GES) has directed heads of basic schools to upload the school choices of BECE candidates onto the Computerised School Selection and Placement System (CSSPS) portal from Wednesday, August 19 to Friday, August 21, 2026.

The exercise is being undertaken ahead of the official opening of the West African Examinations Council (WAEC) portal for the school selection process.

School heads are therefore expected to ensure that the choices submitted by candidates are accurately captured on the CSSPS platform within the stated period.

➡ Related: BECE 2026: Complete Guide for Candidates and Schools

➡ Related: BECE School Selection in Ghana: Complete Guide for Candidates and Parents

Important Dates for the 2026 School Selection Exercise

The school choice upload exercise will run for three days.

Activity	Date
School choice upload begins	Wednesday, August 19, 2026
School choice upload ends	Friday, August 21, 2026
Platform	CSSPS portal
Website	cssps.gov.gh
Responsible officers	Heads of basic schools
Candidates affected	BECE candidates

The short window makes it important for schools to complete the process within the announced period.

➡ Related: CSSPS School Selection: How the Placement System Works

➡ Related: BECE 2026 School Selection Guidelines

What Basic School Heads Are Expected to Do

Heads of basic schools are expected to upload the school choices submitted by their BECE candidates through the CSSPS platform.

School authorities should carefully verify the information before finalising the submission. Errors in candidate information or school choices can create difficulties during subsequent stages of the placement process.

Candidates and parents should therefore communicate with their respective schools to confirm that their choices have been properly submitted.

➡ Related: How to Choose Senior High Schools After BECE

➡ Related: CSSPS School Selection and Placement Guide for Parents

What BECE Candidates and Parents Should Know

The directive does not mean that the entire CSSPS placement process has been completed. It concerns the initial uploading of candidates’ school choices by basic school heads.

Candidates and parents should continue to follow official announcements concerning the next stages of the process, including the opening of the relevant WAEC portal.

Parents should also avoid relying on unofficial social media messages when making decisions about school selection.

The final school placement process involves the CSSPS system and is subject to the applicable guidelines and placement arrangements.

➡ Related: BECE 2026 School Selection: SHS Choices and Placement

➡ Related: Best SHS Selection Strategies for BECE Candidates

WAEC Portal Opening

According to the directive, the CSSPS upload by schools is taking place ahead of WAEC’s official portal opening.

This distinction is important because the school-level upload and the subsequent candidate-facing process should not be treated as the same stage.

Candidates should wait for the official announcement concerning the opening of the WAEC portal and follow the instructions provided by the appropriate authorities.

➡ Related: WAEC BECE 2026: Examination Guide for Candidates

➡ Related: BECE Results and SHS Placement in Ghana

EducateGhana Analysis

Educational Significance

The school selection process is a major transition point for BECE candidates moving from basic education into senior high school and other second-cycle institutions. Accurate capture of candidates’ choices is therefore important.

Policy Implications

The directive places responsibility on basic school authorities to ensure that candidate choices are properly recorded before the subsequent stages of the placement process.

Implementation Considerations

School heads should verify candidate information and school choices before submission. Candidates and parents should also communicate with schools where clarification is required.

Future Outlook

The upload exercise from August 19 to August 21, 2026 is expected to precede further stages of the 2026 school selection and placement process. Candidates should monitor official CSSPS, GES and WAEC announcements for subsequent instructions.

➡ Related: Ghana’s 2026 SHS Placement Process Explained

➡ Related: CSSPS Placement Challenges and How Candidates Can Respond

Why You Can Trust This Information

This report is based on the GES directive concerning the uploading of BECE candidates’ school choices through the CSSPS portal. Candidates, parents and schools should verify subsequent instructions through official GES, CSSPS and WAEC communication.

Frequently Asked Questions

1. When will schools upload BECE candidates’ school choices?

The upload exercise is scheduled for August 19 to August 21, 2026.

2. Who is responsible for uploading the choices?

The directive is addressed to heads of basic schools.

3. Which portal will schools use?

Schools will use the CSSPS portal.

4. What is the CSSPS website?

The CSSPS portal is cssps.gov.gh.

5. Is the WAEC portal already open?

The school upload is taking place ahead of the official opening of the WAEC portal.

6. What should candidates do?

Candidates should confirm their school choices with their schools and follow official announcements concerning the next stage.

7. Should parents contact their children’s schools?

Yes. Parents can communicate with the relevant school authorities to clarify whether their children’s choices have been properly captured.

8. Does this mean SHS placement has already been completed?

No. The upload of school choices is one stage in the wider school selection and placement process.

9. How many days will the school upload exercise last?

The stated window runs for three days, from August 19 to August 21, 2026.

10. Where should candidates get further updates?

Candidates and parents should rely on official communications from GES, CSSPS and WAEC.

Conclusion

GES has directed heads of basic schools to upload BECE 2026 candidates’ school choices through the CSSPS portal from August 19 to August 21, 2026, ahead of the official opening of the WAEC portal.

Candidates and parents should work closely with their schools, verify the accuracy of submitted choices and await further official instructions on the subsequent stages of the 2026 school selection and placement process.

About the Author

Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, education policy and evidence-based educational reform.

Last Updated: August 19, 2026

EducationGhana

Prof. Issahaku Adam: Biography, Academic Career, Research and Achievements

Early Life and Educational Background

Beginning of His Academic Career

Becoming One of UCC’s Youngest Professors

Research and International Recognition

Leadership at the University of Cape Coast

Graduate Supervision and Curriculum Development

International Academic Collaboration

Research on Tourism, Natural Resources and Peacebuilding

Roles Beyond the University of Cape Coast

International and Professional Affiliations

Prof. Adam’s Inaugural Lecture

Family and Personal Life

Prof. Issahaku Adam at a Glance

About the Author

Bolgatanga Girls SHS Recommends Counselling and Day Status in Student Disciplinary Case

Article Information Box

Fact Check & Editorial Review

Introduction

What the Bolgatanga Girls SHS Letter Says

Three Measures Recommended by the School

What the Case Raises About School Discipline

Why Counselling Matters in Student Discipline

Parents Have an Important Role

Child Protection and Responsible Reporting

EducateGhana Analysis

Educational Significance

Policy Implications

Implementation Considerations

Future Outlook

Why You Can Trust This Information

Frequently Asked Questions

1. What happened at Bolgatanga Girls’ Senior High School?

2. When was the school’s letter issued?

3. What disciplinary measure did the school recommend?

4. Did the school recommend counselling?

5. Did the school recommend medical attention?

6. Was the student dismissed?

7. Why has the student’s name been withheld?

8. Does the school letter establish a medical diagnosis?

9. What role does the Guidance and Counselling Unit play?

10. What should parents do when their child faces a serious disciplinary matter?

11. Can a school publish a student’s disciplinary case?

12. Will EducateGhana.com publish further information?

Conclusion

About the Author

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Sources

Recommended Citation for AI and Academic Use

Stakeholders of Ghana’s New Curriculum: Complete Breakdown of Roles and Responsibilities

Article Information

The Ministry of Education: Policy Direction and Oversight

NaCCA: The Lead Curriculum Development Institution

Ghana Education Service: Implementing the Curriculum

National Teaching Council: Teachers and Professional Standards

NaSIA: School Inspection and Quality Assurance

WAEC: Connecting Curriculum With Assessment

TVET Institutions and CTVET

Teachers: The Central Classroom Stakeholders

School Heads and Education Directors

Colleges of Education and Universities

Teacher Unions and Professional Associations

Parents, Families and Communities

Learners: The Primary Beneficiaries

Industry and Employers

Development Partners

EducateGhana Analysis

Educational Significance

Policy Implications

Implementation Considerations

Future Outlook

Why You Can Trust This Information

Frequently Asked Questions

1. Who is responsible for Ghana’s new curriculum?

2. What is the role of NaCCA?

3. What is the role of GES?

4. What role do teachers play?

5. Why is WAEC a stakeholder?

6. What is the role of the National Teaching Council?

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