In a statement issued on Monday, July 7, 2026, the GES said the payments cover the 2023/2024, 2024/2025 and 2025/2026 academic years.

According to the Service, the settlement of the arrears is expected to boost staff morale and strengthen the implementation of the Academic Intervention Programme in second-cycle institutions across the country.

“The payment is expected to strengthen staff motivation for an enhanced academic intervention programme,” the statement said.

Management of the GES expressed appreciation to affected staff for their patience, understanding and professionalism while awaiting the release of the outstanding payments.

The Service also reaffirmed its commitment to improving the quality of education through the continued implementation of the Academic Intervention Programme.

“Management acknowledges the patience, understanding and professionalism demonstrated by staff while awaiting the release of the intervention,” the statement added.

The GES assured all stakeholders that it remains committed to supporting initiatives aimed at enhancing teaching and learning in senior high and senior high technical schools nationwide.

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He raised the concern at Kenyasi No. 1 when the Paramount Chief, Nana Osei Kofi Abiri, commissioned a fully furnished junior high school block worth 700,000 cedis for the Roman Catholic Basic School.

Addressing chiefs, staff of Asutifi North District Assembly, Ghana Education Service, clergy, Newmont, among others, he explained that the number of teachers needed is greater than the number the region has now, which is dangerous to the education of the children.

He said there are schools in the region with only two (2) teachers handling primary 1 – 6, which is unacceptable and poses a serious threat to the standard of education.

He therefore used the occasion to call on chiefs in the region to mount pressure on the members of Parliament (MPs), the regional minister,r among others, to play a vital role to ensure the region gets the deserving teachers to help the children.

To him, if leaders in the region fail to push for the deserving teachers to address the deficit, it will deepen the existing challenges.

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In a public notice issued on Monday, July 6, the Council reminded stakeholders that, under the Education Regulatory Bodies Act, 2020 (Act 1023), it is the sole statutory authority mandated to assess, approve and recommend learning materials for use in pre-tertiary schools.

NaCCA stated that all learning materials intended for use in schools must undergo its assessment and approval process before they are published, marketed, distributed or used by any educational institution.

According to the Council, every approved learning material carries an official NaCCA Approval QR Code, which enables users to verify its authenticity and approval status.

It therefore urged publishers, schools, booksellers, retailers and the general public to verify the QR code before publishing, purchasing, stocking, distributing or using any learning material.

NaCCA also raised concerns over the unauthorised use of its logo on some learning materials that have not gone through its assessment and approval processes.

The Council described the practice as misleading and unlawful, warning that it undermines its regulatory mandate.

It has consequently directed publishers and individuals involved in such practices to immediately stop using NaCCA’s name, logo, insignia or any representation suggesting that unapproved learning materials have received its endorsement.

NaCCA warned that failure to comply with the directive would attract appropriate regulatory and legal action.

The Council reaffirmed its commitment to safeguarding the quality, integrity and standards of pre-tertiary education by ensuring that only duly approved learning materials are procured and used in schools.

The beneficiary schools were Dalive–Torsikpota LA Primary School, Agorta JHS, and Nutekpor LA Primary School.

During the outreach, the foundation donated bundles of exercise books and notebooks, sets of mathematical instruments, packs of assorted drinks for school activities, boxes of pens, pencils, erasers, sharpeners, and chalk.

These items were presented to support teaching and learning, ease the burden on parents, and provide pupils with the basic learning materials needed to excel academically.

The Foundation believes that every child deserves access to quality educational resources regardless of their background.

As part of the anniversary activities, DE MAYOR FOUNDATION also pledged to supply chippings to the Dalive–Torsikpota community to improve the poor, waterlogged grounds left exposed by recent floods.

The intervention is expected to enhance movement within the community, improve safety, and create a better environment for residents.

Additionally, the authorities of Agorta JHS appealed to the Foundation for roofing sheets to replace the school’s leaking roof.

According to the school, rainfall causes water to pour into the classrooms, disrupting lessons and making teaching and learning difficult.

The Foundation acknowledged the request and expressed its commitment to exploring ways of mobilising resources and partnerships to address the challenge.

As DE MAYOR FOUNDATION celebrates one year of service, it extends its heartfelt appreciation to everyone who has supported its vision and activities over the past year.

The Foundation remains committed to collaborating with individuals, corporate organisations, philanthropists, and development partners to expand its impact and improve the lives of children and communities.

Education is a shared responsibility, and every act of kindness has the power to transform lives. Together, we can build stronger schools, empowered communities, and a brighter future for every child.

In a conversation on The Career Trail program on Joy Learning TV and Joy News, he raised concerns about reports of parents allegedly paying money to secure school placements for their children, describing the situation as unacceptable.

“One of the biggest problems is the placement of our schools. Some students still do not have placement, and I have been told that some people have been paying money. Why should you pay money to go to school in your own country?” he questioned.

He said such practices place an unnecessary burden on families and create the impression that opportunities are reserved for those with money or influence.

“When you finish school and you are looking for a job, some people also have to pay money to get employment. Why are we doing this to ourselves? We should make life easy for our own people,” he stated.

Prof. Antwi said beyond the reported payments, the protocol admission system itself requires urgent review because it discourages genuine learning.

“I think we should also look at the protocol system. It discourages learning,” he said.

Explaining his concern, he argued that students who perform better academically can lose admission opportunities to applicants admitted through protocol.

“Why should somebody get six aggregate and another person get 35, and they both gain admission because somebody came through protocol? If I know I have protocol, then I’m not encouraged to learn because I’ll get in anyway,” he explained.

He contrasted the practice with admission processes in more advanced educational systems, where he said applicants are expected to meet the same requirements regardless of their background or family connections.

“In the advanced world, you cannot say this is Obama’s daughter, so we are admitting her if she has not met the requirements. She will not be allowed,” he noted.

Prof. Antwi therefore urged policymakers to review and eventually scrap the protocol admission system, insisting that admissions should be based on merit to promote fairness and motivate students to work hard.

“We have to look at the protocol system and see how we can scrap it so that it will be fair for everybody in the way we admit students,” he concluded.

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In an interview on The Career Trail Season 4 on Joy Learning TV and Joy News, Prof. Antwi, who previously worked with Pearson in the United States managing professional and certification examinations, said examination leakages should never occur under a credible assessment system.

“When examinations leak, because I worked with Pearson, if medical doctors’ or nurses’ examinations leak, who do you blame? Is it not Pearson? Because you manage the exam,” he said.

He argued that the same principle should apply in Ghana, insisting that WAEC must be held accountable for safeguarding the examinations it administers.

“So if there’s any leakage, blame WAEC. I think parents should begin to sue them. Why should your child study so hard and then somebody gets the questions beforehand and passes easily like that? When you are managing the exam, it should never leak,” he stated.

Prof. Antwi further argued that introducing competition into the examination sector could improve efficiency and strengthen accountability.

“When people begin to sue and we break the monopoly by allowing other examination bodies to conduct the same examinations, then competition will bring efficiency into the system,” he said.

He maintained that as long as a monopoly exists, there is little incentive to improve standards or address recurring challenges, calling for reforms that would enhance transparency, accountability, and public confidence in Ghana’s examination system.

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Speaking at the commissioning of a new hostel facility at Wisconsin International University College at Feyiase in the Ashanti Region, the Minister said expanding access to medical training beyond traditional hubs is critical to meeting the country’s healthcare needs.

According to him, the decentralisation drive will help deploy more doctors to underserved communities.

“This will help us get more doctors across the country,” he stated. “Currently, we have more nurses all over the country, and we need to balance that with an increased number of doctors.”

The Minister also referenced ongoing reforms in professional education, pointing to government’s efforts in legal education as a model.

“Many of you know that the NDC government is very determined to demystify legal education. That is why we have a new law on legal education. So very soon we will shift it to the area of medicine. In times past, there were very few people studying law. Now the numbers are multiplying, and it should be the same for medicine,” he said.

He explained that by removing barriers to entry and expanding training institutions, government expects a surge in medical school admissions similar to what has been achieved in legal education.

The new hostel facility at Wisconsin International University College is expected to accommodate more health science students as the institution expands its medical and allied health programmes.

Stakeholders at the event, including traditional leaders and educationists, welcomed the initiative, saying improved access to medical education will reduce pressure on major teaching hospitals and help retain medical professionals in the regions.

The government says the expansion forms part of broader investments under its human capital development agenda aimed at strengthening healthcare delivery nationwide.

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School authorities say the institution, which is the largest senior high school in the district, has a student population of more than 3,000 but lacks the necessary infrastructure to support effective teaching and learning.

Speaking to Adom News, the Board Chairman of the Ghana Muslim Mission Schools, Dr. Sheikh Amin Bonsu, expressed concern over what he described as years of neglect following the government’s takeover of the school from the Ghana Muslim Mission.

According to him, despite the school’s growing enrolment, infrastructure development has not kept pace with demand, thereby affecting the quality of education.

“The government began constructing a classroom block for the school in 2015, but the project has remained abandoned. As a result, the increasing student population has put enormous pressure on the available classrooms, forcing students to study under overcrowded conditions. We appeal to the government to prioritise the completion of the project to improve teaching and learning,” he said.

Dr. Bonsu further disclosed that the school does not have an assembly hall or a dining hall, compelling students to hold assemblies and dine in shifts due to inadequate facilities.

A Physics teacher at the school, Alhaji Ibrahim Ebe Adam Okyere, also told Adom News reporter Kwadwo Obeng Mireku that the school lacks adequate dormitory accommodation and has only one bus to serve its large student population.

“We have seen the government investing in infrastructure in other schools. We are appealing to the authorities to remember us because we are facing serious challenges that are affecting both students and staff,” he pleaded.

The Ghana Muslim Mission SHS serves students from Beposo and many surrounding communities in the Sekyere Central District.

School authorities are therefore calling on the government, the Ministry of Education, and the Ghana Education Service (GES) to urgently address the school’s infrastructure challenges to enhance teaching and learning and improve the overall quality of education.

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According to him, unless higher education is deliberately aligned with the country’s manpower needs, graduate unemployment will continue to rise even as more people gain access to tertiary education.

Speaking on the Konnected Minds Podcast, the Bosomtwe Member of Parliament (MP) criticised the growing mismatch between academic programmes and the needs of the economy.

He insisted that universities should focus on training graduates for clearly identified employment opportunities rather than simply increasing student numbers.

He said institutions should base their admissions and programme offerings on proper national labour market assessments.

“You have done a labour needs assessment of your country. You know that the country needs more engineers, medical doctors, and nurses. If you don’t have a labour needs assessment that you are following, then what it means is that you are just educating everyone.”

Dr Adutwum singled out certain programmes for having limited employment prospects for graduates. He specifically mentioned Development Studies at the University for Development Studies (UDS) and BA Education (Non-Teaching) at the University of Ghana.

Recalling concerns he raised while in office, particularly during an address at the annual New Year School, he said:

“When I was the minister, I challenged universities about that. I remember going to the New Year School, and I spoke about how we do not need anybody to offer courses called ‘Development Studies’ to study development. No, and it was being offered at UDS.”

He added that after those remarks, the Vice-Chancellor of UDS contacted him to inform him that a student had withdrawn from the programme.

“I said it’s good for him, it’s good for him, it’s good for him because you know and I know that that course is not taking the student anywhere.”

Dr Adutwum also questioned the value of other similar programmes:

“They have courses called Development Education. It does not qualify the student to teach, and I don’t know what industry or what company is going to employ students who have done Development Education.”

On the BA Education (Non-Teaching) programme at the University of Ghana, he noted that many graduates complete their national service only to face frustration:

“They come and do their national service, and after national service, they are frustrated because nobody is hiring them. So, a university degree to nowhere.”

He alleged that some universities continue to admit students into such programmes simply because they generate revenue.

“They are just filling up the spaces because students are coming and paying money to attend, and the universities like it.”

Dr Adutwum urged the Ghana Tertiary Education Commission (GTEC) to play a stronger regulatory role by ensuring academic programmes align with the country’s workforce needs and long-term development goals.

He pointed to India’s information technology sector as an example of successful strategic educational planning.

He believes Ghana has several sectors that could absorb skilled graduates if universities tailor their offerings to national priorities.

“The police service needs them, the military needs them, and so many companies. Even if Ghanaian companies do not need them, companies abroad need them, and they will stay in Ghana and work for those.”

The former minister maintained that tackling graduate unemployment requires a fundamental overhaul of the tertiary education system, with a much stronger focus on employability, innovation, science, technology, engineering, and other market-driven fields.

“If you don’t revamp the whole education system and do education to somewhere and not education to nowhere, you cannot confront and solve your graduate unemployment problem,” he added.

Graduate unemployment remains a pressing issue in Ghana, with many experts and employers calling for closer collaboration between universities, industry, and government to better prepare students for the realities of the job market.

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Speaking during his inaugural lecture at the University of Ghana, Legon, Prof. Wiafe urged parents to leave the teaching of English to schools while ensuring that children become fluent in their mother tongues.

“Parents should stop speaking English to their children at home. Speak your local language with them and leave English for teachers in the classroom. If we continue replacing our indigenous languages with English at home, we risk losing an important part of our identity,” he said.

The inaugural lecture, themed “Why AI is Irrelevant to Ghana: Reclaiming Our Future Through Human-Centred Transformation,” highlighted findings from Prof. Wiafe’s research on Artificial Intelligence (AI) and its relevance to Ghana’s development.

In an interview with Adom News after the lecture, Prof. Wiafe expressed concern that many Ghanaian languages are gradually disappearing because parents increasingly choose English as the primary language spoken at home.

“Our local languages are slowly becoming extinct because many parents believe speaking English at home is a sign of progress. We must preserve our languages because they carry our culture, knowledge, and identity,” he stressed.

On Artificial Intelligence, Prof. Wiafe argued that most AI technologies have been developed to solve problems in advanced economies and do not adequately reflect Ghana’s unique social, economic, and cultural realities.

“Artificial Intelligence is not inherently designed for Ghana. It was built around the needs of developed countries. We must adapt AI to solve our own local challenges instead of simply importing solutions that may not fit our context,” he noted.

He further cautioned that without deliberate policies to make AI accessible to all, the technology could widen existing inequalities.

“If we fail to make AI inclusive, its benefits will mainly go to the educated and privileged, while those in the informal sector and underserved communities are left behind,” Prof. Wiafe added.

He therefore called on policymakers, researchers, and industry leaders to develop human-centred AI solutions that address Ghana’s specific development needs while ensuring that no segment of society is excluded from the country’s digital transformation.

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Education Minister directs GTEC to withdraw directive on university lecturers’ post-retirement contracts

He stressed that the Commission must respect the existing conditions of service for academic staff.

The Minister issued the directive while commissioning a new hostel facility at Wisconsin International University College at Feyiase in the Ashanti Region.

The move follows strong concerns raised by the University Teachers Association of Ghana (UTAG), whose members expressed dissatisfaction with the communication.

Mr Iddrisu reassured lecturers that the government remains fully committed to honouring the agreed conditions of service, particularly for those approaching the mandatory retirement age. He confirmed that all previously granted exemptions under the retirement policy would continue to be respected.

“A few days ago, I got a text from the President of UTAG. They were very unhappy about a letter that GTEC had forwarded to members of UTAG.

“I have asked GTEC to withdraw that letter and to respect the conditions of service of our university lecturers, particularly those who are at the mandatory retirement age,” he said.

The Education Minister further disclosed that President John Dramani Mahama had earlier approved exemptions for academic staff under the broader compulsory retirement policy.

He explained that his intervention was aimed at maintaining industrial harmony in the tertiary education sector while safeguarding the rights and agreed conditions of service of university lecturers.

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Speaking at the commissioning of a new hostel facility at Wisconsin International University College at Feyiase in the Ashanti Region, Mr. Iddrisu said government has strengthened governance structures within the tertiary education sector to ensure a clear separation of responsibilities between university councils and management.

According to the Minister, the role of governing councils is to provide oversight and strategic direction, while the daily administration of universities should remain the responsibility of management.

“We have improved the governance of our institutions of higher learning. As I stand here, I, as Minister for Education, do not interfere with the council of any university and how the council supports the management of the institution,” he said.

Mr. Iddrisu warned that councils that excessively interfere with the work of university management are acting contrary to government’s policy direction.

“So to those councils that are worrying management, they should desist from that conduct. They don’t have my policy support,” he stated.

He stressed that public universities can only function effectively when governing councils and management maintain a professional and respectful working relationship.

“We expect the universities to be run effectively by councils and management. And we expect that the relationship between council and management would be one of collegiate atmosphere, that there is respect of council to management for the good of those institutions,” he added.

The Minister further urged both governing councils and university management to work collaboratively to promote stability, efficiency and improved academic standards across Ghana’s tertiary education sector.

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According to the Minister, the National Curriculum Review Committee is expected to submit its final report within the next two weeks, after which the new curriculum will be officially launched.

Speaking on the reforms, Mr. Iddrisu said the revised curriculum is designed to strengthen digital literacy while promoting practical skills and ethical values from the early stages of education.

“I’m aware that in the next few weeks, I’ll be receiving the report of our National Curriculum Review Committee, which has barely a week to complete its work. And then I’ll get a new revised curriculum launched for Ghana,” he said.

He explained that the curriculum will introduce robotics, electronics, AI and coding at the foundational learning level to prepare Ghanaian children for a technology-driven future.

“In the new revised curriculum, as I’ve mentioned already, we intend to introduce at the basic foundational level to enhance digital learning. We’ll introduce robotics, electronics, AI, and coding at the foundational learning level. And we also will include ethical values in the early childhood development of Ghanaian young people,” he added.

The Education Minister said the reforms form part of the government’s broader agenda to equip young people with the knowledge and competencies required for innovation, employment and the future world of work.

Mr. Iddrisu also expressed concern over the growing indiscipline in some schools, particularly at the senior high school level, warning that such behaviour threatens efforts to improve educational standards.

He cited the recent destruction of CCTV cameras at Prempeh College in Kumasi, allegedly by some students, describing the incident as disturbing and unacceptable.

The Minister said government remains committed to strengthening discipline while implementing reforms that will improve the quality and relevance of education across the country.

In a statement issued on Thursday, July 3, GNACOPS said it had received numerous enquiries from proprietors, school leaders and parents seeking clarification following the GES directive and a subsequent instruction by the Greater Accra Regional Education Directorate suspending planned graduation ceremonies in public schools.

The Council said its review of the directive and the applicable legal framework indicates that the administrative instruction is intended for schools under the direct supervision and management of the Ghana Education Service.

According to GNACOPS, the directive does not expressly prohibit private pre-tertiary schools from organising graduation or transition ceremonies conducted in accordance with existing regulatory standards.

The Council stressed that it fully supports the government’s efforts to promote discipline, modesty and responsible conduct in schools, stating that the objective of discouraging extravagance and unhealthy competition among students is a legitimate policy that deserves support.

However, it maintained that administrative directives can only apply within the jurisdiction of the issuing authority unless legislation expressly extends their scope.

“Private schools may therefore continue to organise graduation and transition ceremonies in accordance with their institutional policies and educational traditions, provided such ceremonies are conducted responsibly, modestly and in full compliance with all applicable regulatory requirements,” the statement said.

GNACOPS noted that graduation ceremonies in private schools serve important educational purposes, including recognising academic achievement, promoting leadership and character development, strengthening partnerships between schools and parents, and motivating learners.

The Council, however, advised its member schools to ensure that all ceremonies adhere to child protection standards, safeguard learner welfare, promote inclusiveness and academic integrity, and avoid extravagance, commercialisation or excessive displays of wealth.

It also called for zero tolerance towards partisan political activities or any conduct capable of undermining the dignity of education.

GNACOPS reaffirmed its commitment to working with the Ministry of Education, the Ghana Education Service, the National Schools Inspectorate Authority (NaSIA), the National Teaching Council (NTC) and other stakeholders to develop policies that strengthen discipline while recognising the distinct governance frameworks of both public and private schools.

The Council concluded that while it supports efforts to preserve educational values, the current GES directive, as worded, does not legally apply to privately owned pre-tertiary educational institutions.

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Held on Tuesday, 30th June 2026 at the Long Room of the FBNE Block, the engagement brought together faculty members, students, and officials of Institution of Engineering and Technology, Ghana to discuss professional development opportunities, membership pathways, and the future of engineering practice in Ghana.

The Institution of Engineering and Technology, Ghana (IET-Gh) has undertaken a successful institutional visit to the Faculty of Built and Natural Environment (FBNE) of Kumasi Technical University (KsTU), aimed at deepening collaboration between the professional body and the university’s built environment programmes.

Held on Tuesday, 30th June 2026 at the Long Room of the FBNE Block, the engagement brought together faculty members, students, and officials of Institution of Engineering and Technology, Ghana to discuss professional development opportunities, membership pathways, and the future of engineering practice in Ghana.

The visit also provided a platform to strengthen industry–academia linkages between Kumasi Technical University and IET-Gh, with a focus on enhancing practical training and preparing students for professional certification and industry readiness.

High-Level Representation From KsTU

The Campus Principal, Rev. Engr Prof. Collins Ameyaw, chaired the occasion and, in his opening remarks, reaffirmed KsTU’s commitment to producing practically oriented graduates who are industry-ready and aligned with professional standards.

He commended IET-Gh for choosing KsTU as a strategic partner and urged students to take professional affiliation seriously as part of their career development.

The Host Dean, Engr. Prof. F. K. Bondinuba, welcomed the IET delegation and highlighted the Faculty’s ongoing efforts to integrate professional practice, research and innovation into teaching and learning.

He emphasised the importance of institutional visits of this nature in exposing students to professional expectations, ethical practice and emerging opportunities in the construction and civil engineering sectors.

Also in attendance from the Faculty leadership were Engr. Dr Aloysius Sam, Head of the Department of Construction Technology and Quantity Surveying, and Engr. Dr Benedict Nkoom, Head of the Department of Interior Design and Materials Technology, and Engr Mr Bright Marfo from the Estate and Municipal Directorate, who also serves as the coordinator of IET Activities on Campus. Both Heads of Department expressed appreciation for the visit and underscored the value of formal engagement between departments, professional bodies and industry players in shaping curricula and enhancing graduate employability.

IET-Gh leadership engagement
The main address was delivered by the 1st Vice-President of IET-Gh, Engr. Prof. Humphrey Danso, who also serves as Chairman of the Civil and Construction Division of the Institution.

In his presentation, he outlined the mandate of IET-Gh, the role of the Civil and Construction Division, and the Institution’s strategic focus on professional competence, ethics, continuous professional development and advocacy for improved infrastructure delivery in Ghana.

He walked participants through the various membership categories of IET-Gh, requirements for joining, and the benefits available to students and staff, including mentoring, networking opportunities, professional certification and access to technical resources.

The speaker encouraged students to begin their professional journey early by enrolling as student members and actively participating in IET-Gh programmes and activities.

Dr Timothy Gyamfi, Secretary to the Construction and Civil Division of IET-Gh, contributed to the discussions by explaining the Division’s ongoing programmes and future plans to deepen its presence in tertiary institutions, particularly technical universities.

He stressed the importance of collaboration with departments such as Construction Technology, Quantity Surveying, Civil Engineering, and related disciplines to drive innovation and best practice in the built environment.

Interactive session with staff and students
The visit featured an interactive session, during which staff and students asked questions on membership progression, professional examinations, internship and industrial attachment opportunities, and the role of IET-Gh in influencing national policy on infrastructure and construction. Representatives of IET-Gh provided detailed responses, reassuring participants of the Institute’s readiness to support young professionals as they transition from academia to practice.

Participants expressed satisfaction with the practical insights shared and welcomed the idea of establishing or strengthening an IET student chapter within KsTU to coordinate future programmes, seminars and technical workshops. The discussions also highlighted the need for closer alignment between academic curricula and the competency requirements of professional bodies.

Way forward
In his closing remarks, Rev. Prof. Collins Ameyaw acknowledged the fruitful engagement and called for sustained collaboration between KsTU and IET-Gh through joint programmes, guest lectures, curriculum review support and staff–student professional development activities.

Prof. F. K. Bondinuba added that the Faculty is open to further strategic partnerships with IET-Gh, especially in areas such as construction governance, sustainable infrastructure and industry-led research.

The institutional visit ended with a vote of thanks and group photographs, with both parties’ expressing optimism that the interaction would lay the foundation for a long-term, mutually beneficial relationship between the Institute of Engineering and Technology, Ghana, and the Faculty of Built and Natural Environment at Kumasi Technical University.

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Speaking on the floor of Parliament, Mr. Iddrisu described recent cases of students carrying firearms to school, vandalising CCTV cameras, selling cannabis on campuses and assaulting teachers during the conduct of the West African Senior School Certificate Examination (WASSCE) as unacceptable.

He warned that such acts threaten not only the country’s education system but also its social values, stressing that urgent interventions are needed to restore discipline in schools.

To address the situation, the Minister announced that government will organise a national conference before the end of July to develop practical solutions to the growing challenge.

The conference will bring together academics, educationists, religious leaders, teachers, parents and other stakeholders to deliberate on strategies for strengthening discipline in educational institutions.

Mr. Iddrisu stressed that instilling discipline is a collective responsibility and should not be left to the Ghana Education Service (GES) alone.

“Parenting and socialisation are shared responsibilities involving the father, the teacher and the community,” he told Parliament.

The Minister also disclosed that government is reviewing the disciplinary framework within the education sector to strengthen the authority of school heads and the GES in dealing with student misconduct.

Under the proposed reforms, students who vandalise school property, including CCTV installations, or assault teachers could face stiffer sanctions, while those found dealing in narcotic substances on school campuses may be dismissed.

“A drug dealer on campus will poison the rest,” Mr. Iddrisu said, insisting that school authorities must be empowered to deal decisively with serious breaches of school regulations.

He argued that changes to disciplinary procedures over the years have weakened enforcement in schools, creating what he described as a culture of indiscipline.

According to him, the Ghana Education Service must be “clothed with authority to deal ruthlessly” with students who violate established rules.

On school security, the Minister said the Ministry of Education is collaborating with the Ministry for the Interior and the Narcotics Control Commission to dismantle drug networks operating in educational institutions.

He cited Prempeh College as an example, noting that although the school’s alumni installed CCTV cameras to improve campus security, some students allegedly vandalised the equipment.

The incident, he said, underscores the urgent need for stronger enforcement measures and behavioural reforms in schools.

Mr. Iddrisu maintained that restoring discipline is critical to protecting the country’s future, stressing that schools must remain safe environments for teaching, learning and character development.

The Minister also reiterated government’s commitment to improving teacher welfare, including introducing incentives to encourage teachers to accept postings to rural and underserved communities.

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The move forms part of a package of incentives by the Mahama administration aimed at attracting and retaining teachers in underserved communities across the country.

Speaking on the floor of Parliament on Thursday, July 2, 2026, Mr. Iddrisu said the government was committed to improving the welfare of teachers while addressing staffing shortages in rural schools.

“As part of government’s efforts to attract, motivate and retain teachers in deprived and underserved communities, special incentives have been put in place for teachers who accept postings to such areas,” he said.

He explained that the qualifying period for study leave with pay has been reduced to encourage more teachers to accept postings to remote communities.

“Originally, it was three years if you were in a deprived area. We have reduced it now to two years. Any person who accepts posting to a rural deprived area, after two years of service, can apply for study leave with pay,” the Minister stated.

Mr. Iddrisu also reaffirmed government’s commitment to introducing a 20 per cent rural posting allowance for teachers working in deprived areas.

He said the Ministry of Education, the Ghana Education Service (GES) and the Ministry of Finance were collaborating to roll out the policy.

“Government is committed to roll out the 20 per cent salary allowance we assured for rural posting, and the Ministry of Finance, the Ghana Education Service and the Ministry of Education are working on implementing that,” he noted.

The Education Minister further disclosed that discussions were ongoing to implement President John Dramani Mahama’s Teacher Dabre Initiative, which seeks to provide accommodation for teachers serving in rural communities.

According to him, inadequate housing remains one of the major factors affecting teacher deployment and retention in underserved areas.

He said government intends to ensure that new school infrastructure projects include residential accommodation for teachers.

Mr. Iddrisu explained that the initiative would be implemented through a decentralised approach under the supervision of the Administrator of the District Assemblies Common Fund.

He added that government plans to leverage the Ghana Social Opportunities Project (GSOP) pension fund, which has approximately GH¢12 billion, as collateral to finance the programme.

“What the Government of Ghana through the Ministry of Education will provide would be our pension fund, referred to as GSOP, which has about GH¢12 billion standing, that can be used as collateral to roll out the Teacher Dabre Initiative,” he said.

The Minister noted that a joint Cabinet memorandum involving the Ministries of Finance, Education, Works and Housing, and Local Government would be submitted to guide the implementation of the initiative.

He said the measures form part of government’s broader strategy to improve teacher welfare, strengthen education delivery and ensure equitable access to quality education in rural and deprived communities.

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Government to introduce 20% rural allowance for teachers in deprived communities

The Minister for Education, Haruna Iddrisu, disclosed the initiative while responding to questions in Parliament on Thursday, July 2, saying the allowance is intended to attract, motivate and retain teachers in hard-to-reach communities.

According to the Minister, the incentive forms part of the government’s broader commitment to improving teachers’ welfare, enhancing motivation and strengthening the quality of education across the country.

“Government is committed to roll out a 20 per cent rural posting allowance for teachers serving in rural and deprived areas, and the Ministry of Finance, the Ghana Education Service and the Ministry of Education are working on implementing that,” Mr. Iddrisu said.

He also announced that the qualifying period for study leave with pay for teachers posted to deprived communities has been reduced from three years to two years.

The Minister explained that teachers who voluntarily accept postings to rural and deprived areas will now be eligible to apply for study leave with pay after completing two years of service.

“Originally it was three years if you are in a deprived area. We have reduced it now to two years, so any person self-posting to a rural deprived area, after two years of service, can apply for study leave with pay,” he stated.

Mr. Iddrisu further revealed that the government is working to address accommodation challenges confronting teachers in rural communities through the implementation of President John Dramani Mahama’s proposed Teacher Dabre Initiative.

He said the programme, outlined in the National Democratic Congress (NDC) manifesto, seeks to provide housing for teachers in rural areas to improve deployment, motivation and retention.

“We are currently engaging in discussions to deploy the Teacher Dabre Initiative of President Mahama, which will provide accommodation for teachers in rural areas to address the housing challenges that often affect teacher deployment and retention in those areas,” he said.

The Education Minister added that the government has directed that all newly awarded contracts for school infrastructure should include residential accommodation for teachers.

He assured Parliament that the government would continue investing in the continuous professional development and capacity building of teachers to improve learning outcomes nationwide.

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The directive was announced during a meeting with the heads of 39 special and integrated schools across the country as part of government’s efforts to strengthen inclusive education and improve learning conditions for children with disabilities.

The meeting brought together administrators responsible for the education of more than 9,000 learners, where key challenges affecting special education, including funding, feeding, and access to assistive devices, were discussed.

As part of immediate interventions, the Education Minister announced an increase in the feeding grant for learners in special schools from its current level to GH¢15 per learner, with implementation taking effect immediately.

Mr. Iddrisu also emphasized that government would no longer tolerate delays in the disbursement of funds meant for feeding in special schools, stressing that the era of schools “holding the calabash”, a reference to constantly appealing for resources to feed students, must come to an end.

In addition, the Minister disclosed that GH¢40 million has been earmarked for the procurement of assistive devices to support learners with disabilities.

The equipment is expected to enhance teaching and learning by improving access to educational resources for students with special needs.

The new measures form part of government’s broader commitment to expanding inclusive education and ensuring that children with disabilities receive quality education in an environment that supports their academic and personal development.

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Speaking to Adom News, WAEC’s Head of Public Relations, John Kapi, disclosed that the marking of all BECE scripts has been completed.

According to him, the examination body is currently conducting final quality assurance checks and other verification processes to ensure the accuracy and credibility of the results before they are published.

Mr. Kapi assured candidates, parents, and other stakeholders that every effort is being made to complete the process on schedule.

He indicated that, barring any unforeseen circumstances, the results will be officially released on or before July 15, 2026.

The announcement is expected to bring relief to the thousands of candidates across the country who have been eagerly awaiting their examination results, which will determine their placement into senior high schools.

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The petition argues that the incident constitutes a serious violation of the student’s constitutional and human rights and calls for an independent human rights investigation, in addition to the ongoing criminal and administrative proceedings.

The case stems from an incident on June 8, 2026, in which a teacher and hostel caretaker, identified by police as Eric Buernortey Apaflo, allegedly assaulted the student, Patience Chibu, following a confrontation over alleged misconduct in the school’s hostel.

A viral video of the incident showed the teacher repeatedly striking the student before allegedly lifting and throwing her to the ground as bystanders pleaded with him to stop.

According to the petitioners, the assault violates several provisions of Ghana’s 1992 Constitution, including the student’s rights to dignity, personal liberty, equality before the law and protection from mistreatment.

They also argue that the incident contravenes international human rights treaties to which Ghana is a signatory, including those of the United Nations and the African Union.

The organisations further expressed concern over reports suggesting attempts to settle the criminal aspect of the case out of court, insisting that such an approach should not prevent CHRAJ from investigating the alleged human rights violations.

Among the reliefs sought, the petitioners want CHRAJ to conduct a full investigation into the incident, determine whether the student’s constitutional rights were violated, and recommend appropriate remedies, including psychological support, medical care and other forms of compensation.

They also want the Commission to recommend administrative sanctions against the teacher and urge the Ghana Education Service and the Ministry of Education to adopt a comprehensive policy on violence prevention in schools, with a focus on protecting students from abuse and gender-based violence.

Additionally, the coalition is calling for legislative and policy reforms to strengthen the prohibition of corporal punishment and physical violence in educational institutions while improving reporting and accountability mechanisms.

The petitioners argue that the incident is not isolated but reflects broader systemic challenges relating to violence in schools, stressing that educational institutions must remain safe environments where the rights and dignity of every student are protected.

Seventy-two women in education received citations during a surprise recognition segment. The citations were presented by Dr. Divine Eli-Cophie, Chief Operating Officer of Out International, and other team members.

“Every activity today was designed to push women educators to go another level in their careers, classrooms, and communities,” Stella Gyimaah Larbi said in her remarks.

The programme began with welcome remarks by co-host Ms. Gifty Mussey, while venue host Ms. Portia Agyeiwaa Appiah also played a key role. This was followed by a panel discussion titled “Breaking Barriers, Building Bridges: Journey to Another Level,” which featured four educators: Ms. Rosetta Lagbo, teacher and phonics trainer at Adenta Community Kindergarten; Ms. Boateng Elizabeth of La Salem Presby Basic School; Ms. Perpetual Andoh, basic school coordinator; and Ms. Amtu Akumfi-Ameyaw, co-founder of On This Side.

Addresses were delivered by Ms. Gifty Mussey, Municipal Director of Education for Adenta, on “Moving to Another Level: A District Director’s Perspective,” and by Dr. Mrs. Mavis Leonards on “Another Level with Your Mental Health and Looks.” A question-and-answer session followed.

Breakout sessions covered career elevation strategies, turning teaching expertise into a side business, book publishing and importation, innovative teaching with Canva, and mentorship through social media. Facilitators included Mrs. Akua Bema Anarfi, Dr. Mrs. Mavis Leonards, Jeremiah Seth Oduro, and Anthonia Senam.

Dr. Stella Agyenim-Boateng, Vice Chair of the Public Services Commission, delivered the keynote address on the theme “Another Level.” Drawing on lessons from her book 100 Career Nuggets – Keeping It Punchy, she encouraged participants to reflect on what success truly means at every stage of their careers.

The event also unveiled the fourth edition of Outstanding Teacher Magazine, with Dr. Stella Agyenim-Boateng featured on the cover.

The conference ended with a call to action and the outline of an “Another Level Vision Plan” for women in education.

According to GES, the teacher failed to report to work after the allegation surfaced, prompting the Service to halt his salary and report the matter to the Ghana Police Service for his arrest and further investigation.

Speaking to the media on Tuesday, July 1, 2026, the Director-General of GES, Professor Ernest Kofi Davis, said the Service is collaborating with the Police to ensure the teacher is apprehended to face both criminal prosecution and internal disciplinary proceedings.

He disclosed that the teacher had already been interdicted before the decision was taken to suspend his salary due to his continued absence from duty.

Professor Davis described the alleged conduct as unacceptable and a serious breach of the standards expected of teachers, stressing that GES would invoke the toughest sanctions available under its code of conduct.

“We want to pursue legal action against the staff involved and also take him through our established processes under the code of conduct so that, at the end of the day, we apply the rules as stipulated in our code of conduct,” he said.

He added that the Service is determined to ensure the incident serves as a deterrent to others.

“We will apply the toughest sanctions to serve as a deterrent because we want our school environment to be safe. Teachers who expose children the way we saw in the video have no place in GES,” Professor Davis stated.

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Within a little over a year in office, Mr Addo has initiated and supported several school projects aimed at addressing overcrowding, reducing pressure on existing facilities, and creating more conducive learning environments for children.

Key among these interventions is the construction of kindergarten, primary and Junior High School (JHS) facilities at Krachi Low Cost.

Additional projects include a six-unit classroom block with auxiliary facilities at Pakyi Akura, as well as the commissioning of three-unit classroom blocks at Ehiamakyene, Akpollo Akura and Matekope.

At Kyenkyen, a six-unit classroom block with auxiliary facilities has reached the roofing stage, while other projects in different communities are at various stages of completion and are expected to be handed over for use upon completion.

Beyond classroom buildings, the MCE has also prioritised the provision of essential furniture to improve comfort and learning outcomes.

The municipality has distributed 163 hexagonal tables and 978 chairs for kindergarten schools, in addition to 830 mono desks and 50 sets of teachers’ tables and chairs to schools across the municipality.

In an interview with Adom News, Mr Addo stressed that improving classroom infrastructure remains critical to promoting quality education, especially for children in communities that have long faced challenges with inadequate facilities.

He noted that a well-structured and supportive learning environment is necessary to help pupils compete favourably with their peers in larger towns and cities.

He also reflected on his personal experience in the education sector, stating that he understands the realities on the ground because he was a teacher before his appointment as MCE.

According to him, this background has shaped his commitment to addressing key challenges confronting schools in the municipality.

Looking ahead, the MCE indicated that the assembly will soon place greater emphasis on the construction of teachers’ accommodation in rural communities, describing it as a practical step to attract and retain teachers where they are most needed.

He therefore appealed to residents, stakeholders and community leaders to support the assembly and government’s development agenda, noting that sustained cooperation will help deliver more projects that directly improve the lives of residents, particularly in the education sector.

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According to her, the country’s failure over the years to prioritise early childhood education has negatively affected the quality of learning at the foundational level.

She, however, noted that significant efforts are now being made to reverse the trend.

Mrs. Tassah made the remarks while speaking to the media during a capacity-building workshop for Early Childhood Coordinators and Deputy Directors in charge of Monitoring and Supervision in Kumasi.

She explained that the training forms part of a nationwide initiative expected to benefit more than 32,000 kindergarten teachers across Ghana, with the aim of improving the quality of teaching and learning at the basic level.

“It is not true that kindergarten classrooms are meant for unqualified teachers or elderly people. At every stage of education, especially at the KG level, pupils deserve qualified and competent teachers because quality education begins from the foundation,” she stated.

She further urged newly trained teachers not to reject postings to kindergarten classrooms, stressing that teaching at the early childhood level is a critical responsibility and should never be regarded as a form of punishment.

“We must all join hands to make basic education more attractive and strengthen quality teaching from the foundation,” she added.

The Ashanti Regional Director of the Ghana Education Service (GES), Dr. William Kwame Amankrah Appiah, also disclosed that the region has implemented several interventions to make teaching and learning more engaging for kindergarten pupils.

According to him, one of the key initiatives is the 200 Days of Reading Programme, which has significantly improved pupils’ reading abilities and confidence across the region.

“We introduced the 200 Days of Reading Programme, and it has greatly boosted children’s confidence in reading. We are now complementing it with a numeracy programme, and together these interventions will strengthen children’s literacy, numeracy and overall confidence,” he said.

Dr. Appiah expressed confidence that the training for Early Childhood Coordinators would equip teachers with modern learner-centred teaching methods, helping to eliminate the outdated “chew and pour” approach and promote interactive, child-friendly classroom instruction.

He noted that strengthening early childhood education remains essential to building a solid educational foundation for children and improving learning outcomes across the country.

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Minister for Education, Haruna Iddrisu, disclosed the plan during a meeting with a delegation from the Conference of Regional Chief Imams in Accra, assuring the delegation of government’s commitment to strengthening Islamic education and improving learning outcomes.

According to a statement issued by the Conference of Regional Chief Imams, the initial recruitment will be followed by the employment of an additional 500 permanent Arabic teachers through the Ghana Education Service in January 2027 to further bridge the staffing gap in Islamic schools.

The Minister reaffirmed government’s readiness to work closely with the Conference of Regional Chief Imams and the Islamic Education Unit to improve access to quality Islamic education across the country.

He also commended the Conference for its continued engagement with government on issues affecting the Muslim community.

The delegation, led by Chairman of the Conference of Regional Chief Imams, Sheikh Abdul Rashid Iddi, included Regional Imams of Ahlussunna Wal-Jama’a, Regional Imams of the Ghana Muslim Mission, representatives of the Islamic Education Unit and officials from the Office of the National Chief Imam.

Explaining the purpose of the visit, Sheikh Rear Admiral Muniru Tahiru (Rtd) said it was initiated at the request of the National Chief Imam, Sheikh Dr Osman Nuhu Sharubutu, who is concerned about the growing shortage of Arabic teachers and its impact on the quality of Islamic education.

Presenting the sector’s challenges, General Manager of the Islamic Education Unit, Abdul Karim Bapuni, said Ghana currently has 1,299 Islamic basic schools but requires about 3,033 Arabic teachers to adequately meet demand.

He disclosed that only 706 Arabic teachers are currently on the government payroll, leaving a deficit of about 2,512 teachers nationwide.

Mr. Bapuni also highlighted the absence of a standardised Arabic curriculum and textbooks at the primary school level, inadequate resources for monitoring and supervision, and poor office infrastructure as key challenges affecting educational standards and learning outcomes in Islamic schools.

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The new classroom block was constructed with the chief’s personal resources to replace an old, deteriorating structure that had become unsafe for both teachers and pupils.

Representing the paramount chief at the commissioning ceremony, the Kyidomhene of Kenyasi No. 1, Nana Ofori Acheampong, said the decision to undertake the project was driven by the chief’s concern for quality education and the welfare of schoolchildren.

He explained that the previous classroom block had become dilapidated and posed serious safety risks, making it necessary to construct a modern learning facility.

According to him, the new block has been fully furnished with desks, tables, whiteboards and ceiling fans to provide a more comfortable teaching and learning environment for both staff and students.

The District Chief Executive for Asutifi North District, Hafiz Dauda, commended the paramount chief for his continued investment in the district’s development, particularly in education and healthcare.

He described the project as a significant contribution to improving educational infrastructure and appealed to other traditional leaders to emulate the chief by supporting development initiatives within their communities.

Also addressing the gathering, Peter Kwaku Atuahene, Bishop of the Goaso Diocese, praised the chief for the gesture and urged individuals, organisations and community leaders to complement government efforts in improving educational facilities across the country.

He stressed that the responsibility of providing quality education should not rest solely on the government, encouraging all stakeholders to contribute towards creating a better future for Ghanaian children.

The initiative, launched in collaboration with the Ministry of the Interior and the Narcotics Control Commission (NACOC), aims to protect learners, promote healthy lifestyles, and create safer learning environments across the country.

As part of the campaign, Education Minister Haruna Iddrisu has directed the Director-General of the Ghana Education Service (GES) to introduce a daily anti-drug awareness message in all pre-tertiary schools.

Under the new directive, students will recite the approved message during morning assemblies, right after the National Anthem and before the National Pledge. The call-and-response message goes as follows:

Leader: “Don’t start it as a greeting.”, students: “To live in regret.”

Speaking on the initiative, Haruna Iddrisu described the campaign as a proactive measure to safeguard the future of Ghanaian children.

“This Behavioural Change Communication Campaign is designed to discourage drug use among our learners, strengthen preventive education and empower students to make responsible decisions that will safeguard their future,” the Minister said.

He added that the daily recitation is meant to constantly remind students of the dangers of substance abuse and encourage positive behavioural change.

The Ministry indicated that the campaign will be supported by broader public education efforts, school sensitisation programmes, stakeholder engagements, and stronger collaboration with parents, community leaders, and educational institutions.

The initiative underscores the government’s commitment to protecting the wellbeing of every learner and ensuring schools remain safe spaces for academic and personal development.

The Ministry has therefore called on parents, teachers, religious and traditional leaders, civil society organisations, and the general public to actively support the campaign to rid schools of drug abuse.

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The report, launched at the Centre for Democratic Development (CDD-Ghana) in Accra assessed academic freedom across 30 African countries and painted a worrying picture of persistent violations affecting teaching, learning, research, and institutional autonomy.

At the launch, Professor Kwadwo Appiagyei-Atua, Regional Director of the African Coalition for Academic Freedom, highlighted sexual harassment as a particularly serious issue in Ghana.

“There are also issues about sexual harassment in terms of the relationship between academics and students, which students complain about, especially female students who have been at the mercy of some academics for sex to get marks or to reward them with some other favours and so on, but most of the students are not able to report,” he noted.

The report gave the continent an overall negative violation score of 72 out of 100, indicating that academic freedom remains under threat despite various efforts to strengthen protections.

Professor Appiagyei-Atua, however, acknowledged that Ghana is performing relatively better than many other African countries.

“Comparatively, if you look at the state of academic freedom on the continent generally, you can see that, relatively, Ghana ranks quite high. Yes, but it doesn’t mean that the picture is rosy in Ghana.

“There are several violations that also take place. So overall, you can rank Ghana as among the best-performing on the continent, but there are still some important gaps that need to be filled,” he explained.

The National Union of Ghana Students (NUGS) has pledged to support efforts to address the issues raised in the report. National Secretary Titus Owusu Darko said the union is ready to collaborate with civil society and other stakeholders.

“NUGS, we are committed to partnering with all the CSOs, most importantly the African Coalition for Academic Freedom, and contributing our quota to this particular development… we are willing to contribute our quota and support everything that we can do in our capacity,” he stressed.

Stakeholders at the launch called for stronger policies, better reporting mechanisms, and closer collaboration between government, universities, students, and civil society to create safer and more inclusive learning environments across Ghana.

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In a statement released on Wednesday, June 25, the Commission cautioned the public to be extremely careful when dealing with certificates, diplomas, or degrees from these institutions.

The regulator noted that the listed institutions have not met GTEC’s quality assurance standards, raising serious doubts about the validity and acceptability of their qualifications for employment, promotion, licensing, or further studies.

“According to the Commission, the decision to classify the listed institutions as unrecognised stems from quality assurance concerns, including issues relating to accreditation, governance structures, academic standards, programme delivery and regulatory compliance,” the statement said.

A large number of the institutions on the list are foreign-based, particularly from the United States, Switzerland, India, Mexico, Italy, Nigeria, and other countries. Some of the notable names include Atlantic International University, Monarch Business School, Swiss Management Centre University, Texila American University, and Selinus University of Sciences and Literature.

Several theological and religious institutions also made the list, such as Louisiana Baptist University and Seminary, Christian Leadership University, and Freedom University and Theological Seminary.

GTEC has strongly advised the public to always verify the accreditation status of any institution with the Commission before enrolling in programmes or relying on qualifications issued by them.

This latest alert forms part of GTEC’s ongoing efforts to protect the integrity of tertiary education in Ghana and safeguard students and employers from substandard or fraudulent qualifications.

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The call follows recent intelligence gathered by the Narcotics Control Commission (NACOC), which indicates that drug-related activities are increasingly being detected within schools, signalling a shift from traditional street-level distribution to educational environments.

Speaking on Citi FM’s Eyewitness News, Deputy Minister for Education, Dr Clement Apaak, expressed concern over the rising abuse of opioids and tramadol among young people, describing the trend as part of a broader national and global challenge that demands urgent action.

According to him, the government is working closely with the Ghana Education Service (GES) and the Ghana Technical and Vocational Education and Training (TVET) Service to strengthen preventive measures and monitoring systems in schools.

Dr Apaak noted that teachers play a critical frontline role in identifying suspicious behaviour among students and preventing drug-related activities from taking root on school campuses.

He therefore encouraged teachers and school authorities to conduct routine inspections of students’ belongings where necessary, as part of efforts to maintain discipline and ensure safety within educational institutions.

“Through the Ghana Education Service and the Ghana TVET Service, we are urging teachers to remain vigilant and closely monitor the conduct of learners. Where necessary, they should search students’ bags,” he stated.

He further recalled that the government had empowered heads of secondary schools to carry out searches of luggage, trunks, chop boxes and other personal belongings brought onto campus as part of broader efforts to restore discipline in schools.

Dr Apaak stressed that tackling the growing threat of drug abuse and trafficking in educational institutions requires a coordinated approach involving teachers, parents, school administrators, security agencies and the wider community.

He maintained that only a collective effort can effectively protect students from the dangers of substance abuse and preserve the integrity of Ghana’s educational system.

The three (3) include; Safo Nana Kwadwo at the Kwame Nkrumah University of Science and Technology (KNUST), Dramani Bonsu and Karikari Opoku Vincent from the University of Mines and Technology (UMaT).

At the 2026 NADeF and Liebherr Excellence Scholarship Awards in Ntotroso where the presentation was made, the Vendor Held Stock Manager for Liebherr Ghana, Samuel Allan Abban explained that university education in the country demands a lot especially for students reading mathematics and science therfore, the company decided to support the students with 10,000cedis each to help ease the financial burden of parents.

He entreated the beneficiaries to ensure there is value for money by taking their studies serious and also making it their priority to also help the needy ones in the their communities when they are done with school and begin working.

He indicated that ever since the company partnered NADeF in 2013 for this initiative, it has supported 21 students with an amount of 250,000cedis

He highlighted that the 21 beneficiaries include; 7 engineers, 4 medical professionals, and 1 mathematician who have completed, while 5 engineers and 4 medical professionals are still in school.

However the Executive Secretary for NADeF, Elizabeth Opoku-Darko in her address appreciated the efforts of the company for the past 13 years to support brilliant but needy students at the tertiary level in the ten mining communities where Newmont operates in the Asutifi North and Tano North Districts.

Speaking on behalf of the beneficiaries, Karikari Opoku Vincent expressed gratitude to the company for the gesture which will significantly support their studies.

He assured the company and Newmont Ahafo Development Foundation (NADeF) of value of money to encourage them to continue financially supporting brilliant but needy students in the communities.

Again, he mentioned that once they are done with school and begin working they will also ensure to contribute their quota to support others.

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Deputy Minister of Education, Dr. Clement Apaak, made the appeal in an interview on Accra-based Citi FM.

The Builsa South MP said the Ministry is treating the case with the seriousness it deserves and has already put measures in motion to ensure full accountability.

“Our checks indicate that the teacher has gone into hiding. We know that law enforcement is also playing its part, and he is being sought after. If Ghanaians can assist law enforcement to apprehend him, it would be very helpful,” he said.

Dr. Apaak reiterated that the teacher has already been interdicted by the Ghana Education Service (GES) and will face both criminal prosecution and the full disciplinary processes of the Education Service.

Meanwhile, the National Council of Parent Teacher Associations (NCPTA) has strongly condemned the incident, describing it as unacceptable and a betrayal of the trust placed in teachers.

The Council described the incident as a form of gender-based violence and noted that such actions could constitute criminal offences under Ghana’s laws.

It stressed that schools must remain safe environments for learning and development, rather than places where students are exposed to exploitation or abuse.

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Not because I wanted to, but because I had nothing structured to do and no one had told me what that waiting period was actually for. I carried blocks, mixed concrete, and spent my evenings staring at the ceiling, wondering whether I had passed.

Seven years into my career, I now understand what I failed to see then: the person you become in the waiting period matters as much as the grade you receive at the end of it.

So here is what I wish someone had told me.

1. Map Yourself Before The Results Map You

Most SHS graduates enter the next chapter knowing only their scores. They know very little about what they are actually good at, what energises them, and what kind of work they will still be doing with enthusiasm ten years from now.

Use this window to answer three honest questions in a notebook: What do people ask me for help with, even without being asked? What have I done for free that I would gladly do again? What frustrates me so much that I want to fix it? The pattern in those answers is more useful than any grade.

If you want a framework, the Holland Code (available free at mynextmove.org) gives language to strengths you already know intuitively. A student who scored B3 in Elective Maths but has been resolving disputes in the neighbourhood since Form 1 has a social intelligence that no WASSCE paper has ever measured. Know what you bring before anyone else defines it for you.

2. Build One Skill To A Useful, Not Impressive, Level

The waiting period between your last paper and university admission varies. For some students, it is four months; for others, it is closer to eighteen. That window is long enough to reach one concrete milestone: becoming good enough to do one small paid job.

If you have consistent access to a device and data, consider Canva for graphic design, CapCut for basic video editing, or free coding courses on platforms like freeCodeCamp, Alison, Coursera, and YouTube. Pick one and stay with it.

If consistent internet access is not your reality, that is worth stating plainly: offline paths are not lesser options. Visit your nearest NVTI (National Vocational Training Institute) centre or shadow a skilled relative or neighbour for two weeks. That is an apprenticeship without paperwork, and it has produced some of the most economically resilient people in the country.

As you focus on gaining useful digital skills during this waiting period, it is also important to follow official updates on the release of the 2026 WASSCE results. Once the results are released, candidates and parents can conveniently buy their results checker voucher by dialling *713*3998# or visiting buycheckercodes.com.gh.

3. Earn Something: Money, Experience, Or Both

Ghana has always known how to make waiting productive. Market traders who started at sixteen selling on commission, and tailors who took their first clients the week school ended, were not filling time; they were building foundations.

One of the best options for SHS graduates is tutoring JHS students in their neighbourhood. It costs nothing to start, pays real money, and forces you to re-engage with subjects you may need again in university—this time from the position of someone who must explain clearly rather than just reproduce answers.

If you pursue online gig work, stick to trusted platforms and involve a responsible adult. Protect yourself before you earn.

4. Do One Concrete Research Task About Your Next Step

This is not a call to spend months building a spreadsheet comparing universities. It is a call to do one specific thing: visit the website of the university you are most likely to attend and check the entry requirements for the three courses you are considering.

Write them down. Then ask yourself whether your expected results meet those requirements, and what alternatives exist if they do not.

One hour of real research now can prevent years of reactive decision-making later. While you are there, look for one scholarship that interests you—not to apply immediately, but to understand the requirements and note the deadlines.

Some scholarships, including Commonwealth and Mastercard Foundation Scholars programmes, require tertiary enrolment. Others can be prepared for earlier. Understand the landscape before you need to act.

5. Your Result Is Coming. You Decide What It Means.

I know people who failed their WASSCE and today run departments, support families they are proud of, and sleep well at night. I also know people who passed with distinction but have spent years chasing a version of success that was never truly theirs.

The result matters, and I will not pretend it does not. In many Ghanaian homes, the weight of a result is shared by the whole family—parents who sacrificed, siblings who watched—and that pressure is real.

But your family’s expectations often come from love, even when it feels like judgement. The most useful thing you can do now is speak to one adult in your life, not for advice, but simply to hear that they survived their own version of this moment.

Your WASSCE result is one data point in a life that will produce thousands of them. Do not let a single number define your story.

When results are released, candidates can buy their results checker voucher instantly by dialling *713*3998# or visiting buycheckercodes.com.gh.

Three Hohoe E.P SHS students arrested over post-WASSCE vandalism

Haruna Iddrisu empowers GES to clamp down on post-WASSCE celebrations in schools

School environment is for learning, not post-WASSCE celebrations – Haruna Iddrisu

In a statement, management of the Service expressed appreciation to all applicants who applied to serve in the education sector, assuring them that submissions are currently being reviewed to ensure compliance with the eligibility requirements outlined in the recruitment advertisement.

According to GES, the review of applications will be completed by June 30, 2026.

The Service indicated that the list of shortlisted candidates will be published on July 20, after which successful applicants will undergo onboarding at the regional and district levels from July 20 to August 31.

GES further stated that all successful applicants are expected to assume duty on August 31, 2026.

Management thanked applicants for their patience and understanding throughout the recruitment process and wished them success in their applications.

Deputy Minister for Education, Dr. Clement Abas Apaak, confirmed that the video, which has been widely circulated on social media, has come to the attention of the Ministry of Education.

“The attached viral video of a student assaulting another student has come to the attention of the Ministry. I have since forwarded it to the Director-General of the GES for action,” he stated.

Speaking on behalf of the Minister, Dr. Apaak issued a strong warning that acts of indiscipline and lawlessness in schools will not be tolerated.

“Indiscipline will be punished,” he emphasised.

The video shows one student repeatedly attacking another student while others look on without intervening. The victim is seen attempting to escape, but the assault continues.

The GES is expected to identify those involved and take appropriate disciplinary measures in line with its code of conduct.

The incident has reignited public concerns about student discipline, school safety, and the enforcement of behavioural standards in Ghanaian schools.

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• 2026 WASSCE: GES condemns assault on teachers at Bawku SHS amidst probe

The latest rankings, released on June 18, 2026, assessed 1,504 universities worldwide, with the University of Ghana (UG) emerging among the top 13 institutions on the African continent. The performance reinforces the university’s growing reputation in research, innovation, teaching, and learning.

According to the ranking report, UG’s sustained performance reflects steady progress in implementing its 2024–2029 Strategic Plan, which prioritises impactful research, transformative student experience, strategic partnerships, and faculty and staff development.

The university performed strongly across several key indicators, including academic reputation, citations per faculty, employer reputation, employment outcomes, faculty-student ratio, international faculty ratio, international research network, and sustainability.

One of the standout areas was employment outcomes, where UG recorded a score of 93.2. This indicates strong employer confidence in the quality of graduates produced by the institution, as well as their competitiveness in the global job market.

In the area of international research collaboration, the university scored 82.3, reflecting its expanding network of global research partnerships and multidisciplinary academic projects. This, management says, demonstrates UG’s increasing contribution to addressing both local and international development challenges through research and innovation.

The institution also recorded a sustainability score of 51.4, highlighting ongoing efforts to promote environmental responsibility, resource efficiency, and alignment with the United Nations Sustainable Development Goals (SDGs) through teaching, research, and community engagement.

Management of the university has expressed appreciation to faculty, staff, students, alumni, and partners for their continued contribution to its academic and global success.

The latest ranking cements the University of Ghana’s position as not only Ghana’s premier university but also one of Africa’s leading centres of higher education, with a continued commitment to advancing knowledge, innovation, and producing graduates equipped for global impact.

The personnel, who passed the August and September 2025 Nursing and Midwifery Council licensure examinations (major season), are expected to undergo a regional validation exercise from Monday, June 22, to Friday, July 10, 2026, before formally reporting for duty on July 1, 2026.

In a statement signed by the Director-General of the NSA, Mrs Ruth Dela Seddoh, all eligible candidates have been directed to visit the Authority’s website to check their posting details and complete the mandatory regional validation within the given timeframe.

“The regional validation exercise starts today, June 22, 2026, and ends on Friday, July 10, 2026,” the statement said.

The NSA also used the opportunity to remind both employers and prospective national service personnel of their legal obligations under the National Service Authority Act, 2024 (Act 1119).

It stressed that employers are barred from hiring individuals who are required to do national service but have not yet completed it, unless they have a valid exemption under Section 36 of the Act. Employers must verify the service status of any prospective employee before offering them a job.

According to the statement, employers who flout this rule face an administrative penalty of 5,000 penalty units. Additionally, individuals who secure employment without serving may be required by the Board to undertake the national service in a field chosen by the Authority.

The Registrar of Companies can also refuse to register businesses belonging to defaulters.

Mrs Seddoh urged all posted nurses and midwives to complete their validation promptly to ensure a smooth deployment for the 2026/2027 service year.

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Speaking to Adom News, Mr. Awudu praised the measures aimed at promoting discipline and reducing the growing culture of extravagance in educational institutions.

According to him, school celebrations in recent years have become increasingly expensive, placing unnecessary financial pressure on many parents and guardians.

He, however, called on the government to extend the suspension of graduation ceremonies to private schools to ensure fairness and consistency across the education sector.

“Many parents are compelled to spend beyond their means to meet the demands associated with graduation ceremonies and related celebrations. This has become a significant burden on families, especially in the current economic climate,” he stated.

Mr. Awudu argued that while the GES directive currently affects public schools, similar activities in private institutions could undermine the broader objective of reducing excessive spending and promoting modesty in school celebrations.

He noted that education should focus primarily on academic achievement, character development, and the welfare of students rather than elaborate ceremonies that often come with high costs.

The teacher union leader expressed hope that the government’s ongoing review of school celebrations would result in comprehensive guidelines that apply to both public and private schools, ensuring that recognition of students’ achievements remains meaningful, affordable, and accessible to all.

His comments add to the growing national conversation surrounding school celebrations, with many education stakeholders backing efforts to reduce financial burdens on parents while preserving the values of discipline, equality, and academic excellence in Ghana’s schools.

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Addressing the media, GES Director, Prof. Ernest Kofi Davis, explained that the decision forms part of efforts to review and streamline school celebrations to ensure they align with the core values and objectives of education in Ghana.

According to Prof. Davis, GES has observed growing concerns over the nature, cost, and organization of graduation ceremonies in some schools, prompting the need for a comprehensive review.

He noted that while recognizing students’ achievements remains important, there is a need to ensure that such events do not place undue financial pressure on parents or shift attention away from the primary purpose of education.

To address the issue, the GES Director disclosed that a committee will soon be constituted to examine the organization of school celebrations, including Speech and Prize-Giving Days and graduation ceremonies.

The committee will be tasked with developing clear guidelines and recommendations to standardize these events across the country.

Prof. Davis emphasized that the review is intended to promote modesty, inclusivity, and educational excellence while ensuring that celebrations remain meaningful and accessible to all students and parents.

The suspension will remain in effect until the committee completes its work and submits its recommendations for consideration by GES management.

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• GES to set up committee to regulate celebrations on SHS campuses

• Haruna Iddrisu empowers GES to clamp down on post-WASSCE celebrations in schools

Speaking to the media, GES Director, Prof. Ernest Kofi Davis, stated that the increasing trend of extravagant gift presentations after the West African Senior School Certificate Examination (WASSCE) promotes an unhealthy display of wealth among students.

According to him, education is meant to nurture discipline, humility, and responsible citizenship, not encourage competition based on material possessions.

He cautioned that any school head who allows such events to take place on campus will face disciplinary action.

The announcement comes amid growing public debate over lavish gift presentations, which have become common in some SHSs.

While some Ghanaians support the ban, arguing that it will reduce peer pressure, social inequality, and unnecessary distractions in schools, others believe students should be allowed to celebrate their achievements in moderation.

Many parents and education stakeholders have welcomed the directive, describing it as a step toward preserving discipline and ensuring that school environments remain focused on academic and moral development rather than displays of affluence.

GES maintains that schools must remain spaces that promote equal opportunities and values that prepare students for responsible adulthood.

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• Haruna Iddrisu empowers GES to clamp down on post-WASSCE celebrations in schools

• NCPTA backs GES ban on extravagant graduation ceremonies in basic schools

According to the Minister, the leaders have been empowered to enforce the ban on celebrations following the West African Senior School Certificate Examination (WASSCE), with instructions to deal firmly with any breaches.

“The Director General of GES has my firm instructions to deal ruthlessly with this development so that we nip it early as a country,” he said on JoyFM’s Super Morning Show on Monday, June 22.

“I have asked the school inspectorate directorate to take action on this matter,” he added.

He stressed that school environments must remain strictly focused on academic work, warning that any deviation from this standard will not be tolerated.

He indicated that the directive is aimed at preserving discipline and maintaining the integrity of teaching and learning environments across the country’s secondary schools.

“The school is not just an environment where you acquire literacy and numeracy, but character is essential, and to produce responsible citizens,” the minister noted.

The Minister’s comments reinforce government efforts to curb what it describes as disruptive conduct following examinations in both public and private institutions.

Speaking at a press briefing on Monday, June 22, the Director-General of GES, Professor Ernest Kofi Davis, said the move forms part of efforts to address growing concerns over extravagant displays of wealth during school ceremonies.

According to him, the committee will examine all forms of celebrations organised on school campuses, including speech and prize-giving days, and recommend measures to ensure uniformity and decorum.

“A committee will be formed to review all celebrations on school premises, including speech and prize-giving days, and come out with guidelines to ensure standardisation,” Prof. Davis stated.

“This will help address challenges associated with some of these celebrations,” he added.

The Director-General explained that the decision was driven by concerns that some school events were increasingly becoming platforms for ostentatious displays of wealth, a trend he said runs contrary to the values the service seeks to instill in students.

“The rationale for this directive is to tell parents, guardians, and all guardians for that matter that excessive show of wealth on school premises is not the kind of value GES wants to project and prioritise amongst students,” he said.

He reiterated the point, stressing that schools must remain environments that promote modesty, discipline, and equal opportunity rather than social and economic distinctions.

He disclosed that school authorities would be required to strictly enforce the directive, while regional directors would be responsible for monitoring compliance.

“We expect strict enforcement by school authority and supervision by all regional directors,” he stated.

Prof. Davis further urged parents and guardians to adhere to the directive and maintain the tradition of modest celebrations during school events.

“Parents are therefore expected to comply with this directive and make sure that they do not break their old practice of modest celebrations,” he said.

The GES boss also appealed to a broad range of stakeholders to support efforts to curb what he described as an emerging culture of opulence in schools.

“I wish to use this platform to call on all stakeholders, that is, teachers, parents and guardians, school authorities, traditional authorities, and our friends from the media and the general public, to support our effort to discourage and stop this emerging school culture involving opulent displays of wealth that are characterised by presentation of expensive gifts by parents, guardians and other well-wishers to SHS students on school premises,” he noted.

The proposed guidelines are expected to provide a framework for organising school celebrations and help preserve the educational values that GES says should remain central to the school environment.

The conference, which is expected to bring together key stakeholders in the education sector and wider society, forms part of the government’s response to increasing concerns about student conduct on school campuses.

This comes amid recent measures by education authorities to curb extravagant post-WASSCE celebrations and other forms of misconduct in schools.

Speaking in an interview on Joy FM’s Super Morning Show, the Minister said the government was determined to tackle the problem through broad national consultation and a careful examination of its root causes.

“Before the end of July this year, we will convene a major national conference on stemming the growing indiscipline in our senior high schools across the country,” he said.

According to the Minister, discussions are currently ongoing regarding the venue for the event, with either Sunyani or Kumasi being considered as the host city.

He stressed that the issue requires a collective national effort and not just action from education authorities.

“We are assembling as a country to respond to the growing threat and unacceptable behaviour emerging on our school campuses across the country,” the Minister stated.

The Education Minister said the conference would bring together a wide range of stakeholders, including civil society organisations, academics, religious leaders, parents and education experts, to develop practical solutions to the problem.

“We intend to bring together civil society, academia, the church, the Muslim community, parents and educationists to give us a roadmap on how to deal with it and to identify the root causes of it,” he explained.

He said the outcome of the conference would help shape future interventions aimed at restoring discipline and strengthening values in schools.

“And then we would deal decisively with it,” he added.

Speaking on Joy FM’s Super Morning Show on Monday, June 22, Mr Iddrisu said educational institutions are established for academic purposes and not for jubilation or celebratory activities following examinations.

He stressed that the ban, announced over the weekend, would be strictly enforced, warning that acts of excessive celebration by students after completing the West African Senior School Certificate Examination (WASSCE) would no longer be tolerated on school campuses.

“The school environment is an environment for academic competition, nothing more.,” he said.

“The extravagant, lavish display of wealth is actually unacceptable, and we will not tolerate or accommodate that going forward,” he noted.

Mr Iddrisu noted, however, that parents and guardians who wish to celebrate the achievements of their children are free to organise such events outside school premises.

The Minister’s remarks come amid growing debate over student celebrations at the end of the WASSCE.

In a statement signed by its General Secretary, Gapson Kofi Raphael, the Council said the move is not intended to prevent celebrations but rather to restore the true purpose of education in the country’s pre-tertiary schools.

“NCPTA stands with GES on banning extravagant KG and Primary 6 graduations. This is not against celebration. It is about restoring purpose,” the statement said.

The Council argued that schools are primarily institutions for learning, character development, discipline and the promotion of national values, and should not be turned into platforms for excessive display and commercialisation.

“Schools are for learning, character, discipline, and national identity – not for clout and commercialization. When 5-year-olds learn that success is gowns and applause, we lose the soul of education,” it stated.

The NCPTA cited the words of Ghana’s first President, Dr Kwame Nkrumah, who said, “The purpose of education is to develop the intellect, and the moral and spiritual character of the child.”

It also referenced former Prime Minister Dr K.A. Busia’s warning that “Freedom without responsibility is a licence for disaster,” as well as an African proverb that emphasises the collective responsibility of society in raising children.

According to the Council, one of the key reasons for supporting the ban is the need to address indiscipline at its roots.

“Entitlement starts early. A child trained in vanity at KG becomes the SHS student who disrespects teachers at 17. Discipline is love with boundaries,” the statement noted.

The NCPTA further called on parents, particularly fathers, to play a more active role in instilling discipline and values in their children at home.

“Parents, especially fathers, must correct at home before teachers correct in class,” it added.

The Council warned that if the practice of lavish graduation ceremonies is left unchecked, it could contribute to growing indiscipline in schools and communities while undermining the core purpose of education.

It therefore urged stakeholders to prioritise character development over outward displays.

“Let’s choose discipline over decoration. Character over gowns. That is how we build Ghana, one responsible citizen at a time,” the statement added.

Evans was one of the best students in the Tema Municipality in the 2023 Basic Education Certificate Examination (BECE), but his mother’s newfound faith, which was against formal education, threatened to prevent him from taking up his hard-earned placement at PRESEC.

Executive Director of Africa Education Watch, Kofi Asare, who led efforts to locate Evans and get him enrolled, announced the milestone on Facebook on Wednesday, June 17, 2026, after visiting the school to congratulate him.

“I am at PRESEC Legon to congratulate and see Evans off as he completes SHS. You may remember the story of a 14-year-old boy whose family’s religious beliefs threatened his right to secondary education, even after scoring distinction at BECE, having attended a public basic school,” he wrote.

Asare described the journey as a battle they were determined not to lose, involving weeks of searching for Evans, persuading his family to release him, and working with the Police and the Department of Social Welfare to intervene.

By the time Evans was located, school was already in its fifth week.

“In January 2024, with your support, we enrolled Evans at PRESEC Legon. From tracing his whereabouts, persuading his family to release him, and working with the Police and Social Welfare to intervene, it was a difficult journey. But we prevailed. Today, Evans has completed school and is hoping to continue to tertiary,” he said.

Asare also credited former Education Minister Dr Yaw Adutwum for helping preserve Evans’ PRESEC placement despite the delayed enrolment, and expressed gratitude to PRESEC headmaster and one housemaster for accepting Evans and caring for him throughout his time on campus.

“I remember handing Evans over to Mr Odjidja that Saturday at his residence and pleading with him not to allow anyone to take him away without my permission,” he said.

Evans is now hoping to pursue tertiary education.

Speaking on JoyNews’ Newsfile programme on Saturday, June 20, Dr Apaak said the Ghana Education Service (GES) had acted appropriately by condemning the incident and launching investigations into the matter.

He noted that disciplinary measures should be applied once the facts have been established.

The Deputy Minister’s remarks follow the interdiction of a teacher at Bole Senior High School after a video allegedly depicting inappropriate conduct involving the teacher and a student surfaced on social media.

The GES has since initiated investigations and reaffirmed its zero-tolerance policy on sexual misconduct involving staff and students.

Dr Apaak argued that while teachers bear a greater professional responsibility because of their position of authority, students also have an obligation to avoid situations that make them vulnerable to exploitation and to report inappropriate advances through the established channels available within schools.

“The Ghana Education Service has condemned it, and investigations are ongoing, and we expect that the sanctions will be applied for both the teacher and student because the student ought not to put herself in that situation to be exploited by the teacher, and the student also has the mandate to report because we have systems as and when teachers make advances,” he said.

He emphasised that the education sector has mechanisms in place to protect students and address complaints of misconduct, adding that strict enforcement of disciplinary measures is necessary to safeguard the integrity of schools and reinforce professional standards among educators while ensuring students are aware of their rights and responsibilities.

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Speaking on JoyNews’ Newsfile programme on Saturday, June 20, during a discussion on student safety and discipline, Mr Tuah-Yeboah expressed concern about recent incidents of student unrest, saying educational authorities must take urgent steps to prevent further deterioration in discipline across the country’s schools.

According to him, the nature of student protests has changed significantly over the years, with some demonstrations now characterised by violence and the destruction of school property.

He stressed that such developments should serve as a wake-up call for policymakers and education administrators to strengthen disciplinary frameworks and ensure that students respect school regulations.

“The GES and the Ministry of Education will have to put in a lot of measures in place to ensure that the growing student indiscipline is curbed. During our days, we used to go on demonstrations with singing, but these days students go on protest with drums, and they want to burn school properties and whatnot,” Mr Tuah-Yeboah stated.

He maintained that restoring discipline within educational institutions requires a coordinated effort involving school authorities, parents and government agencies, adding that the Ministry of Education and the GES must lead the process by implementing policies that promote responsible behaviour while safeguarding the safety of students, teachers and school property.

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Speaking on Newsfile, Bentil argued that some parents are contributing to a breakdown in accountability among students, warning that such behaviour weakens institutional efforts to raise responsible young people.

“You buy a car for your child and take it to school. What kind of obscene thing is that?” he said, faulting what he sees as overindulgence by parents.

He also referenced an unverified but widely circulated claim that a parent once used a Ghana Armed Forces helicopter to pick up a child from senior high school, a claim that has not been independently confirmed by authorities.

“Somebody flew a Ghana Armed Forces helicopter — really? — to go and pick their child from SHS. What are we doing?” he asked.

Bentil acknowledged that the helicopter claim remains unconfirmed, noting that even sector authorities have expressed surprise and that there is speculation it could be fabricated or AI-generated. However, he said its circulation alone reflects deeper concerns about societal attitudes toward discipline.

His comments come amid heightened public concern following a series of recent incidents in Ghana’s education sector.

On June 11, 2026, the body of 17-year-old Emmanuel Arthur, a final-year student of Mfantsipim School, was found in an uncompleted building in Cape Coast. Police later indicated the case appeared to be suicide, though investigations are ongoing into possible contributing factors.

In a separate development, the Ghana Education Service launched investigations after a video allegedly involving a teacher and a student of Bole Senior High School circulated online. The teacher has since been interdicted pending disciplinary processes.

Around the same period, the University of Cape Coast University of Cape Coast community was shaken by the death of Level 200 student Innocentia Avinu, whose body was later discovered near Hutchland Beach Resort. Police have arrested a suspect in connection with the case as investigations continue.

Bentil urged caution against despair, saying the issues reflect long-standing societal challenges rather than sudden collapse.

“We are failing to do what we must do to instil discipline,” he said. “We can’t change them or make them into what we were.”

He added that every generation critiques the one before it, and noted that today’s students are shaped by a more complex environment influenced by technology and shifting social norms.

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