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Ghana School Feeding Programme Reaches 4.53 Million Children as 2026 Budget Rises to GH¢1.982 Billion

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Article Information

FieldDetails
CategoryEducation Government & Policy News
HubEarly & Basic Education
ClusterGhana School Feeding Programme
Article TypeEducation Policy / Social Protection
Date Published19 September 2026
Primary Focus KeywordGhana School Feeding Programme 2026
LocationGhana
Key InstitutionMinistry of Gender, Children and Social Protection
StatusReported Government Update
AuthorFerdinand Ellis

Fact Check & Editorial Review

The Ministry of Gender, Children and Social Protection has reported a significant expansion of the Ghana School Feeding Programme in 2026.

According to Minister for Gender, Children and Social Protection Dr Agnes Naa Momo Lartey, the programme is now reaching 4,527,636 schoolchildren every school day, compared with 4,029,580 pupils in 2024. The 2026 allocation has risen to GH¢1.982 billion, while the feeding grant remains GH¢2.00 per meal.

The Minister presented the figures at a Government Accountability Series in Accra. Graphic Online also reported that the Ministry has cleared caterer arrears from 2024 and settled payments for the first and second terms of the 2025/26 academic year.

Key Takeaways

  • The Ghana School Feeding Programme now reaches 4,527,636 children daily.
  • The programme’s 2026 budget is GH¢1.982 billion.
  • The per-meal grant is GH¢2.00.
  • Beneficiary numbers have increased from 4.03 million in 2024 to more than 4.52 million in 2026.
  • The Ministry says caterer arrears from 2024 have been cleared.
  • Payments for the first and second terms of the 2025/26 academic year have also been settled.
  • Compliance monitoring has expanded from 4,419 schools in 2025 to 8,270 schools in 2026.
  • 20,171 caterers and head cooks have received training in practical nutrition standards.

In Brief

The Ghana School Feeding Programme (GSFP) has expanded to provide daily meals to more than 4.5 million schoolchildren across the country.

The Ministry of Gender, Children and Social Protection says the programme is serving 4,527,636 children every school day, supported by a 2026 allocation of GH¢1.982 billion.

The expansion comes alongside increased monitoring of participating schools, training for caterers and head cooks, and the reported clearance of outstanding caterer payments.

➡️ Related: Ghana School Feeding Programme Updates
➡️ Related: Basic Education News in Ghana

School Feeding Programme Now Reaches 4.53 Million Children

The number of children benefiting from the Ghana School Feeding Programme has increased substantially since 2024.

The latest figure is 4,527,636 children, representing an increase from 4,029,580 pupils in 2024.

The programme provides meals to participating schoolchildren on every school day and is administered as part of Ghana’s wider social protection and education support framework.

The Information Services Department, reporting on the Minister’s presentation, confirmed the 2026 beneficiary figure and described the programme as reaching more than 4.5 million children daily.

The expansion means that hundreds of thousands more children are now covered compared with the 2024 level.

How the School Feeding Allocation Has Changed

The reported figures show an increase in both programme funding and coverage.

YearGovernment AllocationBeneficiary ChildrenGrant Per Meal
2024GH¢1.393 billion4,029,580GH¢1.50
2025GH¢1.788 billion4,231,000+GH¢2.00
2026GH¢1.982 billion4,527,636GH¢2.00

The 2026 allocation represents a 42 per cent increase over the 2024 allocation cited by the Ministry.

The per-meal grant was increased from GH¢1.50 to GH¢2.00 in 2025 and has remained at GH¢2.00 in 2026.

➡️ Related: Education Budget and Policy Updates
➡️ Related: Education Statistics and Research

Caterer Arrears Reportedly Cleared

The Ministry has also reported progress concerning payments to caterers.

According to Dr Lartey, all caterer arrears from 2024 have been cleared, while payments for the first and second terms of the 2025/26 academic year have also been settled.

The payment position is significant because the effectiveness of a school feeding programme depends not only on the number of children covered but also on the ability of caterers to provide meals consistently.

Timely payments can affect caterers’ ability to procure food, prepare meals and maintain continuity of service.

Monitoring Expanded to 8,270 Schools

The Ministry says it has also increased compliance monitoring across schools participating in the programme.

Monitoring coverage has risen from 4,419 schools in 2025 to 8,270 schools in 2026.

The expansion is intended to strengthen oversight of the programme and provide greater attention to compliance with required standards.

The Ministry also reported that 20,171 caterers and head cooks have received training in practical nutrition standards.

This introduces a quality dimension to the programme’s expansion. Increasing the number of beneficiaries is one measure of programme coverage, while monitoring and nutrition training address how the meals are delivered.

➡️ Related: Child Nutrition and School Health
➡️ Related: Education Quality and Accountability

What the Expansion Means for Basic Education

School feeding sits at the intersection of education, nutrition and social protection.

For families whose children attend participating schools, a daily school meal can reduce some of the direct costs associated with feeding children during the school day.

From an education perspective, the programme also forms part of the wider support environment surrounding school participation.

However, the number of beneficiaries alone does not provide a complete picture of programme performance. Questions concerning meal quality, regularity, nutritional adequacy, payment sustainability, procurement and monitoring remain important to evaluating implementation.

The Ministry’s reported expansion of compliance monitoring and nutrition training therefore provides an additional part of the 2026 picture.

The Broader Social Protection Context

The School Feeding Programme was one of several areas highlighted by the Gender Ministry during its Government Accountability Series presentation.

The Ministry also reported increases in the Livelihood Empowerment Against Poverty (LEAP) grants and an expansion of the programme’s beneficiary ceiling.

According to the Minister, the LEAP ceiling has increased from 350,000 to 450,000 households, while the average grant reportedly rose from GH¢334 in 2024 to GH¢569 in 2026.

The School Feeding Programme therefore forms part of a broader social protection agenda covering vulnerable households, children and other groups.

What Parents and Schools Should Know

The latest figures concern the national programme, rather than an announcement that every school in Ghana receives the same level of support or serves the same menu.

Parents should therefore distinguish between national programme figures and the specific arrangements at an individual school.

Schools participating in the programme remain subject to the applicable operational and monitoring requirements.

The reported training of caterers and head cooks, together with expanded compliance monitoring, is intended to strengthen implementation at school level.

Frequently Asked Questions

How many children benefit from the Ghana School Feeding Programme in 2026?

The Ministry reports that 4,527,636 schoolchildren receive a meal every school day under the programme.

How much is the school feeding grant per meal?

The reported grant is GH¢2.00 per meal in 2026.

What is the 2026 School Feeding Programme budget?

The 2026 allocation is reported as GH¢1.982 billion.

How many schools are being monitored?

The Ministry says compliance monitoring has expanded to 8,270 schools in 2026, compared with 4,419 in 2025.

Have caterer arrears been cleared?

The Ministry says all caterer arrears from 2024 have been cleared and payments for the first and second terms of the 2025/26 academic year have been settled.

How many caterers and head cooks have received training?

The Ministry reports that 20,171 caterers and head cooks have received training in practical nutrition standards.

Conclusion

The Ghana School Feeding Programme has expanded considerably in 2026, with the Ministry of Gender, Children and Social Protection reporting coverage of 4.53 million schoolchildren every school day.

The expansion has been accompanied by a GH¢1.982 billion allocation, a GH¢2.00 per-meal grant, wider compliance monitoring and training for thousands of caterers and head cooks. The Ministry has also reported the clearance of outstanding caterer arrears from 2024 and payments covering the first two terms of the 2025/26 academic year.

The figures demonstrate the scale of the programme in Ghana’s basic education system. Its longer-term effectiveness, however, will also depend on the quality and nutritional adequacy of meals, reliable payments, effective monitoring and consistent implementation at school level.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, curriculum, teacher education, examinations, student welfare and developments across Ghana’s education sector.

Editorial Note

EducateGhana distinguishes between reported government performance figures and independent assessment of programme outcomes. The figures in this report are attributed to the Ministry of Gender, Children and Social Protection and are independently corroborated by Ghana’s Information Services Department and Ghana News Agency.

Sources

  • Graphic Online, “Gender ministry increases LEAP grant, expands school feeding,” 19 September 2026.
  • Information Services Department (ISD), “School Feeding Programme Reaches 4.53 million Children Daily,” 16 September 2026.
  • Ghana News Agency (GNA), “Gender Minister hails Ghana School Feeding Programme,” 16 September 2026.

President Mahama Orders SHS Menu Review: Eggs and Chicken Among Reported Improvements

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Article Information

FieldDetails
CategoryEducation Government & Policy News
HubSecondary Education
ClusterFree SHS & Student Welfare
Article TypeEducation Policy News
Date Published19 September 2026
Primary Focus KeywordSHS menu review 2026
LocationGhana
Key InstitutionsMinistry of Education, Ghana Education Service
StatusDeveloping Policy Update
AuthorFerdinand Ellis

Fact Check & Editorial Review

Education Minister Haruna Iddrisu has announced that President John Dramani Mahama has directed a review of the Senior High School menu to improve the quality of meals served to students.

The announcement was made during the Minister’s visit to Tarkwa Senior High School on Friday, 18 September 2026, as students returned to school for the 2026/2027 academic year.

Reports about the President’s directive have specifically referred to the inclusion of eggs and chicken. However, the details of the revised national SHS menu, including the exact frequency and implementation date for particular food items, have not yet been publicly announced. The confirmed position at this stage is that the menu is being reviewed to improve the quality of meals served to students.

Key Takeaways

  • President Mahama has directed a review of the SHS menu.
  • Education Minister Haruna Iddrisu says the objective is to improve the quality of meals served to students.
  • The announcement was made during a visit to Tarkwa SHS on 18 September 2026.
  • The reported review is associated with calls for improved meals, including eggs and chicken.
  • The Government says adequate provisions have been made for SHS students’ meals for the 2026/2027 academic year.
  • The final revised menu and implementation details are yet to be announced.

In Brief

President John Dramani Mahama has directed a review of the Senior High School feeding menu as part of efforts to improve the quality of meals provided to students under the Free SHS programme.

Education Minister Haruna Iddrisu disclosed the directive during a visit to Tarkwa SHS, where he also assured students that adequate provisions had been made for their meals as schools reopened.

The proposed menu improvements have been reported in connection with the inclusion of food items such as eggs and chicken, although the final revised menu has not yet been published.

➡️ Related: Free SHS Policy and Student Welfare
➡️ Related: SHS Admission and Reopening Updates

President Mahama Orders Review of SHS Menu

The Government is set to review the menu served to students in Ghana’s Senior High Schools following a directive from President John Dramani Mahama.

Education Minister Haruna Iddrisu disclosed the directive during his visit to Tarkwa Senior High School on Friday, 18 September.

According to the Minister, the review is intended to make the meals provided to students better.

The announcement comes as SHS and Senior High Technical School students return to school for the 2026/2027 academic year, placing renewed attention on the quality and adequacy of meals provided under the Free SHS programme.

Eggs and Chicken Mentioned in Menu Improvement Discussions

The reported menu review has generated particular attention around the inclusion of eggs and chicken in meals served to SHS students.

These food items are significant sources of protein and are commonly incorporated into school meals and wider diets.

However, it is important to distinguish between the directive to review the menu and a formally published revised menu.

At the time of publication, the Government has not announced the complete revised menu or specified how frequently particular items such as eggs or chicken will be served across schools.

EducateGhana therefore presents the reported inclusion of eggs and chicken as part of the menu-improvement direction rather than as a confirmed nationwide serving schedule.

➡️ Related: SHS Food and Nutrition Updates
➡️ Related: Education Policy and Student Welfare

Government Assures Students of Adequate Food

The menu review comes alongside an assurance from the Education Minister that adequate provisions have been made to feed students during the new academic year.

During his interaction at Tarkwa SHS, Mr Iddrisu said he would examine the available data and work to ensure that students do not experience shortages of food.

The Minister’s comments address two related aspects of school feeding: availability of food and quality of meals.

A school feeding system therefore has to provide not only sufficient quantities but also meals that meet reasonable nutritional and dietary expectations for students.

GH¢4.2 Billion Allocated for Free SHS Feeding in 2026

According to the current report, the Government has allocated GH¢4.2 billion for feeding Free SHS students in 2026, as part of a total GH¢9.6 billion allocation for the Free SHS programme.

The funding commitment comes amid broader efforts to address challenges associated with feeding students under the programme.

The Education Minister has also announced plans to increase the feeding grant from GH¢8 to GH¢15 per student, as part of reforms being considered for the programme.

➡️ Related: Free SHS Funding and Education Budget Updates
➡️ Related: Ghana Education Statistics and Policy

Why the Menu Review Matters

Food is an essential component of student welfare, particularly in boarding schools where students depend substantially on meals provided by their institutions.

The quality and adequacy of those meals can affect students’ wellbeing during the school day and their overall experience in residential schools.

The menu review therefore extends beyond simply adding individual food items. Its broader significance will depend on the final menu, nutritional balance, procurement arrangements, consistency of supply and the resources available to schools to implement it.

The Government’s stated objective is to improve the meals provided to students, but the practical impact will become clearer when the revised menu and implementation arrangements are formally communicated.

What Has Not Yet Been Announced

Several details remain outstanding.

The Government has not yet publicly specified:

  • The complete revised SHS menu.
  • How often eggs will be served.
  • How often chicken will be served.
  • Whether the revised menu will apply uniformly to all SHS/SHTS.
  • The date on which the revised menu will take effect.
  • The detailed funding and procurement arrangements for the additional food items.

These details will be important in assessing how the menu review will operate across schools.

What Students and Parents Should Expect

For now, students and parents should distinguish between the announcement of a menu review and the final implementation of the revised menu.

The confirmed position is that President Mahama has directed the review and that the Education Minister has assured students that adequate food provisions have been made for the 2026/2027 academic year.

Further details are expected through official communication from the Ministry of Education and the Ghana Education Service.

Frequently Asked Questions

Has President Mahama directed a review of the SHS menu?

Yes. Education Minister Haruna Iddrisu said President Mahama has directed that the SHS menu be reviewed to improve the quality of meals served to students.

Will eggs and chicken be included in the SHS menu?

Eggs and chicken have been reported in connection with the proposed menu improvements. However, the final revised menu and detailed serving arrangements have not yet been officially announced.

When was the directive announced?

Education Minister Haruna Iddrisu announced the directive during a visit to Tarkwa Senior High School on 18 September 2026.

Has the new menu already taken effect?

The available report does not establish that the complete revised menu has already taken effect. Details of the revised menu and implementation date are yet to be announced.

How much has been allocated for Free SHS feeding in 2026?

The current report states that GH¢4.2 billion has been allocated for feeding Free SHS students in 2026.

Conclusion

The directive to review the SHS menu marks another development in the Government’s efforts to address the quality and adequacy of meals provided under the Free SHS programme.

Education Minister Haruna Iddrisu says President Mahama wants the menu improved, while students have been assured that adequate provisions have been made for the 2026/2027 academic year.

Although eggs and chicken have been highlighted in reports about the proposed improvement, the full revised menu, serving frequency and implementation date remain to be communicated officially.

The next important step will therefore be the publication of the revised menu and the operational arrangements for implementing it across Ghana’s SHS and SHTS system.

About the Author

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

Editorial Note

EducateGhana distinguishes between confirmed government announcements and details that remain subject to further official communication. This report does not treat the reported inclusion of individual food items as a final nationwide menu until the revised menu is formally published.

Source

MyJoyOnline, “Mahama orders review of SHS menu as Education Minister assures students of adequate food,” 19 September 2026.

GES Directs SHS to Stop Denying Boarding Students Accommodation Over Metal Trunks, Wooden Chop Boxes

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Article Information

FieldDetails
CategoryEducation Government & Policy News
HubSecondary Education
ClusterSHS Admission & Student Welfare
Article TypeOfficial Directive / Breaking Education News
Date Published19 September 2026
Primary Focus KeywordGES directive on metal trunks and wooden chop boxes
LocationGhana
Key InstitutionGhana Education Service (GES)
ReferenceGES/DD-G(MS)/S1/26/431
StatusOfficial Directive Supplied
AuthorFerdinand Ellis

Fact Check & Editorial Review

The directive supplied for publication is dated 18 September 2026 and is attributed to the Ghana Education Service Headquarters. It is signed by Prof. Smile Dzisi (Mrs), Deputy Director-General (MS), for the Director-General.

The directive addresses reports that some Senior High Schools and Senior High Technical Schools have been turning away newly admitted boarding students or refusing to accommodate them because they arrived with metal trunks, wooden chop boxes or other personal storage containers instead of the types preferred or prescribed by particular schools.

The directive does not state that every type or size of storage container must be accepted regardless of safety considerations. Rather, it directs schools not to deny duly admitted boarding students accommodation solely because of the type of trunk or chop box they use, provided the item is reasonably sized, safe and does not pose a risk to the health, safety or welfare of other students.

Key Takeaways

  • GES has directed SHS/SHTS to stop turning away duly admitted boarding students solely because of the type of trunk or chop box they bring.
  • The directive specifically addresses metal trunks, wooden chop boxes and other personal storage containers.
  • Students admitted to boarding must be treated fairly without discrimination based on their family’s economic circumstances.
  • Storage containers should be reasonably sized, safe and not pose risks to other students.
  • GES says forcing parents to purchase specific types of trunks can create an unnecessary financial burden.
  • Regional Directors are to communicate the directive to Heads of Schools.
  • Reported violations are to be investigated and reported to GES Management.
  • Heads of SHS/SHTS who flout the directive may face action under applicable GES regulations and laws.

In Brief

The Ghana Education Service (GES) has directed Senior High Schools and Senior High Technical Schools to stop refusing accommodation to duly admitted boarding students merely because they report to school with metal trunks, wooden chop boxes or other storage containers that differ from a school’s preferred type.

The directive, dated 18 September 2026, says students should not be discriminated against because of their economic circumstances or their inability to purchase a particular brand or type of trunk.

However, the storage container must be reasonably sized, safe and must not pose a risk to the health, safety or welfare of other students.

➡️ Related: 2026/27 SHS Admission & Placement Updates
➡️ Related: 2026/27 National Harmonised SHS Prospectus

GES Issues Directive on Boarding Accommodation

The directive follows reports received by GES Headquarters concerning the treatment of newly admitted boarding students at some SHS/SHTS.

According to the directive, some schools have reportedly turned away students or refused to accommodate them because they arrived with metal trunks, wooden chop boxes or other personal storage containers, rather than plastic or suitcase-type storage prescribed or preferred by the schools.

GES has now directed Regional Directors to ensure that Heads of Schools desist from such practices.

The directive applies where the type of storage container is the sole reason for refusing to accommodate a duly admitted boarding student.

Schools Must Not Discriminate Against Students

A central principle in the directive is that boarding students must be accommodated fairly.

GES says students should not face discrimination based on their economic situation or whether their parents can afford to purchase a particular brand or type of trunk.

This means that the inability of a family to replace an existing metal trunk or wooden chop box with a more expensive alternative should not, by itself, become a basis for denying the student accommodation.

The directive therefore places emphasis on the student’s admission status and welfare rather than the family’s ability to purchase a particular storage product.

➡️ Related: Student Welfare and Inclusive Education
➡️ Related: GES Policies and Directives

What Schools Have Been Directed to Stop Doing

Regional Directors have been instructed to direct Heads of Schools to desist immediately from:

  • Turning away duly admitted boarding students solely because of the type of trunk they bring.
  • Refusing to admit or accommodate such students for that reason.
  • Denying a student a boarding place because the family cannot afford a particular type or brand of storage container.

The directive covers metal trunks, wooden chop boxes and other personal storage containers, provided they satisfy the required safety and size considerations.

What Are the Conditions?

The directive does not mean that schools have lost all authority to regulate items brought into boarding houses.

A storage container brought by a student must be:

  1. Reasonably sized so that it can be accommodated within the available boarding facilities.
  2. Safe for use within the school environment.
  3. Free from risks that could endanger the health, safety or welfare of other students.

Therefore, the directive should not be interpreted as requiring schools to accept an item that is dangerously oversized, unsafe or otherwise poses a legitimate health or safety concern.

The key distinction is that the type or material of the trunk alone should not be used as the basis for denying accommodation where the item is otherwise acceptable.

GES Cites Financial Burden on Parents

GES also points to the financial implications of requiring parents to purchase specific types of trunks or storage containers.

For families preparing children for SHS, the cost of admission-related items can add significantly to the overall expense of starting school.

Requiring parents to replace a usable trunk solely because it is made from metal or because a student uses a wooden chop box can impose an additional financial obligation that may not be necessary.

The directive therefore seeks to prevent storage-container requirements from becoming an unnecessary barrier to a student’s access to boarding accommodation.

➡️ Related: SHS Prospectus and Required Items
➡️ Related: Education Costs and Student Support

Regional Directors and Heads of Schools Have Responsibilities

The directive places responsibility on Regional Directors to ensure that Heads of Schools are informed of and comply with the instruction.

This means the directive is not merely general advice to parents. It is an instruction directed through the GES administrative structure to schools responsible for boarding students.

Where a school receives a duly admitted boarding student whose storage container meets the stated safety and size requirements, the container’s material or type should not, by itself, be used as grounds for refusing the student’s accommodation.

Violations May Attract Sanctions

GES has also outlined an enforcement mechanism.

According to the directive:

  • Reported cases are to be investigated.
  • Findings are to be reported to GES Management.
  • Heads of SHS/SHTS who flout the directive may be dealt with in accordance with GES regulations and applicable laws.

Parents and guardians who encounter a situation that appears to fall within the directive can therefore seek clarification through the appropriate education authorities rather than assuming that replacing the student’s trunk is the only available solution.

What Parents Should Know

Parents preparing their children for boarding school should distinguish between a school’s legitimate requirements relating to safety, size, hygiene and boarding-house management and a blanket refusal based solely on the material or type of a storage container.

If a student’s metal trunk or wooden chop box is reasonably sized and safe, the GES directive indicates that the student should not be denied accommodation solely because of that type of container.

Parents should also retain relevant admission documentation and, where necessary, seek clarification from the school, Municipal or District Education Directorate, Regional Education Directorate or GES through the appropriate channels.

Frequently Asked Questions

Can an SHS refuse to accommodate a boarding student because the student has a metal trunk?

According to the GES directive, a duly admitted boarding student should not be denied accommodation solely because the student has a metal trunk, provided the item is reasonably sized, safe and does not pose a risk to others.

What about wooden chop boxes?

The directive specifically refers to wooden chop boxes. A student should not be denied accommodation solely because the student uses a wooden chop box if it meets the stated size and safety conditions.

Can schools regulate the size and safety of trunks?

Yes. The directive recognises conditions relating to reasonable size and safety. Schools are not required to accept storage containers that pose legitimate health, safety or welfare risks.

Why has GES issued this directive?

GES says it has received reports of some schools turning away or refusing to accommodate newly admitted boarding students because of the type of storage container they brought.

What happens if a school ignores the directive?

Reported cases are to be investigated and reported to GES Management. Heads of Schools who flout the directive may face action under applicable GES regulations and laws.

Does this mean students can bring any type of container?

No. The directive does not create an unrestricted right to bring any container regardless of its characteristics. The item must be reasonably sized, safe and not pose a risk to the health, safety or welfare of other students.

Conclusion

The new GES directive provides an important clarification for SHS and SHTS boarding admissions.

A student’s access to boarding accommodation should not depend solely on whether the family can afford a particular brand or type of trunk. Where a duly admitted student’s storage container is reasonably sized, safe and does not pose a risk to others, the type of material used to make the container should not, by itself, be a reason to deny accommodation.

The directive also places responsibility on Regional Directors and Heads of Schools to ensure that the instruction is implemented, while providing for investigation and possible sanctions where it is violated.

For parents and guardians, the central message is clear: a safe and reasonably sized metal trunk or wooden chop box should not, by itself, prevent a duly admitted boarding student from being accommodated at an SHS/SHTS.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on Ghanaian education policy, curriculum, examinations, teacher education, student welfare and developments across the education sector.

Editorial Note

This report is based on the GES directive supplied for publication, referenced GES/DD-G(MS)/S1/26/431 and dated 18 September 2026. EducateGhana distinguishes between official directives, reported incidents and independent commentary. The directive’s conditions on size, safety and student welfare remain important when interpreting its application.

Sources

Primary source: Ghana Education Service Headquarters, Directive on Accommodation and Use of Metal Trunks and Wooden Chop Boxes in SHS, Ref. GES/DD-G(MS)/S1/26/431, dated 18 September 2026.

Enquiries: GES Deputy Director-General (Management Services) Secretariat, ddgmssecretariat@ges.gov.gh

University of Ghana Releases 2026/2027 Undergraduate Admissions

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Article Information

FieldDetails
CategoryAdmissions & Academic Updates
HubHigher Education
ClusterUniversity of Ghana Admissions 2026/2027
Article TypeAdmissions News
Date Published17 September 2026
Primary Focus KeywordUniversity of Ghana admissions 2026/2027
LocationLegon, Accra, Ghana
Key InstitutionUniversity of Ghana
StatusAdmissions Released
AuthorFerdinand Ellis

Fact Check & Editorial Review

The University of Ghana has released its undergraduate admissions for the 2026/2027 academic year, according to a statement issued by the University on Thursday, 17 September 2026. Current reports also confirm the release and the University’s warning to applicants about admission-related scams.

Applicants are advised to verify their admission status through the University’s official admissions portal rather than relying on intermediaries or unofficial admission-checking platforms.

Key Takeaways

  • The University of Ghana has released its 2026/2027 undergraduate admissions.
  • Applicants can check their admission status through the University’s official admissions portal.
  • An Admissions Assistance Desk opened on Thursday, 17 September 2026.
  • The desk will operate until Friday, 2 October 2026.
  • Applicants are warned against individuals who claim they can influence or secure admission for them.
  • The University says applicants should not make payments or offer gifts or favours to anyone claiming to have the power to secure admission.

In Brief

The University of Ghana (UG) has released its undergraduate admissions for the 2026/2027 academic year, giving applicants the opportunity to check whether they have been offered admission.

The University has also established an Admissions Assistance Desk to provide support to applicants with admission-related enquiries during the post-admission period.

➡️ Related: 2026 WASSCE Results and University Admissions Updates
➡️ Related: University Admission Opportunities in Ghana

University of Ghana Releases 2026/2027 Admissions

The University of Ghana has officially released its undergraduate admissions for the 2026/2027 academic year.

Applicants who applied for undergraduate programmes are encouraged to check their admission status through the University’s official admissions platform.

Official UG Admission Status Checker:
Check University of Ghana Admission Status

Applicants should use the official University platform when checking their admission status and should exercise caution with links circulated through unofficial sources.

➡️ Related: How to Check University Admissions in Ghana
➡️ Related: 2026/2027 Tertiary Admissions

Admissions Assistance Desk Opens

To assist applicants with admission-related concerns, the University has opened an Admissions Assistance Desk at the Sports and Wellness Directorate.

The assistance desk began operations on Thursday, 17 September 2026, and will remain available until Friday, 2 October 2026.

The published operating hours are:

  • Monday to Friday: 8:00 a.m. to 6:00 p.m.
  • Saturday: 9:00 a.m. to 3:00 p.m.

The initiative provides applicants with an avenue to seek clarification and assistance with issues relating to their admissions.

➡️ Related: University Admission Support and Application Guidance
➡️ Related: Higher Education News in Ghana

University Warns Applicants Against Admission Scammers

The University of Ghana has also issued a strong warning to applicants to beware of admission scammers.

Applicants have been cautioned against individuals or intermediaries who claim that they can influence the University’s admissions process or secure admission on behalf of an applicant.

The University says its admission process cannot be influenced by any individual or intermediary.

Applicants have therefore been advised not to make payments or offer gifts, favours or other benefits to anyone claiming to have the ability to secure admission.

The warning is particularly important at a time when successful applicants may be seeking assistance with their admission procedures.

Applicants should rely on official University communication and verified admission channels when seeking information about their admission status and subsequent steps.

➡️ Related: How to Avoid University Admission Scams
➡️ Related: Official Education Notices and Updates

What Applicants Should Do Now

Applicants who submitted applications for undergraduate admission should take the following steps:

1. Check the official admission portal

Applicants should first verify their admission status through the University’s official portal.

2. Confirm the details of any admission offer

Successful applicants should carefully review the admission information provided to them and follow the University’s official instructions.

3. Seek clarification where necessary

Applicants experiencing difficulties can make use of the Admissions Assistance Desk during its stated operating period.

4. Avoid unofficial intermediaries

Applicants should not rely on individuals who claim to have special access to the University’s admissions process.

5. Do not pay for an admission offer

Any person demanding money, gifts or favours in exchange for securing or influencing admission should be treated with caution.

Frequently Asked Questions

Has the University of Ghana released the 2026/2027 undergraduate admissions?

Yes. The University of Ghana has released its undergraduate admissions for the 2026/2027 academic year.

Where can I check my UG admission status?

Applicants can check their status through the University’s official admissions portal:

University of Ghana Admission Status Checker

When will the Admissions Assistance Desk operate?

The desk opened on 17 September 2026 and is scheduled to operate until 2 October 2026.

Where is the Admissions Assistance Desk located?

The University has located the desk at the Sports and Wellness Directorate.

What are the operating hours?

The desk operates from 8:00 a.m. to 6:00 p.m. Monday to Friday, and from 9:00 a.m. to 3:00 p.m. on Saturdays.

Can someone pay money to secure admission at UG?

Applicants have been specifically warned against anyone who claims to have the ability to influence the University’s admissions process. The University advises applicants not to make payments or offer gifts or favours to such persons.

Conclusion

The release of the University of Ghana’s 2026/2027 undergraduate admissions marks an important stage for applicants seeking to begin their university education at UG.

Applicants should check their admission status through the official University portal and use the Admissions Assistance Desk where they require clarification or support.

Most importantly, applicants and their families should remain vigilant against admission fraud. The University’s warning is clear: admission cannot be secured through individuals who claim to have the power to influence the official process.

The safest approach is to rely on official University communication, the official admission portal and designated University support channels.

About the Author

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

Editorial Note

EducateGhana encourages applicants to verify admission information through official institutional channels. Applicants should avoid making payments to third parties who claim to have special access to university admissions.

Sources

  • University of Ghana admission release, 17 September 2026.
  • Citi Newsroom, UG releases 2026/2027 undergraduate admissions, 17 September 2026.
  • MyJoyOnline, University of Ghana warns 2026/27 applicants against admission scammers, 17 September 2026.

Nkwanta SHS Teachers Donate 50 Chop Boxes and 50 Mattresses to Support SHS Freshers

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Article Information

FieldDetails
CategoryEducation News
HubBasic & Secondary Education
ClusterStudent Welfare & Educational Support
Article TypeHuman-Interest / Community Education Story
LocationNkwanta South Municipality, Oti Region
Date Published17 September 2026
Primary Focus KeywordNkwanta SHS teachers support SHS freshers
Key InstitutionsNkwanta SHS; Nkwanta South Municipal Education Directorate
StatusReported
AuthorFerdinand Ellis

Fact Check & Editorial Review

The information in this report is based on the account supplied for publication. The reported donation consists of 50 brand-new chop boxes and 50 student mattresses, presented by teachers of Nkwanta SHS to the Nkwanta South Municipal Education Directorate for distribution to 50 students transitioning to senior high school.

The report does not independently establish the financial value of the donated items or identify the individual beneficiaries. Those details have therefore not been added.

Key Takeaways

  • Teachers of Nkwanta SHS have donated 50 chop boxes and 50 mattresses to support SHS freshers.
  • The items were presented to the Nkwanta South Municipal Education Directorate.
  • Fifty students transitioning to senior high schools across the municipality are expected to benefit.
  • The initiative is intended to reduce some of the financial pressure associated with starting senior high school.
  • The donation highlights the potential role of teachers and schools in supporting learners beyond classroom instruction.

In Brief

Teachers of Nkwanta SHS have extended financial and material support to 50 students preparing to begin senior high school by donating 50 chop boxes and 50 mattresses to the Nkwanta South Municipal Education Directorate.

The gesture is aimed at helping families meet some of the essential requirements associated with the transition to secondary education.

➡️ Related: SHS Admission & Placement Updates
➡️ Related: Student Welfare & Education Support

Introduction

For many families, the transition from basic school to senior high school comes with a range of financial demands, from accommodation and feeding arrangements to personal effects and other essential items.

Against this background, teachers of Nkwanta SHS have taken a practical step to support students entering senior high school in the Nkwanta South Municipality.

The teachers have donated 50 brand-new chop boxes and 50 student mattresses to the Nkwanta South Municipal Education Directorate for the benefit of 50 SHS freshers.

Nkwanta SHS Teachers Extend Support to 50 Freshers

The donation was made as part of an effort to assist students transitioning to senior high schools across the municipality.

According to the information accompanying the donation, each of the 50 beneficiaries is expected to receive support through the items provided by the teachers.

The chop boxes are among the practical personal effects commonly required by students entering boarding school, while mattresses provide an essential item for students who will be accommodated in residential facilities.

By providing these items, the teachers are helping to address some of the immediate material needs that can accompany the beginning of a student’s senior high school journey.

➡️ Related: Senior High School Admission Updates
➡️ Related: Education Opportunities in Ghana

Donation Presented to Municipal Education Directorate

The items were presented to officials of the Nkwanta South Municipal Education Directorate.

Officials at the Directorate commended the teachers for the gesture, particularly for extending their contribution beyond their regular classroom responsibilities to support the welfare of learners.

The presentation therefore represents more than the provision of physical items. It also demonstrates a form of partnership between educators and the wider education community in addressing practical challenges faced by students and their families.

Why Such Support Matters

The transition to senior high school can be an important turning point in a student’s educational journey.

For families with limited financial resources, however, meeting the various requirements for a new school can create additional pressure. Assistance with basic student necessities can therefore help families manage some of those immediate demands.

The Nkwanta SHS initiative demonstrates how teachers and educational institutions can contribute to student welfare through community-minded interventions.

Such support does not replace the responsibilities of government, schools or parents. Rather, it complements broader efforts to ensure that students can begin their education with the basic resources they need.

➡️ Related: Teacher Support and Professional Practice
➡️ Related: Basic and Secondary Education

Beyond the Classroom

Teaching is primarily concerned with learning, instruction and the development of students. However, the welfare circumstances surrounding learners can also influence their ability to participate fully in education.

The donation by the Nkwanta SHS teachers illustrates this broader dimension of educational work.

By contributing items that students may need as they enter senior high school, the teachers have demonstrated a willingness to support learners at a significant stage of their educational transition.

The gesture also sends a message to the wider community about the importance of collective responsibility for education.

A Message of Community and Solidarity

The significance of the donation extends beyond the 100 items presented.

It represents an act of solidarity with students and families at the beginning of a new educational chapter.

The initiative also provides an example of how educators can contribute to community building through practical acts of service.

For the beneficiaries, the chop boxes and mattresses may be simple necessities, but the support behind them carries a wider message: that their educational journey matters and that members of their educational community are willing to support them.

Frequently Asked Questions

How many students are expected to benefit?

Fifty students transitioning to senior high schools across the Nkwanta South Municipality are expected to benefit.

What items were donated?

The teachers donated 50 brand-new chop boxes and 50 student mattresses.

Who received the donated items?

The items were presented to the Nkwanta South Municipal Education Directorate.

Why were the items donated?

The donation was intended to support students beginning senior high school and help ease some of the financial pressure on their families.

Conclusion

The donation by teachers of Nkwanta SHS provides a meaningful example of community support for education.

By providing 50 chop boxes and 50 mattresses for 50 SHS freshers, the teachers have contributed directly to the welfare of students preparing to begin a new stage of their education.

The gesture is a reminder that supporting education is not limited to what happens inside the classroom. When schools, teachers, families and communities work together, practical interventions can help create a more supportive environment for learners.

For the 50 beneficiaries, the donated items may mark the beginning of their SHS journey with a little less financial pressure and a stronger sense of community support.

About the Author

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

Editorial Note

EducateGhana reports education-related developments with emphasis on accuracy, context and responsible attribution. Where information is based on an institutional statement, supplied report or announcement, claims are presented according to the available source and are not expanded beyond the evidence provided.

NaCCA Denies Organising or Partnering Confucius Institute to Train Teachers in Chinese

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Article Information

ItemDetails
Institution issuing clarificationNational Council for Curriculum and Assessment (NaCCA)
SubjectTeacher training on Chinese language curriculum
Institution namedConfucius Institute, University of Cape Coast
Statement date16 September 2026
Key clarificationNaCCA says it did not organise, commission, sponsor or authorise the programme as an institutional activity
Status of participating officersNaCCA says they participated in their individual capacities
Policy clarificationNaCCA says the programme does not constitute a new national policy or rollout of Chinese language instruction
SignatoryProf. Samuel Ofori Bekoe, Director-General, NaCCA

Fact Check & Editorial Review

The National Council for Curriculum and Assessment (NaCCA) has issued a formal clarification denying that it organised, commissioned, sponsored or authorised a teacher-training programme conducted at the Confucius Institute at the University of Cape Coast (UCC) as an official NaCCA institutional programme.

The statement, issued on 16 September 2026, follows media reports describing the programme as a collaboration between NaCCA and the Confucius Institute to train teachers to implement a new Chinese language curriculum.

NaCCA says that characterisation is inaccurate.

According to the Council, NaCCA officers who attended the programme did so in their individual capacities as participants or resource persons, rather than as a delegation formally constituted or mandated by NaCCA.

NaCCA has therefore asked media organisations to correct reports that attribute the programme to an official NaCCA-Confucius Institute partnership.

The clarification is particularly significant because an earlier publication by UCC described the training as a programme initiated by the Confucius Institute and stated that a NaCCA Deputy Director spoke about a partnership between NaCCA and the Confucius Institute.

Key Takeaways

  • NaCCA has formally denied organising or partnering with the Confucius Institute at UCC to conduct the reported teacher-training programme as an official institutional activity.
  • The Council says its officers who attended participated in their individual capacities.
  • NaCCA says the officers were not acting under an institutional mandate or authorisation.
  • The Council says the programme should therefore not be presented as an official NaCCA-Confucius Institute partnership.
  • NaCCA also says the programme does not constitute the introduction or rollout of a new national policy on Chinese language instruction.
  • Earlier reports and a UCC publication had described the training in terms that suggested institutional collaboration between NaCCA and the Confucius Institute.
  • NaCCA is asking media organisations to correct the institutional attribution.

In Brief

The National Council for Curriculum and Assessment (NaCCA) has distanced itself institutionally from a reported teacher-training programme on Chinese language education held at the Confucius Institute at the University of Cape Coast.

In a statement dated 16 September 2026, NaCCA said it did not organise, commission, sponsor or authorise the programme as an institutional teacher-training activity.

The Council explained that NaCCA officers who attended did so in their individual capacities and that their participation should not be interpreted as evidence of an official partnership, endorsement or policy decision.

The statement also clarifies that the programme does not amount to a new national policy introducing Chinese language instruction across Ghanaian schools.

Introduction

The clarification from NaCCA adds an important institutional dimension to the recent public discussion surrounding Chinese language education in Ghana.

Earlier reports described a training programme at the Confucius Institute at UCC as involving NaCCA and basic school teachers preparing to implement a new Chinese language curriculum. UCC’s own report stated that the Confucius Institute initiated the training and quoted a NaCCA Deputy Director as describing a partnership between the two institutions.

NaCCA has now issued a categorical clarification that its institutional involvement has been inaccurately portrayed.

The distinction matters because participation by individual public officers in an external professional or academic programme is not necessarily equivalent to formal institutional approval or partnership.

What NaCCA Is Clarifying

NaCCA says it did not organise, commission, sponsor or authorise the programme at the Confucius Institute as an institutional teacher-training programme.

The Council further says it did not constitute or mandate a delegation to participate in the programme on its behalf.

Its position is that the officers who attended participated as individuals serving as participants or resource persons.

NaCCA therefore wants the public and media to distinguish between:

Individual professional participation
and
Institutional authorisation

The Council says the former should not automatically be interpreted as the latter.

➡️ Related: Ghana’s National Curriculum and Assessment Framework
➡️ Related: Teacher Professional Development in Ghana

Why the Clarification Matters

Institutional attribution carries consequences beyond the attendance of individual officers.

When a programme is reported as an official NaCCA activity, readers may reasonably understand that the Council has formally approved, sponsored, endorsed or entered into an institutional partnership concerning the programme.

NaCCA’s latest statement says that inference would be incorrect in this case.

The Council is therefore asking media organisations that used such descriptions to correct the record.

The clarification also establishes an important distinction between technical engagement and policy approval.

An officer may participate in an academic, technical or professional programme without that participation automatically creating a new institutional policy or binding the institution to the programme.

Earlier Reports Described NaCCA Involvement Differently

The clarification follows reports published earlier in September describing NaCCA’s involvement in the Chinese curriculum training.

A UCC publication dated September 4 reported that NaCCA had held a national training workshop to equip basic school teachers with knowledge and skills to implement the new Chinese language curriculum. The same report said the Confucius Institute at UCC initiated the training and quoted NaCCA Deputy Director Dr Eric Amoah as referring to a partnership between NaCCA and the Confucius Institute.

The report also identified NaCCA’s Head of Curriculum, Mr Reginald Quartey, as a facilitator of a session on the 2026 Kindergarten and Primary Curriculum Review.

Several subsequent media reports repeated substantially the same institutional framing.

NaCCA’s September 16 statement now expressly rejects that interpretation of institutional involvement.

NaCCA’s Position on Chinese Language Policy

NaCCA has also clarified that the reported programme does not constitute the introduction or rollout of a new national policy on Chinese language instruction.

The Council says national curriculum policy and implementation are undertaken through established statutory, policy and stakeholder consultation processes and communicated through appropriate official channels.

This means that the existence of a teacher-training programme, even if teachers are being prepared to teach Chinese, should not by itself be treated as proof that Chinese has become a compulsory subject for every Ghanaian learner.

The status, scope and implementation of any national curriculum provision should instead be determined from formal curriculum and policy documents.

➡️ Related: Ghana Education Policy and Curriculum Reform
➡️ Related: Foreign Language Education in Ghana

What the Programme Was Reported to Cover

The programme itself was widely reported as covering several components of Chinese language curriculum implementation.

According to UCC’s earlier account, the sessions covered the philosophy and structure of the curriculum, curriculum content, expected learner proficiency, teaching approaches, assessment rubrics, practical teaching activities and the role of Chinese language coordinators.

The earlier report also stated that participants undertook practical teaching exercises based on the curriculum.

These details describe the content of the programme. They should now, however, be distinguished from the question of whether the programme was an officially authorised NaCCA institutional programme, which NaCCA has expressly denied.

The Institutional Attribution Issue

The emerging record contains two different descriptions that need to be distinguished carefully.

Earlier institutional description

UCC’s published account described the training as involving NaCCA and the Confucius Institute and quoted a NaCCA official referring to a partnership between the two institutions.

NaCCA’s subsequent clarification

NaCCA now says that it did not organise, sponsor, commission or authorise the programme as an institutional activity and that its officers attended in their individual capacities.

The latest NaCCA statement therefore supersedes the earlier interpretation for purposes of describing NaCCA’s institutional position.

EducateGhana will not characterise the programme as an official NaCCA-Confucius Institute partnership without documentary evidence establishing such institutional authorisation.

What This Does Not Necessarily Mean

NaCCA’s clarification does not, by itself, establish that Chinese language education has no place within Ghana’s education system.

There is separate evidence that Chinese language education has been developing in Ghana.

For example, UCC reported in December 2025 that a new Chinese curriculum had been launched and described Chinese as an elective subject at the secondary level.

The present clarification concerns the institutional status of the particular teacher-training programme and whether it should be attributed to NaCCA as an authorised institutional activity.

Those are separate questions.

What Remains to Be Clarified

The latest statement leaves several issues that may require further official clarification.

These include:

  1. The precise institutional status of the Chinese language curriculum referred to in the training.
  2. The schools or institutions in which the curriculum is intended to operate.
  3. Whether the programme forms part of a formally approved pilot or elective arrangement.
  4. The respective roles of NaCCA, UCC, the Confucius Institute and the Ghana Education Service.
  5. The capacity in which individual NaCCA officers participated.
  6. The formal documentation governing any curriculum development or implementation activities involving Chinese language education.

Until these matters are formally clarified, media reports should avoid converting individual participation into an institutional partnership or treating a curriculum-related workshop as proof of a nationwide compulsory-language policy.

Frequently Asked Questions

Did NaCCA train teachers in Chinese?

NaCCA’s latest statement says the Council did not organise or authorise the programme as an institutional teacher-training programme. It says individual NaCCA officers participated in their individual capacities.

Did NaCCA partner with the Confucius Institute at UCC?

NaCCA says it did not establish or authorise the reported programme as an official NaCCA-Confucius Institute partnership.

Why did earlier reports describe a partnership?

An earlier UCC publication quoted a NaCCA Deputy Director as referring to a partnership between NaCCA and the Confucius Institute. NaCCA has now issued a formal clarification disputing the institutional characterisation.

Does the programme mean Chinese is now compulsory in Ghanaian schools?

No such conclusion should be drawn from the training programme alone. NaCCA expressly says the programme does not constitute a new national policy introducing or rolling out Chinese language instruction. Formal curriculum and policy documents should be relied upon for the definitive position.

Were NaCCA officers present at the programme?

NaCCA’s statement acknowledges that its officers attended, but says they did so in their individual capacities as participants or resource persons.

What is NaCCA asking the media to do?

The Council is asking media organisations that portrayed the programme as an official NaCCA-Confucius Institute teacher-training initiative to correct the institutional attribution.

Conclusion

NaCCA’s latest statement introduces an important correction to the public narrative surrounding the reported Chinese language teacher-training programme at the University of Cape Coast.

The Council does not deny that its officers participated in the programme. Rather, it draws a clear distinction between individual participation and institutional authorisation.

That distinction is central to understanding the issue.

Earlier reports, including an account published by UCC, presented the programme in terms that suggested institutional collaboration between NaCCA and the Confucius Institute. NaCCA has now formally rejected that characterisation and requested that the media correct the attribution.

The development also reinforces the need to distinguish between curriculum-related professional engagement, curriculum development, curriculum implementation and formal national policy approval.

For the public, the safest interpretation at this stage is that the reported training programme should not be presented as an officially authorised NaCCA-Confucius Institute partnership unless and until NaCCA provides documentation establishing such institutional authorisation.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on curriculum development, teacher education, education policy and developments in Ghana’s education system.

Editorial Note

This article incorporates NaCCA’s 16 September 2026 press statement as the authoritative source for the Council’s current institutional position.

EducateGhana has deliberately distinguished between the earlier reports about the training programme and NaCCA’s subsequent clarification. The earlier reports are relevant to explaining how the institutional attribution arose, but they do not override NaCCA’s current stated position.

The question of the formal status and implementation scope of Chinese language education should be determined from official curriculum and policy documents rather than inferred from the participation of individual officers in a training programme.

Ghana TVET Service and DTI Sign MoU to Strengthen Industry-Linked Skills Training

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Article Information

ItemDetails
InstitutionsGhana TVET Service and Design & Technology Institute (DTI)
AgreementMemorandum of Understanding
Partnership modelPublic–Private Partnership
Main focusTVET strengthening, industry participation, skills development and youth employability
Key areasTrainer development, leadership development, workplace learning, apprenticeship, dual TVET, digital transformation and quality assurance
Initial priorityBuilding the capacity of teachers and facilitators
Target groupTVET teachers, facilitators, learners and young people
StatusStrategic partnership established through an MoU

Fact Check & Editorial Review

The Ghana TVET Service and the Design & Technology Institute (DTI) have signed a Memorandum of Understanding establishing a strategic Public–Private Partnership aimed at strengthening Technical and Vocational Education and Training in Ghana.

The collaboration is intended to deepen industry participation in skills development and improve the alignment between TVET training and the changing requirements of the labour market.

The partnership covers institutional strengthening, trainer and leadership development, Workplace Experience Learning, apprenticeship and dual TVET systems, digital transformation and quality assurance.

A key initial focus is the professional development of teachers and facilitators so that they can keep pace with emerging technologies and evolving workplace practices.

The agreement establishes a framework for collaboration. Its eventual impact on employment, entrepreneurship and youth employability will depend on how the programmes and activities under the partnership are implemented.

Key Takeaways

  • Ghana TVET Service and DTI have signed an MoU establishing a strategic Public–Private Partnership.
  • The collaboration seeks to strengthen Ghana’s TVET system and increase industry participation in skills development.
  • Teacher and facilitator capacity building is identified as an initial priority.
  • The partnership will cover Workplace Experience Learning, apprenticeship and dual TVET.
  • Digital transformation and quality assurance are also included.
  • The collaboration is intended to improve the connection between training, employment and entrepreneurship.
  • The partnership reflects an increasing emphasis on industry-linked technical and vocational skills development.

In Brief

The Ghana TVET Service and the Design & Technology Institute (DTI) have entered into a strategic partnership to support the development of a more industry-responsive TVET system.

Under the MoU, the two institutions will collaborate in areas including teacher and facilitator development, workplace learning, apprenticeship, dual TVET, digital transformation and quality assurance.

The initial emphasis on strengthening the capacity of TVET teachers and facilitators is significant because instructors must continually update their technical and pedagogical knowledge as technologies and workplace practices change.

Introduction

Technical and Vocational Education and Training is increasingly expected to do more than provide learners with certificates.

TVET institutions must equip young people with practical competencies that respond to the technologies, production systems and occupational practices found in contemporary workplaces.

This requires a strong relationship between training institutions and industry.

The new partnership between the Ghana TVET Service and the Design & Technology Institute seeks to strengthen that connection through a structured Public–Private Partnership covering teacher development, workplace learning, apprenticeship, digital transformation and quality assurance.

A Public–Private Partnership for TVET Development

The MoU establishes a framework through which the public TVET system and a private-sector skills development institution can collaborate on areas of common interest.

The partnership is intended to deepen industry participation in the development and delivery of skills.

This is important because employers are among the primary users of the competencies developed through TVET. Greater industry involvement can help training providers understand changing occupational requirements and incorporate relevant practical experiences into training.

➡️ Related: TVET Education in Ghana
➡️ Related: Skills Development and Youth Employment

Teacher and Facilitator Development Takes Centre Stage

One of the most important elements of the collaboration is the focus on building the capacity of teachers and facilitators.

Technical knowledge does not remain static. New machinery, software, production techniques, digital systems and workplace processes can quickly change the skills required by employers.

TVET educators therefore need opportunities to update both their technical expertise and their approaches to teaching practical skills.

The partnership is expected to support capacity building that enables teachers and facilitators to keep pace with these developments.

This could also strengthen the connection between what learners encounter in classrooms and workshops and what they are expected to do in actual workplaces.

➡️ Related: TVET Teacher Training and Professional Development
➡️ Related: Digital Skills and Education in Ghana

Workplace Experience Learning

Workplace Experience Learning is another major area covered by the partnership.

The concept places emphasis on exposing learners to practical workplace environments as part of their training.

Such experiences can help learners understand how theoretical knowledge is applied in real occupational settings. They can also expose students to workplace expectations, professional conduct, equipment, production processes and problem-solving.

For employers, stronger workplace learning arrangements can provide opportunities to engage with potential future employees and contribute to skills development.

Apprenticeship and Dual TVET

The MoU also covers apprenticeship and dual TVET systems.

Dual TVET generally combines institutional learning with structured learning in a workplace environment.

This approach can provide a closer connection between classroom instruction and occupational practice.

Effective implementation, however, requires clear standards, appropriate workplace supervision, competent trainers, assessment systems and strong cooperation between training institutions and participating employers.

➡️ Related: Apprenticeship Opportunities in Ghana
➡️ Related: Dual TVET and Industry-Based Learning

Digital Transformation in TVET

Digital transformation is another component of the agreement.

The inclusion of digital technologies is particularly relevant as workplaces increasingly depend on computerised systems, automation, digital production tools, data and emerging technologies.

For TVET institutions, digital transformation can affect not only what learners are taught but also how teachers teach, how practical work is simulated, how learning is assessed and how institutions manage training.

The effectiveness of this component will depend on access to appropriate technologies, infrastructure, teacher capacity and sustainable implementation.

Quality Assurance

The partnership also includes quality assurance.

Quality assurance is essential to ensuring that TVET programmes deliver competencies that meet established standards and remain relevant to industry.

It can involve curriculum implementation, trainer competence, assessment practices, learning facilities, workplace learning arrangements and the consistency of training outcomes.

A stronger quality-assurance system can therefore help improve confidence in TVET qualifications among learners, employers and other stakeholders.

Connecting Skills Development to Employment and Entrepreneurship

The broader objective of the collaboration is to improve employment and entrepreneurship outcomes for Ghanaian youth.

A strong TVET system can contribute to these outcomes by developing practical competencies, supporting occupational experience and exposing learners to the realities of industry.

However, training alone does not automatically create employment.

Outcomes will also depend on the availability of jobs, access to finance and equipment for entrepreneurs, industry demand, business support systems, regional economic conditions and the ability of graduates to apply their skills productively.

The partnership therefore provides a framework for strengthening the training-to-work transition rather than a guarantee of employment.

Why Industry Participation Matters

Industry participation can make TVET more responsive to actual labour-market requirements.

Employers can contribute knowledge about:

  • Emerging occupational skills
  • Technology and equipment
  • Workplace standards
  • Practical training requirements
  • Apprenticeship opportunities
  • Workplace assessment
  • Emerging employment opportunities
  • Entrepreneurship and innovation

For training institutions, such engagement can help reduce the gap between curriculum content and workplace practice.

What the Partnership Could Mean for TVET Teachers

For teachers and facilitators, the partnership could create opportunities to acquire updated technical knowledge and practical exposure.

This is particularly important where teachers are expected to train learners for occupations affected by rapid technological change.

A modern TVET instructor may need to combine subject expertise, practical competence, digital literacy, workplace awareness and effective instructional strategies.

Continuous professional development is therefore central to maintaining the relevance of TVET training.

What It Could Mean for Learners

For learners, the intended benefits include stronger exposure to practical work, improved links with industry and greater opportunities to develop skills relevant to employment and entrepreneurship.

The inclusion of workplace learning, apprenticeship and dual TVET is particularly relevant because these approaches can provide learning experiences beyond the traditional classroom.

The actual benefits to learners, however, will depend on the quality, scale and consistency of implementation.

Frequently Asked Questions

What is the new partnership between Ghana TVET Service and DTI about?

It is a strategic Public–Private Partnership established through a Memorandum of Understanding to strengthen TVET and increase industry participation in skills development.

Which areas does the MoU cover?

The collaboration covers institutional strengthening, trainer and leadership development, Workplace Experience Learning, apprenticeship, dual TVET, digital transformation and quality assurance.

Who will benefit from the partnership?

The collaboration is expected to benefit TVET teachers and facilitators, learners, institutions, industry stakeholders and young people seeking employment or entrepreneurship opportunities.

Why is teacher capacity building important?

Teachers and facilitators need current technical and pedagogical knowledge to train learners for workplaces where technologies and occupational practices are continually changing.

Does the MoU guarantee jobs for TVET graduates?

No. The partnership is intended to strengthen the relationship between training and employment, but employment outcomes depend on implementation and wider labour-market conditions.

What is dual TVET?

Dual TVET combines learning in an educational or training institution with structured learning and practical experience in a workplace.

Conclusion

The MoU between the Ghana TVET Service and the Design & Technology Institute represents a structured attempt to strengthen the connection between public TVET delivery and industry participation.

Its focus on teacher and facilitator development is particularly important because the relevance of technical education depends heavily on the ability of instructors to remain current with technological and occupational changes.

The inclusion of Workplace Experience Learning, apprenticeship, dual TVET, digital transformation and quality assurance further broadens the partnership beyond classroom-based training.

The long-term significance of the agreement will ultimately depend on implementation. If the proposed areas of collaboration are translated into sustained training, meaningful industry engagement and effective workplace learning, the partnership could contribute to a closer alignment between TVET education and the skills required by Ghana’s economy.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher, education policy analyst and educator. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education policy, curriculum implementation, teacher development, TVET and skills development.

Editorial Note

This report presents the partnership as an institutional framework established through an MoU. It does not treat intended outcomes such as improved employment or entrepreneurship as outcomes that have already been achieved.

Future reports should assess the partnership based on measurable implementation indicators, including the number of teachers trained, workplace placements created, apprenticeships established, industry partners engaged, digital training initiatives delivered and learner employment or entrepreneurship outcomes.

Young SHS Graduate Dies After Road Accident on Kumasi-Bibiani Road

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Article Information

Headline: Young SHS Graduate Dies After Road Accident on Kumasi-Bibiani Road
Location: Kumasi-Bibiani Road, Ghana
Victim: Beatrice Afful, a young Senior High School graduate from the Sefwi Akontombra District
Reported date: September 15, 2026
Source: Dunkwa TV
Story type: Human Interest / Road Accident
Status: Reported incident, with details attributed to the source

Fact Check & Editorial Review

Dunkwa TV reported on September 15, 2026, that Beatrice Afful, a young SHS graduate from the Sefwi Akontombra District, died following a road accident on the Kumasi-Bibiani road.

According to the report, Afful had travelled to Kumasi to restock dresses for her small trading activity. While returning, she reportedly asked the driver of a VIP bus to stop so she could attend to a personal need by the roadside.

The report states that while she was outside the bus, a vehicle travelling in the opposite direction struck her. She was reportedly taken to a hospital but was pronounced dead.

The circumstances surrounding the collision, including the identity of the driver involved and any official findings by the police, should be confirmed by the appropriate authorities.

Key Takeaways

  • Beatrice Afful, a young SHS graduate from Sefwi Akontombra, has reportedly died in a road accident.
  • She was reportedly returning from Kumasi after purchasing dresses for her trading business.
  • According to Dunkwa TV, the incident occurred after she got off a VIP bus to urinate by the roadside.
  • She was reportedly rushed to a hospital but did not survive.
  • Further official information from the police or other authorities would be needed to establish the full circumstances of the crash.

In Brief

A young SHS graduate identified as Beatrice Afful has reportedly died after being struck by a vehicle on the Kumasi-Bibiani road.

According to Dunkwa TV, Afful was returning from Kumasi after restocking dresses for her business when she asked a VIP bus driver to stop so she could urinate by the roadside. She was reportedly hit by an approaching vehicle while outside the bus.

She was taken to hospital but was pronounced dead.

Introduction

For a young person trying to build a livelihood after Senior High School, the loss of a life can be devastating not only to a family but also to the community that watched that person begin to pursue adulthood and economic independence.

The reported death of Beatrice Afful has therefore drawn attention to the dangers faced by pedestrians and passengers who stop along busy highways.

What Happened?

Dunkwa TV reported that Beatrice Afful had travelled to Kumasi to purchase dresses for resale. She was reportedly returning to the Sefwi Akontombra area when she asked the driver of the VIP bus in which she was travelling to stop.

According to the report, Afful got off the bus to urinate by the roadside.

While she was outside the bus, a vehicle travelling from the opposite direction reportedly struck her.

She sustained injuries and was subsequently rushed to a hospital. The report says she was pronounced dead at the hospital.

➡️ Related: Road safety remains an important concern for passengers and pedestrians using major highways across Ghana.

A Young Graduate Building a Livelihood

Afful’s reported story also reflects the economic realities facing many young people after SHS.

Rather than remaining idle, she was reportedly engaged in the sale of dresses and travelled to Kumasi to replenish her stock.

Her death has consequently left behind not only grieving relatives and friends but also a story of a young person attempting to establish an independent livelihood.

➡️ Related: Young Ghanaian graduates continue to combine further education, entrepreneurship and small-scale trading as they build their livelihoods.

Roadside Safety and Passenger Awareness

The reported incident highlights a broader road-safety issue.

Passengers who need to alight from vehicles on highways may be exposed to moving traffic, particularly on roads where vehicles travel at considerable speed.

Drivers and passengers should therefore exercise caution whenever a vehicle stops along a major road. Where possible, vehicles should stop at safe and designated locations rather than directly on the highway or in areas with limited visibility.

Pedestrians should also remain alert to approaching vehicles before crossing or moving near the roadway.

The precise circumstances of Afful’s death, however, remain subject to official investigation and should not be inferred beyond what has been reported.

The Need for Official Findings

Because this was a fatal road incident, the police and other relevant authorities may provide important information about what happened.

Such information could establish the circumstances of the collision, the vehicles involved and whether any offences or other road-safety violations occurred.

Until such findings are available, details surrounding the crash should remain attributed to the initial report.

Frequently Asked Questions

Who was Beatrice Afful?

Beatrice Afful was reportedly a young SHS graduate from the Sefwi Akontombra District who sold dresses to support herself.

Where did the accident occur?

The reported accident occurred on the Kumasi-Bibiani road.

What was she doing before the accident?

According to Dunkwa TV, she had travelled to Kumasi to restock dresses for her trading business and was returning when the incident occurred.

How did the accident reportedly happen?

The report states that Afful asked a VIP bus driver to stop so she could urinate by the roadside. She was reportedly struck by a vehicle travelling in the opposite direction after getting off the bus.

Did she survive?

No. According to the report, she was rushed to hospital but was pronounced dead.

Has the police officially confirmed the circumstances?

The information available in the report provided for this article does not establish a full official police account. Any subsequent police statement should be treated as the authoritative account of the incident.

Conclusion

The reported death of Beatrice Afful is a painful reminder of the vulnerability of people who find themselves close to moving traffic on major roads.

A young SHS graduate who was reportedly working to sustain herself through dress trading has lost her life in circumstances that will leave her family and community grieving.

As further information becomes available, official findings will be important in establishing exactly how the collision occurred.

For now, the incident serves as another reminder that road users must exercise extreme caution whenever vehicles stop along busy highways.

About the Author

Ferdinand Ellis is a Ghanaian education blogger, curriculum specialist, researcher and education policy analyst. He is the founder and editor of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on education, society, youth development and issues affecting Ghanaian communities.

Editorial Note

This report is based on information attributed to Dunkwa TV on September 15, 2026. EducateGhana does not independently establish the circumstances of the accident beyond the information available in the cited report. Claims concerning the collision, the vehicle involved and the sequence of events should be read as reported accounts pending confirmation from the appropriate authorities.

 

TUTAG Book and Research Allowance: Education Minister Says Payment Will Be Completed by End of September

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Haruna Iddrisu questions paper-based processing of promoted teachers data Government to Introduce 20% Rural Posting Allowance for Teachers, Education Minister Announces
Education Minister Haruna Iddrisu calls for an electronic system to improve the processing of promoted teachers' data.

Article Information

ItemDetails
IssueOutstanding 2025/2026 Book and Research Allowance
BeneficiariesMembers of the Technical University Teachers’ Association of Ghana (TUTAG)
Education MinisterHaruna Iddrisu
Payment StatusProcessing commenced
Data SubmittedAbout 8,000 members reportedly captured
Expected Payment PeriodBy the end of September 2026
Possible Salary PaymentSeptember 2026 salary for members whose data have been captured
SourceMyJoyOnline
Report Date16 September 2026

Fact Check & Editorial Review

Education Minister Haruna Iddrisu has said the outstanding 2025/2026 Book and Research Allowance for TUTAG members is expected to be paid by the end of September 2026.

According to the Minister, the payment process has commenced after the Ghana Tertiary Education Commission (GTEC) provided beneficiary data to the Controller and Accountant-General’s Department (CAGD). He said data for up to 8,000 persons had been entered as of 15 September 2026.

The Minister did not say that all TUTAG members had already been paid. Rather, he indicated that members whose details have been captured could receive the allowance through their September salaries.

Key Takeaways

  • The government says processing of the outstanding 2025/2026 TUTAG Book and Research Allowance has started.
  • Education Minister Haruna Iddrisu says payment is expected to be completed by the end of September 2026.
  • GTEC has provided beneficiary information to the Controller and Accountant-General’s Department.
  • CAGD had reportedly entered data for about 8,000 beneficiaries as of 15 September.
  • Members whose information has already been captured could receive the allowance through their September 2026 salaries.
  • The announcement follows concerns from TUTAG over delays in payment and the possibility of industrial action.

In Brief

The Minister of Education, Haruna Iddrisu, has assured members of the Technical University Teachers’ Association of Ghana that the outstanding 2025/2026 Book and Research Allowance is expected to be paid by the end of September 2026.

The Minister says the payment process has already begun, with beneficiary data for approximately 8,000 members reportedly entered by the Controller and Accountant-General’s Department.

Members whose details have been successfully captured may receive the allowance in their September salaries.

Introduction

The delayed payment of the Book and Research Allowance has become an important welfare issue for academic staff in Ghana’s tertiary education sector.

For members of the Technical University Teachers’ Association of Ghana (TUTAG), concerns over the outstanding 2025/2026 allowance had intensified to the point where the association raised the possibility of industrial action if the matter was not resolved.

The government has now provided a fresh assurance.

Speaking to the media on Wednesday, 16 September 2026, Education Minister Haruna Iddrisu said the payment process had commenced and that government expects the outstanding allowance to be paid by the end of September.

Education Minister Announces Payment Timeline

The central message from the Education Minister is that government expects the outstanding TUTAG Book and Research Allowance to be paid by the end of September 2026.

Mr Iddrisu explained that the government had directed the Ghana Tertiary Education Commission (GTEC) to provide the relevant beneficiary information to the Controller and Accountant-General’s Department.

According to the Minister, the information transfer has enabled CAGD to begin entering beneficiary details for payment.

He said some members whose data have already been captured could receive their allowance through their September salaries.

➡️ Related: Ghana Tertiary Education News and Updates
➡️ Related: Teacher Welfare and Conditions of Service

About 8,000 TUTAG Members Reportedly Captured

One of the most significant details in the Minister’s announcement is the number of beneficiaries whose information had reportedly been entered.

Mr Iddrisu said that, as of the close of work on Tuesday, 15 September 2026, he had spoken with the Controller and Accountant-General, who indicated that data for up to 8,000 persons had been entered.

This does not necessarily mean that all 8,000 members had received the money.

Rather, the Minister’s statement indicates that their information had progressed through the payment process and that those whose data had been captured could receive the allowance in their September salaries.

Why Some Members May Receive Payment Earlier

The payment appears to be progressing according to the status of individual beneficiary records.

Members whose information has already been captured by CAGD may therefore see the allowance reflected in their September salary payments.

Those whose information has not yet been captured may have to wait for the completion of the data-processing and payment arrangements.

This distinction is important because the Minister’s statement is an assurance about the payment process and expected timeline, not a confirmation that every TUTAG member has already been paid.

➡️ Related: Tertiary Education Policy and Funding in Ghana
➡️ Related: Book and Research Allowance Updates

Background to the Delay

The announcement comes after concerns were raised over delays in paying the 2025/2026 Book and Research Allowance.

The issue has not been limited to TUTAG. Delays in Book and Research Allowance payments have also featured in wider discussions concerning the welfare and conditions of service of academic staff in Ghana’s tertiary education sector.

In June 2026, for example, the University Teachers Association of Ghana (UTAG) identified delays in processing and paying the 2026 Book and Research Allowance among outstanding conditions-of-service concerns affecting university teachers.

The government has previously also had to address arrears involving other tertiary education associations.

In February 2026, Education Minister Haruna Iddrisu announced that government was processing GH¢41 million to settle Book and Research Allowance arrears owed to members of the Colleges of Education Teachers Association of Ghana for the 2023/2024 academic year.

What TUTAG Members Should Expect

Based on the Minister’s latest announcement, the immediate process involves several stages:

GTEC → CAGD → Beneficiary Data Capture → Salary/Payment Processing → Payment to Eligible Members

TUTAG members should therefore distinguish between the announcement of the payment timeline and the actual appearance of the allowance in their individual accounts.

Members whose details have been captured may receive the allowance with their September salaries, while the broader payment process is expected to continue toward the end-of-September deadline announced by the Minister.

What Remains to Be Clarified

Although the Minister’s announcement provides a timeline, some details remain to be clarified.

These include the exact number of TUTAG beneficiaries covered by the payment, the amount due to each category of beneficiary, the number of members whose records are yet to be captured and the precise date by which the remaining payments will reflect in members’ accounts.

The Minister’s statement, as reported by MyJoyOnline, did not provide those details.

A Commitment That TUTAG Members Will Be Watching

The end-of-September timeline will be important for TUTAG members because the allowance has remained outstanding for the 2025/2026 academic year.

The Minister’s assurance indicates that government intends to resolve the matter within the current month.

The practical test, however, will be whether eligible members receive the amounts due to them within the stated timeframe.

For members whose records have already been captured, the September salary payment will provide an early indication of the progress of the exercise.

Frequently Asked Questions

What allowance is being paid?

The issue concerns the outstanding 2025/2026 Book and Research Allowance for members of the Technical University Teachers’ Association of Ghana.

When is the allowance expected to be paid?

Education Minister Haruna Iddrisu says the government expects the payment to be made by the end of September 2026.

How many members have been captured so far?

The Minister said CAGD had entered data for up to 8,000 persons as of 15 September 2026.

Will the allowance be paid with September salaries?

According to the Minister, members whose information has already been captured could receive the allowance with their September salaries.

Has everyone been paid?

No. The Minister’s statement indicates that the payment process has commenced. It does not establish that every eligible TUTAG member has already received the allowance.

What happens to members whose data have not been captured?

The Minister’s statement does not provide a separate timeline for individual members whose information has not yet been captured. The broader assurance is that the payment process is expected to be completed by the end of September.

Conclusion

The government has given TUTAG members a fresh assurance that the outstanding 2025/2026 Book and Research Allowance will be paid by the end of September 2026.

Education Minister Haruna Iddrisu says the process is already underway, following the submission of beneficiary information by GTEC to the Controller and Accountant-General’s Department.

With data for approximately 8,000 persons reportedly captured, some members could receive the allowance in their September salaries.

The key issue now is implementation.

TUTAG members will be watching to see whether the government’s end-of-September commitment translates into actual payments to all eligible beneficiaries.

About the Author

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

Editorial Note

This report is based primarily on the 16 September 2026 report by MyJoyOnline and the statements attributed to Education Minister Haruna Iddrisu.

The phrase “by the end of September” is presented as the Minister’s stated expectation and should not be interpreted as confirmation that all payments have already been processed.

Source

MyJoyOnline. (2026, September 16). Book and research allowance to be paid by end of September – Education Minister to TUTAG.

NAGRAT Sued Over Alleged 15% Deduction From Teacher’s Fund Contributions

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Article Information

ItemDetails
CourtBolgatanga Circuit Court, Ghana
Suit Filed3 September 2026
PlaintiffDaniel Tang, teacher at Bolga Girls’ SHS
DefendantNational Association of Graduate Teachers (NAGRAT), represented by the Upper East Regional Chairman
SubjectAlleged 15% “liquidation charge” deducted from NAGRAT Fund exit payment
Amount ClaimedGHS 2,463.03 in the 2026 transaction
Fund Trustee NamedAxis Pension Limited
StatusActive court matter

Fact Check & Editorial Review

EducateGhana.com has reviewed the court document supplied for this report concerning a suit filed at the Bolgatanga Circuit Court on 3 September 2026.

The claims concerning the alleged 15% deduction are allegations made by the plaintiff, Daniel Tang. They have not been determined by the court.

The article therefore does not state that NAGRAT unlawfully deducted the money as an established fact. The precise legal status of the alleged charge, the authority under which it was imposed and the responsibility of the parties involved are matters for determination through the legal process.

EducateGhana has also reached out to NAGRAT for its response. Any substantive response received from NAGRAT will be incorporated into the report.

Key Takeaways

  • A teacher, Daniel Tang, has filed a suit against NAGRAT at the Bolgatanga Circuit Court.
  • The suit concerns an alleged 15% “liquidation charge” deducted from his NAGRAT Fund exit payment.
  • Tang says his 2026 contributions and accrued interest amounted to GHS 16,420.22.
  • He says he received GHS 13,951.00, leaving a disputed difference of GHS 2,463.03.
  • Tang alleges that NAGRAT had no constitutional or contractual authority to impose the 15% charge.
  • He further claims that Axis Pension Limited, identified in the claim as trustee of the NAGRAT Fund, denied charging or having knowledge of the alleged deduction.
  • The plaintiff also cites an earlier 2019 transaction which he says involved another approximately 15% deduction.
  • NAGRAT has been given an opportunity to respond.

In Brief

A teacher has taken the National Association of Graduate Teachers (NAGRAT) to court over what he alleges was a 15% deduction from money due to him after exiting the association’s fund.

Daniel Tang, a teacher at Bolga Girls’ Senior High School, claims that GHS 2,463.03 was deducted from his 2026 exit payment as a purported “liquidation charge”.

The suit was filed at the Bolgatanga Circuit Court on 3 September 2026.

Introduction

Questions surrounding deductions from teachers’ contributions can have significant implications for members of professional associations and employee organisations.

A new court case filed in Bolgatanga has brought one such dispute before the courts after teacher Daniel Tang challenged what he describes as an unlawful 15% deduction from his NAGRAT Fund contribution and accrued interest.

According to his Statement of Claim, Tang was a member of NAGRAT until August 2025 and subsequently sought payment of his contributions after exercising his right to leave the association.

The dispute centres on the amount he eventually received and the basis for the difference between the amount he says was due and the amount paid to him.

What the Teacher Says Happened

According to the Statement of Claim, Daniel Tang was a member of NAGRAT until August 2025.

During his membership, he says he contributed to the NAGRAT Fund, which the claim identifies as being managed by Axis Pension Limited as trustee.

The contributions were reportedly deducted through the Controller and Accountant-General’s Department (CAGD) from his after-tax income.

After leaving NAGRAT, Tang says he applied to receive his accumulated contributions together with accrued interest.

According to his claim, the total amount standing to his credit was:

GHS 16,420.22

He says that on 5 February 2026, NAGRAT paid GHS 13,951.00 into his Stanbic Bank account.

According to the figures in his claim, this left a disputed balance of:

GHS 2,463.03

It is this difference that forms a central part of the lawsuit.

The Alleged 15% “Liquidation Charge”

Tang alleges that when he raised concerns about the difference, he was directed to check his statement through the Axis Pension portal.

He says that during enquiries at the NAGRAT Secretariat, he discovered that the difference had been described as a 15% “liquidation charge”.

The plaintiff disputes the legitimacy of the charge.

His case is that there was no lawful basis for NAGRAT to deduct the amount from his accumulated contribution and interest.

However, whether the deduction was authorised and legally enforceable is ultimately a matter for the court to determine.

➡️ Related: Teacher Welfare and Conditions of Service in Ghana
➡️ Related: Ghana Teacher Unions and Professional Associations

Plaintiff Says Trustee Denied Charging the 15%

One of the significant claims contained in the Statement of Claim concerns correspondence involving Axis Pension Limited.

Tang says he made enquiries about the alleged deduction and that Axis Pension Limited denied knowledge of, and denied charging, the 15% liquidation charge.

According to the plaintiff’s account, the relevant enquiry correspondence was copied to both NAGRAT and the National Pensions Regulatory Authority (NPRA).

This forms part of the plaintiff’s argument that the basis for the deduction requires explanation.

The court will have to consider the evidence and responses from the parties before determining the significance of this correspondence.

Plaintiff Points to an Earlier Transaction

Tang’s claim also refers to an earlier transaction in May 2019.

According to the Statement of Claim, he applied at the time for his total contribution plus interest, which he says amounted to:

GHS 3,398.74

He claims that NAGRAT subsequently paid him:

GHS 2,825.00

According to the figures stated in his claim, the difference was:

GHS 563.74

Tang argues that this represented another deduction of approximately 15%.

The inclusion of the 2019 transaction appears intended to support his contention that the disputed deduction was not an isolated incident.

Whether the two transactions were governed by the same rules or circumstances will need to be established through evidence.

Why Tang Says the Deduction Was Unauthorised

The plaintiff’s case rests on several grounds.

No Provision in the NAGRAT Constitution

Tang alleges that there is no provision in the NAGRAT Constitution authorising a 15% liquidation charge when a member exits the fund.

No Signed Agreement

He further claims that he did not sign any agreement authorising NAGRAT to deduct the amount.

Challenge to the Deduction

Tang argues that deducting money from his accumulated after-tax contributions and accrued interest without an agreed contractual or constitutional basis amounts to an injustice.

These are the plaintiff’s legal contentions. The court will determine whether they are supported by the applicable rules, agreements, evidence and law.

Demand for Payment Before the Lawsuit

According to the Statement of Claim, Tang says he made attempts to recover the disputed amount before commencing the court action.

He alleges that a demand notice was served through the Upper East Regional Chairman of NAGRAT, Mr John Akunzeebe, but that the efforts did not result in payment of the disputed amount.

The failure to resolve the matter administratively subsequently led to the filing of the lawsuit.

NAGRAT’s Position Yet to Be Heard

At the time of publication, the account available to EducateGhana is principally the plaintiff’s version contained in the Statement of Claim.

NAGRAT has been contacted for its response.

Its position will be important in establishing:

  • The legal or administrative basis for the alleged 15% charge.
  • Whether such a charge exists under the NAGRAT Fund’s governing arrangements.
  • Who authorised or applied the deduction.
  • The role of the fund trustee.
  • Whether members were informed about any applicable liquidation charge.
  • How the 2019 and 2026 transactions were calculated.
  • Whether the disputed amount remains payable to the plaintiff.

EducateGhana will update this report if NAGRAT provides a substantive response.

➡️ Related: Latest NAGRAT and Teacher Union Updates
➡️ Related: Teacher Welfare, Salaries and Financial Matters

What the Case Could Clarify

The lawsuit could provide an opportunity for the parties to place before the court the rules governing contributions and exit payments under the NAGRAT Fund.

Among the questions that may require clarification are whether a member’s accumulated contributions and interest can be reduced upon exit, whether a liquidation charge is authorised under the governing documents, and which entity has authority to impose or deduct such a charge.

The case may also clarify the respective roles of NAGRAT, the fund trustee and any other relevant institutions in calculating and paying members’ exit benefits.

It is important, however, not to assume the outcome or wider legal effect of the case before the court makes its determination.

Frequently Asked Questions

Who has sued NAGRAT?

The plaintiff is Daniel Tang, a teacher at Bolga Girls’ Senior High School in Bolgatanga.

When was the case filed?

The Statement of Claim indicates that the case was filed at the Bolgatanga Circuit Court on 3 September 2026.

How much does Tang say was deducted in 2026?

Tang says that GHS 16,420.22 was due to him, while GHS 13,951.00 was paid, leaving a disputed difference of GHS 2,463.03.

What does Tang describe the deduction as?

The Statement of Claim describes the disputed amount as a 15% “liquidation charge.”

Does Tang say the charge is authorised?

No. Tang alleges that there is no provision in the NAGRAT Constitution authorising the charge and that he did not sign an agreement permitting the deduction.

What does Axis Pension Limited have to do with the case?

According to the plaintiff’s Statement of Claim, Axis Pension Limited was the trustee managing the NAGRAT Fund. Tang says the company denied knowledge of or responsibility for the alleged 15% liquidation charge.

Has the court ruled that the deduction was illegal?

No. The matter is a lawsuit, and the allegations have not yet been determined by the court.

Has NAGRAT responded?

EducateGhana has reached out to NAGRAT for its response. The article will be updated if a substantive response is received.

Conclusion

The lawsuit filed by Daniel Tang against NAGRAT places the alleged 15% “liquidation charge” at the centre of a legal dispute over a teacher’s fund contributions.

Tang claims that he was entitled to GHS 16,420.22 in 2026 but received GHS 13,951.00, leaving GHS 2,463.03 in dispute. He also points to an earlier 2019 transaction which he says involved a similar deduction.

The central question is whether the disputed deduction had a valid legal, contractual or administrative basis.

That question now forms part of a court case and should ultimately be determined on the evidence and applicable law.

The case will be closely watched by teachers and members of professional associations because its proceedings could provide clarification on the rules governing contributions, deductions and exit payments within the particular fund involved.

For now, however, the allegations remain the plaintiff’s claims and not findings of the court.

About the Author

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

Editorial Note

This report is based on the Statement of Claim in the case filed at the Bolgatanga Circuit Court on 3 September 2026.

The allegations made by the plaintiff are presented as allegations and have not been treated as established facts. NAGRAT’s response, together with any subsequent court filings or rulings, may materially affect the account of the dispute.

This report does not constitute legal advice.