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

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

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


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

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

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

Available Positions at the IB World School

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

The available positions are:

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

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

Internal Link Suggestions:

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

Deputy Head and Teaching Roles Open for Qualified Applicants

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

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

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

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

Internal Link Suggestions:

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

How to Apply for the IB World School Vacancies

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

Applicants should send:

  • Updated Curriculum Vitae (CV)
  • Cover Letter

Applications should be submitted via:

Email: dhra@ais.edu.gh

The deadline for submission is:

Friday, 31st July 2026

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

Internal Link Suggestions:

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

EducationGhana Career Analysis

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

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

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

 Frequently Asked Questions (FAQs)

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

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

Where is the school located?

The school is located in Accra, Ghana.

How can interested applicants apply?

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

What is the application deadline?

The deadline for applications is 31st July 2026.

Source

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

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

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

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

 


 

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

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

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

 Sculptures symbolize knowledge creation and academic heritage.

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

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

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

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

Internal Link Suggestions:

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

 Acting Vice-Chancellor Highlights Role of Public Art in Universities

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

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

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

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

Internal Link Suggestions:

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

Faculty of Arts Contribution to UCC’s Global Recognition

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

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

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

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

Internal Link Suggestions:

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

 

University Officials Praise Initiative to Revitalise Campus Art

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

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

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

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

Internal Link Suggestions:

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

Sculptor Encourages More Public Art Projects in Universities

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

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

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

Internal Link Suggestions:

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

EducationGhana Analysis

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

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

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

 Frequently Asked Questions (FAQs)

What sculptures were unveiled by the UCC Faculty of Arts?

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

What do the UCC Faculty of Arts sculptures represent?

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

Who unveiled the sculptures?

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

Why are sculptures important in universities?

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

 Source

University of Cape Coast (UCC) Institutional Communication

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UHAS Researchers Shine at Imperial–AIMS Global Fellows Programme 2026

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UHAS Researchers Shine at Imperial–AIMS Global Fellows Programme 2026

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

Reading Time: 5 minutes

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

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

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

UHAS Doctoral Researchers Join Global Research Initiative

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

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

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

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

Related reading:

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

 Five UHAS PhD Researchers Represent Institution

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

The researchers included:

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

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

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

Related reading:

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

Fellows Develop Innovative Solutions to Urban Heat Challenges

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

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

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

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

Related reading:

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

UHAS-Affiliated Teams Receive Top Recognition

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

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

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

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

Related reading:

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

UHAS Commends Researchers for Global Achievement

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

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

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

Related reading:

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

 EducationGhana Analysis

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

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

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


Frequently Asked Questions (FAQs)

What is the Imperial–AIMS Global Fellows Programme?

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

Which Ghanaian university participated in the 2026 programme?

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

What was the 2026 programme theme?

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

Why is interdisciplinary research important?

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


Related Articles

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

 Source: University of Health and Allied Sciences (UHAS)

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

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

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

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

 

Reading Time: 6 minutes

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

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

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

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

 Regression Analysis Explains Relationships Between Variables

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

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

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

The central question in regression analysis is:

“What factors explain or influence this outcome?”

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

Related reading:

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

Time Series Analysis Studies Patterns Over Time

Time series analysis focuses on observations collected in chronological order.

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

Examples of time series data include:

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

The central question in time series analysis is:

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

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

Related reading:

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

The Major Difference Between Regression and Time Series

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

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

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

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

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

Related reading:

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

 When Should Researchers Use Regression Analysis?

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

Researchers commonly use regression when they want to:

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

For example:

A study may investigate:

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

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

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

Related reading:

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

 When Should Researchers Use Time Series Analysis?

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

Researchers use time series methods when they want to:

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

For example:

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

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

Related reading:

  • ➜ Education Data Analysis Techniques
  • ➜ Research Forecasting Methods

 Can Regression and Time Series Be Used Together?

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

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

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

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

 EducationGhana Research Insight

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

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

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

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

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

Key Takeaways

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

Frequently Asked Questions (FAQs)

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

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

Can regression be used with time-based data?

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

Which method is better for forecasting?

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

Which method is common in education research?

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


Related Articles

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

Check the flyer below for guidance

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Fair Wages and Salaries Commission Ghana public sector salary administration explanation
Fair Wages and Salaries Commission Ghana Fair Wages and Salaries Commission Ghana public sector salary administration explanation

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Principal of Jasikan College of Education Dies After Short Illness

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Principal of Jasikan College of Education Dies After Short Illness
Principal of Jasikan College of Education Dies After Short Illness

The Principal of Jasikan College of Education, Dr Daniel Kwesi Hammond has passed away after a short illness, leaving the teacher education community mourning his loss

Reading Time: 3 minutes

The teacher education community in Ghana is mourning the passing of the Principal of Jasican College of Education, Dr Daniel Kwesi Hammond, following reports that he died after a short illness.

The death of the College leader has been described as a great loss to the institution, staff, students, and the wider education sector.

Messages of condolence have begun pouring in from colleagues, education stakeholders, and members of the public who have expressed sadness over the passing of an education administrator who contributed to teacher preparation in Ghana.

Education Community Mourns the Loss of a College Leader

The Principal played a significant role in the administration and development of Jasikan College of Education, one of Ghana’s institutions responsible for training professional teachers.

Colleges of Education remain central to Ghana’s teacher education system, producing teachers who support learning at the basic and secondary education levels.

The passing of the Principal comes as the institution and the education community reflect on his leadership contributions and service to teacher education.

Related reading:

  • ➜ Colleges of Education in Ghana Explained
  • ➜ Teacher Education Reforms in Ghana

Tributes Expected from Staff, Students and Education Stakeholders

Following the announcement, members of the college community are expected to pay tribute to the late Principal and celebrate his contributions to the growth of the institution.

Principals of Colleges of Education play important roles in academic leadership, institutional management, staff development, and ensuring compliance with national teacher education standards.

The education sector continues to recognise the dedication of leaders who contribute to strengthening Ghana’s teacher preparation system.

Related reading:

  • ➜ History and Role of Colleges of Education in Ghana
  • ➜ Ghana Teacher Education System

 Jasikan College of Education Community Remembers Its Leader

The management, staff, and students of Jasikan College of Education are expected to announce further arrangements regarding funeral and memorial activities.

The institution has not yet released detailed information on the circumstances surrounding his death beyond reports that he passed away after a short illness.

EducateGhana.com extends condolences to the family, colleagues, students, and the entire Jasikan College of Education community during this difficult period.

Related reading:

  • ➜ Latest Teacher Education News in Ghana
  • ➜ Education Leadership and Management Updates

 EducationGhana Condolence Message

The loss of an education leader affects not only an institution but also the many individuals whose professional journeys were shaped under his guidance.

EducationGhana.com extends its deepest sympathies to the bereaved family, Jasikan College of Education, and all stakeholders affected by this loss.

May his soul rest in perfect peace.

Key Takeaways

  • The Principal of Jasikan College of Education has passed away.
  • Reports indicate that he died after a short illness.
  • The education community has expressed sadness following the announcement.
  • Further details from the institution are expected.

 Related Articles


Source

Information provided through public announcement from members of the education community.

 Editorial Policy

EducationGhana.com reports education-related developments from verified institutional sources and updates stories when official statements become available.

Note: EducationGhana.com will update this report when the official name of the late Principal and further details are released by Jasikan College of Education or relevant authorities.

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GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools
GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools

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Akatsi South Headteacher Found Dead in Guest House as Police Investigate Circumstances

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Akatsi South Headteacher Found Dead in Guest House as Police Investigate Circumstances

 44-year-old headteacher of Glikpome Basic School in Akatsi South has been found dead in a guest house as police investigate the circumstances.


Akatsi South, Volta Region | 8th July 2026 — The education community in the Akatsi South Municipality of the Volta Region is mourning the death of a 44-year-old headteacher of Glikpome Basic School, who was found dead in a guest house.

The deceased, identified as Selorm Kwaku Tettey, popularly known as “TK”, was discovered motionless on a bed at the Joli Bebe Guest House in Akatsi on Tuesday, 7th July 2026.

The circumstances surrounding his death remain unclear, with the Ghana Police Service currently conducting investigations into the incident.

Headteacher Discovered Dead During Guest House Routine Check

According to reports, a worker at the guest house discovered Mr Tettey’s body while entering the room to carry out routine housekeeping duties.

The worker reportedly found him lying motionless on the bed at about 10:00am before the matter was reported to the appropriate authorities.

The Akatsi South Municipal Director of Education, Karim Ayaana Umar, confirmed the incident but indicated that further details would have to come from the police and the family.

The death has attracted concern among education stakeholders within the municipality, who are awaiting further information from investigators.

Internal Link Suggestions:

➡️ Ghana Education Service (GES): Structure, Functions and Responsibilities
➡️ Education Leadership in Ghana: Roles and Challenges

Police Begin Investigation into Death of Glikpome Basic School Headteacher

Information gathered indicates that Mr Tettey’s wife had made several unsuccessful attempts to reach him by phone before reporting the matter to the Municipal Education Directorate.

She later accompanied the Municipal Director of Education to the Akatsi Municipal Police Command to file a formal complaint.

While they were at the police station, officers received information that a man had been found dead at the Joli Bebe Guest House.

The police proceeded to the location, where the deceased was identified as the headteacher of Glikpome Basic School.

Internal Link Suggestions:

➡️ Latest Ghana Education Service News Updates
➡️ Basic Education in Ghana: Policies and School Management

 No Evidence Yet Linking Death to Social Media Rumours

The Assembly Member for the area, Wonder Gatepe, said staff of the guest house alerted him after discovering the headteacher’s body.

He explained that he rushed to the scene and found Mr Tettey lying lifeless on the bed before personnel from the Akatsi Municipal Police Command arrived.

According to him, a bag containing educational materials, a mobile phone, canned malt drinks, and other personal belongings was found in the room.

He added that there were no visible signs of physical assault on the body.

Internal Link Suggestions:

➡️ Teacher Welfare and Safety in Ghana Schools
➡️ Challenges Facing Basic Education Management in Ghana

Police Dismiss Reports Linking Incident to Student Presence

Preliminary information from the investigation does not support rumours circulating on social media that the deceased was with a student at the time of his death.

Available information suggests that Mr Tettey was seen with an adult woman believed to be in her late 30s, although investigators are yet to establish the full circumstances surrounding the incident.

The Akatsi Municipal Police Command has confirmed the case and stated that investigations are ongoing.

No arrest has been made so far as authorities continue efforts to determine what led to the death.

Internal Link Suggestions:

➡️ Teacher Professional Ethics and Conduct in Ghana
➡️ School Leadership and Administration in Ghana

 Education Community Mourns Dedicated Headteacher

The death of Mr Tettey has caused sadness among teachers, education officials, and community members in the Akatsi South Municipality.

Colleagues and friends have described him as a dedicated, intelligent, and hardworking educationist who contributed to teaching and school leadership.

His body has been deposited at the St. Paul’s Hospital morgue in Akatsi for preservation, autopsy, and further investigations.

The education community continues to await official updates from the Ghana Police Service and the family.

Internal Link Suggestions:

➡️ Teacher Leadership and Professional Development in Ghana
➡️ Latest Education News from the Volta Region

 EducationGhana Analysis

The death of a school leader highlights the importance of protecting and supporting education professionals who serve communities across Ghana.

Headteachers play a critical role in managing schools, supporting teachers, and ensuring effective learning environments.

As investigations continue, education stakeholders will be looking forward to transparent findings that provide clarity on the circumstances surrounding the incident.

 Frequently Asked Questions (FAQs)

Who was the headteacher found dead in Akatsi South?

The deceased was Selorm Kwaku Tettey, popularly known as “TK”, the headteacher of Glikpome Basic School.

Where was the headteacher found?

He was found at the Joli Bebe Guest House in Akatsi in the Volta Region.

Has anyone been arrested?

No arrest has been made. Police investigations are ongoing.

What is the cause of death?

The cause of death has not yet been established. Further details are expected after investigations and autopsy.

 Source

Ghana News Agency (GNA)

 Editorial Note

EducateGhana.com reports education-related incidents based on verified information from recognised sources. Updates will be provided as official information becomes available.

 

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Ghana, Korea Sign US$28 Million Agreement to Expand STEM Education to 713 Schools

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Ghana, Korea Sign US$28 Million Agreement to Expand STEM Education to 713 Schools

Ghana and Korea have signed a US$28 million STEM education agreement to expand digital learning, smart schools, and teacher capacity development across 713 schools.

 

Accra, Ghana | 7th July 2026 — The Minister of Education, Hon. Haruna Iddrisu, has signed a Memorandum of Understanding (MoU) with the Government of the Republic of Korea through the to strengthen Science, Technology, Engineering and Mathematics (STEM) education in Ghana.

The agreement will facilitate the implementation of the US$28 million STEM for All (D-STEM) Programme, a six-year initiative scheduled to run from 2026 to 2032.

The signing ceremony took place at the Ministry of Education Conference Room in Accra and forms part of Ghana’s broader efforts to build a future-ready education system through technology-driven learning and improved STEM capacity.

Korea-Backed STEM for All Programme to Reach 713 Schools Nationwide

The STEM for All (D-STEM) Programme is expected to expand STEM education opportunities across four regions, twelve districts, 86 education circuits, and 713 schools throughout Ghana.

The initiative will also support approximately 1,426 teachers through specialised capacity-building programmes designed to improve STEM teaching and digital skills.

The Ashanti and Northern Regions are expected to join the programme as part of efforts to widen access to quality STEM education beyond existing intervention areas.

The expansion reflects government’s commitment to reducing educational inequalities and ensuring that learners across different regions have access to modern STEM learning opportunities.

Internal Link Suggestions:

➡️ STEM Education in Ghana: Challenges, Opportunities and Future Direction
➡️ Ghana Education Policy Reforms and Development Programmes

Programme to Strengthen Teachers’ Digital Skills and Smart School Development

A major component of the D-STEM Programme focuses on improving teachers’ digital competence in STEM-related subjects.

Through professional development initiatives, teachers will receive support to effectively integrate digital tools, innovative teaching approaches, and technology-based learning resources into classroom instruction.

The programme will also establish smart schools equipped with digital learning facilities to improve access to modern educational resources.

These interventions are expected to support Ghana’s transition towards technology-enhanced education and prepare learners with skills required for the changing global economy.

Internal Link Suggestions:

➡️ Digital Education in Ghana: Technology, AI and the Future of Learning
➡️ Teacher Professional Development Programmes in Ghana

 Accra STEM Park and Northern STEM Resource Centre to Support Innovation

The STEM for All Programme will include the construction of the Accra STEM Park and enhancement of the Northern STEM Resource Centre.

The facilities are expected to serve as innovation and learning hubs where students, teachers, and education stakeholders can access specialised STEM resources.

The development of STEM centres forms part of efforts to promote practical learning, creativity, research, and problem-solving among Ghanaian learners.

The initiative aligns with global education trends that emphasise science and technology skills as essential drivers of economic development.

Internal Link Suggestions:

➡️ Science and Technology Education in Ghana
➡️ Education Infrastructure Development in Ghana

Education Minister Commends Korea and KOICA Partnership

Hon. Haruna Iddrisu expressed appreciation to the government and people of the Republic of Korea and KOICA for their continued partnership in supporting Ghana’s education transformation agenda.

He stated that the collaboration would contribute significantly to building a future-ready education system capable of preparing Ghanaian children for emerging opportunities.

The partnership between Ghana and Korea highlights the growing importance of international cooperation in strengthening education quality, innovation, and digital transformation.

The Ministry of Education indicated that the programme will contribute to creating more equitable access to quality STEM education across the country.

Internal Link Suggestions:

➡️ Ministry of Education Ghana: Functions and Education Reforms
➡️ International Partnerships Supporting Ghana Education

EducationGhana Analysis

The D-STEM Programme represents a significant investment in Ghana’s ambition to strengthen STEM learning and prepare young people for a technology-driven economy.

Beyond infrastructure development, the success of the initiative will depend on sustained teacher training, effective monitoring, maintenance of digital facilities, and integration of STEM approaches into everyday classroom practice.

For Ghana to maximise the benefits of the programme, collaboration among government agencies, teachers, schools, communities, and international partners will remain essential.

Frequently Asked Questions (FAQs)

What is the STEM for All (D-STEM) Programme?

The STEM for All (D-STEM) Programme is a US$28 million initiative supported by Korea through KOICA to expand STEM education in Ghana from 2026 to 2032.

How many schools will benefit from the programme?

The programme will cover 713 schools across four regions, twelve districts, and 86 education circuits.

How many teachers will receive training?

Approximately 1,426 teachers will benefit from STEM and digital capacity development.

What infrastructure will be developed under the programme?

The programme will establish Smart Schools, construct the Accra STEM Park, and enhance the Northern STEM Resource Centre.

Source

EducationGhana Education Intelligence Desk
Report filed and edited by Ferdinand Ellis

Editorial Note

EducationGhana.com reports verified education policy developments, institutional partnerships, and national education initiatives to provide accurate education intelligence for students, teachers, policymakers, and stakeholders.

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GES Clears Three Years of Academic Intervention Arrears for SHS and SHTS Staff

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The Ghana Education Service (GES) has paid outstanding Academic Intervention arrears for the 2023/2024, 2024/2025 and 2025/2026 academic years to eligible SHS and SHTS staff.

Reading Time: 4 minutes

The Ghana Education Service (GES) has announced the payment of three years of outstanding Academic Intervention arrears owed to eligible staff of Senior High Schools (SHSs) and Senior High Technical Schools (SHTSs) across the country.

According to a statement issued on 7 July 2026 and signed by the Head of Public Relations, Daniel Fenyi, the payment covers the 2023/2024, 2024/2025, and 2025/2026 academic years.

The Service described the payment as part of its continued efforts to improve staff welfare and support the effective implementation of the Academic Intervention Programme in second-cycle institutions.

 Three Academic Years of Outstanding Arrears Paid

GES confirmed that eligible teaching and non-teaching staff who participated in the Academic Intervention Programme have received payments covering three academic years.

The settlement of the outstanding arrears addresses delays relating to the 2023/2024, 2024/2025, and 2025/2026 academic years.

Management indicated that the payment demonstrates its commitment to honouring obligations owed to staff supporting the implementation of intervention programmes in schools.

Related reading:

Payment Intended to Boost Staff Motivation

According to the Ghana Education Service, the release of the arrears is expected to strengthen staff motivation and improve the delivery of the Academic Intervention Programme.

The programme provides additional academic support for students, particularly those preparing for the and other national examinations.

GES noted that motivated teachers remain essential to improving learning outcomes and supporting student academic performance across SHSs and SHTSs.

Related reading:

  • ➜ WASSCE Preparation and Academic Intervention Explained
  • ➜ GES Welfare and Teacher Motivation Policies

GES Commends Staff for Patience and Professionalism

The Service expressed appreciation to teachers and other eligible staff for their patience, understanding, and professionalism while awaiting payment of the arrears.

In its statement, GES acknowledged the commitment demonstrated by school staff in sustaining the Academic Intervention Programme despite the outstanding payments.

Management reaffirmed its commitment to supporting teachers and ensuring the successful implementation of programmes that contribute to quality education.

Related reading:

 Academic Intervention Programme Supports Examination Candidates

The Academic Intervention Programme was introduced to provide additional tuition and learning support for students preparing for major national examinations.

Through the initiative, teachers organise extra academic sessions aimed at improving student performance in core and elective subjects.

The programme continues to play an important role in strengthening academic achievement in Senior High Schools and Senior High Technical Schools nationwide.

Related reading:

  • ➜ WASSCE Success Tips and Resources
  • ➜ Senior High School Education in Ghana

EducationGhana Analysis

The payment of three years of Academic Intervention arrears is likely to be welcomed by teachers and school staff who have consistently supported students through additional instructional activities.

Timely payment of allowances and intervention-related benefits contributes to staff morale and reinforces confidence in government-supported education programmes.

As Ghana continues to invest in improving learning outcomes at the secondary level, sustained financial support for teachers implementing intervention initiatives will remain an important component of education quality improvement.

Related reading:

  • ➜ Education Financing and Teacher Welfare in Ghana
  • ➜ Government Education Programmes and Reforms

Key Takeaways

  • GES has paid three years of outstanding Academic Intervention arrears.
  • The payment covers the 2023/2024, 2024/2025, and 2025/2026 academic years.
  • Eligible SHS and SHTS staff are the beneficiaries.
  • GES says the payment is intended to improve staff motivation.
  • The Academic Intervention Programme supports students preparing for WASSCE and other national examinations.

Frequently Asked Questions (FAQs)

Which staff are eligible for the payment?

Eligible staff of Senior High Schools and Senior High Technical Schools who participated in the Academic Intervention Programme.

Which academic years are covered?

The payment covers the 2023/2024, 2024/2025, and 2025/2026 academic years.

Why did GES make the payment?

According to GES, the payment is intended to improve staff motivation and support the continued implementation of the Academic Intervention Programme.

What is the Academic Intervention Programme?

It is a programme that provides additional academic support and tuition for students preparing for WASSCE and other national examinations.


Related Articles


Source

Official statement issued by the on 7 July 2026, signed by Daniel Fenyi, Head of Public Relations.


Editorial Policy

EducationGhana.com publishes verified education news, official circulars, and policy updates from recognised government institutions and education agencies. Reports are updated when additional official information becomes available.


Fact Check

This article is based on an official statement released by the Ghana Education Service regarding the payment of Academic Intervention arrears to eligible SHS and SHTS staff.

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GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools
GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools

NaCCA Cracks Down on Unauthorized Use of Logo, Says Only QR-Coded Books Are Approved for Ghanaian Schools
NaCCA Cracks Down on Unauthorized Use of Logo, Says Only QR-Coded Books Are Approved for Ghanaian Schools

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Ministry of Health Opens Recruitment for 36th Batch Medical and Dental Officers

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Ministry of Health Opens Recruitment for 36th Batch Medical and Dental Officers Scholarships for Nursing Students in Ghana: The Ultimate Life-Changing 2026 Financial Aid Blueprint for Fully Funded, Government and Private Support Opportunities

The Ministry of Health has opened recruitment for the 36th batch of medical officers and dentists who have completed their house jobs and obtained medical and dental council verification.

Reading Time: 4 minutes

The Ministry of Health (MoH) has announced the opening of recruitment for the 36th batch of Medical Officers and Dentists who have successfully completed their House Job and have been verified by the Medical and Dental Council.

The recruitment exercise is aimed at placing qualified medical professionals within approved health institutions across the country to strengthen healthcare delivery.

According to an official notice signed by Mr. Frank Raji, Director of General Administration, the recruitment process will commence on Wednesday, 8 July 2026, at 10:00 a.m.

Qualified Medical Officers and Dentists Invited to Apply

The Ministry has directed eligible applicants to submit their applications through the official recruitment portal: https://mohrecruitment.com

Applicants will be required to select their preferred district for posting during the application process.

The recruitment opportunity is open to medical and dental professionals who have completed their mandatory House Job requirements and have received verification from the Medical and Dental Council.

The exercise forms part of ongoing efforts to ensure adequate staffing of healthcare facilities nationwide.

Related reading:

 Available Vacancies Across Major Health Institutions

According to the Ministry of Health, successful applicants will be considered for vacancies available under various healthcare institutions, including:

  • Ghana Health Service (GHS)
  • Christian Health Association of Ghana (CHAG)
  • Ahmadiyya Health Services
  • Mental Health Authority

The inclusion of multiple health service providers is expected to widen placement opportunities for newly qualified medical professionals.

Related reading:

 Application Deadline and Important Recruitment Dates

The Ministry has announced that applications will close on:

Wednesday, 15 July 2026, at 6:00 p.m.

Applicants are encouraged to complete their submissions before the deadline to avoid challenges associated with late applications.

The Ministry advised candidates to provide accurate information during the application process to support smooth verification and placement.

Related reading:

  • Government Recruitment Portals in Ghana
  • Professional Licensing Requirements in Ghana

 Previous Applicants from 34th and 35th Batches Included

The Ministry further stated that members of the 34th and 35th batches who previously applied but did not report for their placements may participate in the current recruitment exercise.

However, their placement opportunities will be restricted to their original regions, depending on available vacancies.

This arrangement provides another opportunity for eligible applicants from previous batches to be considered for available positions.

Related reading:

 Ministry Warns Applicants Against Recruitment Fraud

The Ministry of Health has cautioned applicants to be vigilant against fraudsters who may attempt to exploit the recruitment process.

The Ministry emphasised that the recruitment exercise is transparent and applicants should not make payments to individuals claiming they can influence placement decisions.

“The recruitment process remains transparent. Applicants are advised not to make any payment for this process. Be cautious of individuals who may claim to offer assistance for a fee.”

Applicants requiring further information may contact the Ministry through:

Email: info@moh.gov.gh
Telephone: +233 206 887 883 / +233 302 966 628

Related reading:

  • How to Identify Fake Government Recruitment Schemes
  • Public Sector Recruitment Safety Guide

 EducationGhana Analysis

The recruitment of Medical Officers and Dentists represents an important transition point for newly qualified healthcare professionals entering Ghana’s public health system.

Beyond providing employment opportunities, strategic recruitment of medical personnel is essential for improving healthcare access, particularly in districts facing shortages of health professionals.

Transparent recruitment processes and clear communication remain critical in maintaining public confidence and ensuring that qualified professionals receive fair placement opportunities.

Related reading:

  • Health Workforce Development in Ghana
  • Government Employment Policies

 Key Takeaways

  • The Ministry of Health has opened recruitment for the 36th batch of Medical Officers and Dentists.
  • Applicants must have completed House Job and received Medical and Dental Council verification.
  • Applications open on 8 July 2026 at 10:00 a.m.
  • The deadline is 15 July 2026 at 6:00 p.m.
  • Vacancies are available under GHS, CHAG, Ahmadiyya Health Services, and Mental Health Authority.
  • Applicants have been warned against recruitment fraud.

 Frequently Asked Questions (FAQs)

Who qualifies for the 36th batch Medical Officers and Dentists recruitment?

Qualified medical officers and dentists who have completed House Job and obtained Medical and Dental Council verification.

Where can applicants apply?

Applications should be submitted through the Ministry of Health recruitment portal.

When does the application close?

The deadline is Wednesday, 15 July 2026, at 6:00 p.m.

Are previous applicants eligible?

Members of the 34th and 35th batches who previously applied but did not report may participate, subject to regional placement conditions.

 Related Articles

Source

Ministry of Health public recruitment announcement signed by Mr. Frank Raji, Director of General Administration.

 Editorial Policy

EducationGhana.com publishes verified recruitment and career information from government institutions, regulatory bodies, and recognised organisations. Readers are encouraged to confirm details through official channels.

 Fact Check

This article is based on an official announcement from the Ministry of Health regarding recruitment for the 36th batch of Medical Officers and Dentists.

 

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GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools

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GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools
GES Central Region to Conduct Hazard Mapping and Risk Assessment in Schools

GES Central Region will conduct hazard mapping and risk assessment in schools to identify risks and improve safety for pupils, staff, and school infrastructure.

Reading Time: 4 minutes

The Ghana Education Service (GES), Central Region, has announced plans to conduct a comprehensive hazard mapping and risk assessment exercise in schools across the region to identify potential dangers and improve safety standards within educational facilities.

The exercise will cover school structures across Metropolitan, Municipal, and District Assemblies in the Central Region, with particular attention to basic schools.

According to a circular signed by the Regional Director of Education, Mrs. Juliette Dufie Otami, PhD, the initiative is aimed at identifying hazards, assessing vulnerabilities, and recommending appropriate measures to reduce risks affecting learners, teachers, and school infrastructure.

 Exercise to Identify Hazards and Improve School Safety

The GES explained that the hazard mapping exercise will help authorities identify existing and potential risks within school environments.

The assessment will examine school facilities and surrounding conditions that may threaten the safety of pupils, staff, and educational infrastructure.

The findings from the exercise are expected to guide education authorities and relevant stakeholders in developing appropriate interventions to improve safety conditions in schools.

Related reading:

  • School Safety Policies in Ghana
  • Education Infrastructure Development in Ghana

 GES Responds to Disaster Preparedness Concerns

The initiative follows a notification from the Central Regional Directorate of the National Disaster Management Organization (NADMO) dated 25 June 2026, as well as a directive from the Central Regional Minister.

The collaboration between education and disaster management authorities highlights the importance of preparedness in reducing the impact of emergencies within school communities.

Schools are increasingly being encouraged to identify risks early and develop preventive measures to protect lives and property.

Related reading:

  • NADMO and Disaster Preparedness in Ghana
  • Climate Risks Affecting Schools in Ghana

Regional Education Directors Directed to Support Exercise

The circular was addressed to all Metro, Municipal, and District Directors of Education in the Central Region.

The directors have been instructed to communicate the exercise to Heads of Basic Schools within their jurisdictions and provide the necessary support to ensure successful implementation.

The GES emphasised that cooperation from school leaders will be essential in providing accurate information about existing risks and vulnerabilities within school facilities.

Related reading:

  • Role of GES Regional and District Offices
  • Responsibilities of School Heads in Ghana

Focus on Basic Schools and Educational Structures

The GES stated that the assessment will cover all educational structures within the region, with particular emphasis on basic schools.

Basic schools often require closer attention because many operate in communities where infrastructure challenges, environmental risks, and maintenance issues may affect teaching and learning.

The exercise is expected to provide valuable information for planning future school improvement projects and safety interventions.

Related reading:

  • Basic Education Development in Ghana
  • School Infrastructure Challenges in Ghana

 EducationGhana Analysis

The decision by GES Central Region to conduct hazard mapping and risk assessment represents an important step towards strengthening school safety management.

Educational environments must not only provide learning opportunities but also ensure that learners and teachers operate in safe and secure conditions.

A comprehensive risk assessment can help authorities move from responding to emergencies after they occur to preventing avoidable risks through early identification and planning.

The success of the exercise will depend on effective data collection, stakeholder collaboration, and the implementation of recommended safety measures.

Related reading:

  • Education Policy and School Safety
  • Disaster Risk Management in Educational Institutions

Key Takeaways

  • GES Central Region will conduct hazard mapping and risk assessment in schools.
  • The exercise will cover schools across Metropolitan, Municipal, and District Assemblies.
  • The focus is to identify hazards and recommend risk reduction measures.
  • Basic schools will receive particular attention.
  • The initiative follows a notification from NADMO and a directive from the Central Regional Minister.

Frequently Asked Questions (FAQs)

What is hazard mapping in schools?

Hazard mapping involves identifying possible risks and dangerous conditions within and around school environments.

Why is GES conducting the exercise?

The exercise aims to improve school safety by identifying vulnerabilities and recommending solutions.

Which schools will be assessed?

The exercise will cover educational structures across the Central Region, with emphasis on Basic Schools.

Who is responsible for coordinating the exercise?

The Ghana Education Service Central Regional Office is coordinating the exercise in collaboration with relevant stakeholders.

 Related Articles

  • School Safety Guidelines in Ghana
  • GES Policies and Directives
  • Education Infrastructure Projects in Ghana
  • Disaster Preparedness in Schools
  • Basic Education News in Ghana

 Source

Ghana Education Service, Central Regional Directorate circular issued by the Regional Director of education, Mrs. Juliette Dufie Otami, PhD.

 Editorial Policy

EducationGhana.com reports verified education news based on official circulars, government announcements, and recognised institutional sources. Articles are updated when additional official information becomes available.

 Fact Check

This report is based on an official communication from the Ghana Education Service, Central Region, announcing a planned hazard mapping and risk assessment exercise in schools.

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