The Broken Chalkboards: Upper East CHASS Chair Warns of Rising Student Unrest, Calls for Collective Action
In a compelling segment of the documentary “The Broken Chalkboards,” produced by Ngamegbulam Chidozie Stephen of Apexnewsgh, Richard Akumbas Ayibilla, the Upper East Regional Chairman for the Conference of Heads of Assisted Secondary Schools (CHASS), lays bare the troubling rise of student unrest in the region’s schools. His address, at once candid and urgent, delves into the deepening crisis of discipline, the shifting causes of school riots, and the collective responsibility required of educators, parents, policymakers, and communities to restore order and nurture the next generation of responsible citizens. Mr. Ayibilla began by tracing the evolution of student unrest in the Upper East Region. In the past, riots were often rooted in grievances over poor food or lapses in teaching, issues, he said, that while troubling, at least had some bearing on the core mission of education. “Discipline is the keyword in every educational institution,” he emphasized. “When discipline is present, students learn, complete assignments, maintain a clean environment, and build positive relationships. Ultimately, disciplined students leave school better prepared for life.” Yet today, the triggers of unrest have shifted dramatically. “Now, most of the riots across all the schools start from mobile phones,” he lamented. In schools such as Navrongo, St. Benedict, and Bolga Tech, what might begin as a minor dispute over a stolen or misplaced phone can rapidly escalate, drawing in friends, then entire clans, and sometimes splitting along tribal lines. What should be a tool for learning instead becomes a spark for chaos. “What starts as a seemingly minor issue can draw in friends and even entire clans, turning schools into battlegrounds over technology that should only be a tool for learning.” Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. While Mr. Ayibilla acknowledges the educational potential of mobile phones, from research and AI tools to global connectivity, he is troubled by the reality he sees. Students, he observed, rarely use their devices for academic enrichment. Instead, the lure of social media, especially platforms like TikTok, drives many to create content for attention and potential income. “For some, it’s just to go into TikTok, create content, and get likes,” he observed. Particularly disheartening for him was an encounter with students who believed speaking intentionally poor English in their videos would make them go viral. These behaviors, he warned, are more than mere distractions. They can fuel deeper conflicts, leading to arguments, resentment, and property destruction. “Essential resources, from furniture to vehicles, have been damaged during riots, further straining already limited school supplies,” he said. The consequences are not limited to broken rules but extend to broken trust and broken property, deepening the crisis in already under-resourced schools. Despite these challenges, Mr. Ayibilla remains unwavering in his advocacy for core values: commitment, discipline, hard work, teamwork, honesty, and excellence. “If students are committed, discipline will naturally follow,” he asserted, drawing an analogy from the classic cartoon Captain Planet: “When you put your powers together, you are more powerful.” He proudly recounted practices from his own school, where honesty is not just taught but lived. Lost items are reliably returned, a testament to the school’s culture of integrity. “If you come to my school and lose money or valuables, don’t worry. Once a student picks it, you will get it back,” he affirmed, suggesting that habits of honesty in youth sow the seeds of integrity in adulthood. Discipline in school, he argued, is the antidote to the corruption that plagues society at large. Mr. Ayibilla is adamant that the burden of instilling discipline cannot fall solely on teachers. “Parents are very key,” he insisted. By the time students arrive at secondary school, much of their character is already formed, making the educator’s task all the more formidable. He called on parents to visit schools, build relationships with teachers, and show genuine interest in their children’s lives. “When children are in school, and parents don’t visit, they know their actions at school will go unnoticed at home,” he explained. This absence of parental oversight, he warned, fosters a double life, children well-behaved at home but unruly at school. Extending his call to the wider community, Mr. Ayibilla invoked the proverb, “he who says he doesn’t care, will at the end of the day be the one to pay the price.” Elders, residents, and even market women, he argued, have a role in supervising and guiding the youth. Discipline, in his view, is everyone’s business. Notably, Mr. Ayibilla did not shy away from critiquing the impact of government policies and political interference on school discipline. He observed that sometimes the pronouncements of politicians — such as blanket bans on corporal punishment or directives to reinstate suspended students — undermine the authority of educators and embolden indiscipline. “Punishment is not to destroy, but to correct,” he explained. Sanctions should fit the offense and serve both to reform the offender and deter others, not to crush their spirit. He called for support from all stakeholders, including chiefs, opinion leaders, and policymakers, to ensure that discipline remains consistent, fair, and focused on students’ long-term well-being. In his view, when discipline is subverted for political convenience, the whole educational ecosystem suffers. In an era where public scrutiny of schools is intense, Mr. Ayibilla called for a more nuanced, compassionate evaluation of schools and teachers. He cautioned against condemning all schools or educators for isolated incidents of misconduct, whether in food management, exam performance, or student behavior. “In every society, there are good ones and bad ones,” he noted, arguing that the actions of a few should not overshadow the dedication and integrity of the many. He also challenged the widespread politicization of exam results. The government’s primary role, he contended, is to provide resources and infrastructure, not to sit exams on behalf of students. “If children write exams and don’t pass, ministers don’t write for them,” he said. Instead, he advocated for a focus on student improvement, completion rates, and the intangible benefits of education, such as character development and social competence. Mr. Ayibilla
The Broken Chalkboards: Hon. Volmeng David Nansong suggests reintroduction of corporal punishment in schools
In recent times, become grounds for unrest rather than learning. Hon. Volmeng David Nansong, the Regional Secretary for the Parent Teachers Association (PTA), sat reflecting on an alarming trend: student riots erupting across the region’s secondary schools. His thoughts, captured in an Apexnewsgh documentary titled “The Broken Chalkboards,” produced by Ngamegbulam Chidozie Stephen, were not only observations but a rallying call to action. For parents, educators, and policymakers alike, this was no longer a problem to ignore. David Nansong spoke with the gravity of one entrusted with the hopes of parents and the future of children. “As secretary to the PTA,” he began, “I see the immense role parents play. But what’s truly causing these issues in our secondary schools?” He leaned forward, voice steady: “There are two main issues. The first is the use of mobile phones.” Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. Mobile phones, once symbols of progress and communication, had become the root of chaos. Although regulations prohibited their use in schools, compliance was abysmally low. Many students did not, in fact, buy these devices themselves; parents, often unknowingly, supplied them. Others acquired phones through less innocent means: gifts from boyfriends, odd jobs, or even theft. School administrators, recognizing the danger, had begun confiscating these devices. The response from students was swift and organized. Plans were hatched to incite confusion and riots, creating opportunities to break into storage rooms, most notably, the senior house master’s office, where confiscated phones were kept. “I can mention Zamse Senior High Technical, Bolga Senior High, and others,” he recounted, “where students broke in and reclaimed their phones. Fortunately, the school management, with the help of the students themselves, identified and apprehended the culprits, who were handed over to the police.” But the aftermath was sobering. Offices vandalized, damages incurred, and in some instances, violence escalated, libraries burned, water systems destroyed, all in pursuit of forbidden phones. The second major catalyst was the spillover of local conflicts, particularly the recent unrest in Bawku. Rivalries between tribes, which found their way into school corridors, fanned the flames of discord. “The conflict didn’t remain in the community,” Nansong explained, “it spilled into the schools, especially in rural areas. Students affiliated with opposing tribes carried tensions into classrooms, turning academic environments into battlegrounds.” It was not uncommon, he noted, for a spark in one school to ignite unrest in another. Through informal networks and social media, students coordinated actions across institutions, threatening the fragile peace that school authorities struggled to maintain. A third, subtler factor was the introduction of the Free Senior High School policy. While the initiative was lauded for making education accessible to all, it unintentionally eroded accountability. “Students now believe that regardless of their performance, they’ll remain in school. There is no demotion, no consequence for failure,” Hon. Nansong observed. “Whether they study or not, promotion is guaranteed.” This lack of academic consequence bred apathy. The abolition of corporal punishment, though a progressive step, left teachers wary. Fearful of repercussions, teachers hesitated to enforce discipline. “Students took this as license to misbehave. Teachers, uncertain of their limits, often turned a blind eye,” Nansong lamented. The cumulative effect was a student body emboldened to challenge authority, sometimes going as far as publicly insulting national leaders on social media, and a teaching staff rendered powerless to intervene. As if these challenges were not enough, the years 2023 and 2024 brought a new crisis: food shortages in schools. Adolescents, still growing and hungry, found themselves subsisting on meager rations, plain maize, garri and beans, porridge without sugar. “At that age, they cannot sustain hunger for long,” Mr. Nansong pointed out. “The lack of proper nutrition led to frustration and, for some, the riots became an outlet for their grievances.” School leaders, bound by bureaucracy and perhaps fear of reprisal, rarely spoke openly of these shortages. Yet, for those in leadership, the link between inadequate feeding and student agitation was clear. By 2025, however, the situation seemed to improve. Reports of food scarcity dwindled, and the frequency of demonstrations reduced. The only major incident that year stemmed from renewed tribal conflict, not deprivation. Hon. Nansong’s message to parents was stern: “Charity begins at home. Parents must be vigilant about what their children bring to school, especially mobile phones.” He urged parents to interrogate the source of any phone call received from their child at school, to visit schools regularly, and to keep in touch with teachers. He recounted a tragic incident where a student, believed by his parents to be attending school, drowned at a hotel swimming pool. School records revealed the student had never reported for the term. “If parents had checked, they would have known,” Nansong said, underscoring the need for constant communication between home and school. Recent debates over student appearance, particularly the directive for students to keep their hair neat and trimmed, sparked national conversation. Mr. Nansong supported the Education Minister’s stance, comparing school regulations to those of security services and training colleges. “In the security services, there are prescribed hairstyles and uniforms. Nursing trainees can’t do their hair anyhow. Why should this be an issue for our students?” he asked. He emphasized that neatness did not preclude natural hair, but rather discouraged neglect and disorder. He dismissed comparisons to the Achimota Rastafarian case, noting that religious exceptions were different from general discipline. “This is not about curtailing freedom; it’s about instilling the standards needed for communal learning and personal responsibility.” Hon. Nansong’s reflections were not a condemnation of today’s youth. “Not all students are bad,” he affirmed, “but certain behaviors threaten the peace and progress of all.” He recounted with sadness how, at Zamsi Senior High, students vandalized the senior housemaster’s office and stole confiscated mobile phones before their final exams. The responsible students were held accountable for the damages. “If a poor widow sends her child to school, and the child destroys property, it is only fair that the student pays for it,” he reasoned. “If you know
Tensions Rise on Campus: UTAG-UG Demands Resignation of GTEC Leadership Over “Persistent Overreach”
A wave of discontent swept across the University of Ghana campus on January 19, 2026, as the University Teachers’ Association of Ghana, University of Ghana Branch (UTAG-UG), took a bold public stand. In a strongly worded statement, the Association called for the immediate resignation of the Director-General of the Ghana Tertiary Education Commission (GTEC), Professor Ahmed Jinapor Abdulai, and his Deputy, Professor Augustine Ocloo, accusing the Commission’s top leadership of overstepping its bounds and neglecting its true mandate. The statement, signed by Dr. Jerry Joe Harrison and Dr. Godfred B. Hagan, UTAG-UG’s President and Secretary, respectively, was more than a critique; it was a clarion call for change at the highest levels of Ghana’s tertiary education system. According to UTAG-UG, the GTEC’s leadership had consistently engaged in actions that undermined the very institutions they were tasked to support, flouting the provisions of the Education Regulatory Bodies Act, 2020 (Act 1023). UTAG-UG argued that while GTEC was established to ensure quality, equitable access, transparent governance, and accountability in tertiary education, the Commission had strayed from these responsibilities. Instead, the Association charged, GTEC had become entangled in peripheral issues, leaving deep systemic problems, such as inadequate funding, deteriorating infrastructure, poor staff remuneration, and increasing workloads for lecturers, largely unaddressed. The Association’s grievances did not stop at neglect. The statement accused GTEC of actively undermining institutional autonomy, citing instances where the Commission had reversed decisions made by legally constituted Governing Councils without proper legal authority. UTAG-UG further questioned GTEC’s role in the controversial removal of the former Vice-Chancellor of the University of Cape Coast, Professor Johnson Nyarko Boampong, demanding transparency and legal justification for such interventions. A particularly contentious episode highlighted in the statement was GTEC’s October 1, 2025, directive, which ordered lecturers to retire immediately upon reaching age 60, instead of allowing them to complete the academic year as per the established rollover system. UTAG-UG described this move as disruptive and unconstitutional, warning that it jeopardized academic planning and continuity. The Association also objected to GTEC’s subsequent request for submissions on post-retirement contracts, emphasizing that such agreements are matters of national negotiation and Cabinet approval, not unilateral administrative decision. Beyond these policy clashes, UTAG-UG criticized what it described as an adversarial and “incompetent” style of leadership at GTEC, claiming it had eroded staff morale across Ghana’s public universities. The Association cited a recent incident at the University of Ghana, where GTEC threatened sanctions over an alleged increase in student levies—an action ultimately based on what proved to be a false media report. For UTAG-UG, the pattern was clear: GTEC’s persistent interference was not only hampering academic freedom and institutional autonomy, but also threatening the very future of Ghana’s tertiary education. The Association’s warning was stark; unless Professors Jinapor Abdulai and Ocloo resigned by January 31, 2026, UTAG-UG would escalate its demands to the Chief of Staff and consider industrial action. The Association also used its statement to push for systemic reform, calling for the immediate passage of a Legislative Instrument to guide the proper application of Act 1023, and to prevent what it termed “future abuse of power” by the Commission’s leadership. As the statement circulated, UTAG-UG’s leaders urged their colleagues across other campuses and all stakeholders in tertiary education to join their call for accountability. Their message was clear: it was time to “restore sanity and hope” to Ghana’s public universities, and to ensure that the governance of higher education truly serves the interests of students, faculty, and the nation at large. With tension mounting and a deadline looming, the spotlight remained firmly fixed on GTEC’s leadership and on the future direction of higher education governance in Ghana. Source: Apexnewsgh.com
Journalist Leads Crusade Against Youth Drug and Alcohol Abuse in Schools
In an intensified effort to curb rampant substance abuse among young people, multiple award-winning journalist Mr. Ngamegbulam Chidozie Stephen has shifted his media campaign to school grounds. His latest stop: Bolgatanga Senior High School (BIGBOSS), where he engaged students on the dire dangers and shattered futures linked to drugs and alcohol. His journey to this podium had begun not in a newsroom, but in the shadows. It had started with a camera lens pointed into places most avert their eyes from: the ghettos. His recent documentary, bearing the grim title “Swallowed by Drugs,” was not just a piece of work; it was a testament to a deepening nightmare. The footage he captured in various ghettos was a brutal, unvarnished portrait of a generation in peril. Young men and women, some barely older than the students now before him, lost in a haze of illicit smoke and cheap alcohol, their eyes hollow, their potential leaching away into the dirt floors of derelict shacks. Watch the full documentary: He had spoken to them, these ghosts of what could have been. Their stories were a broken record of tragedy. “I started in school,” one whispered, his voice thin as paper. “My friends said it would make me feel good, make me forget my problems.” Another, shivering slightly, confessed, “It is part of me now. I cannot stop. My family, they don’t know me anymore.” Many had abandoned their education, their homes, their very identities, seduced and then enslaved by substances that promised escape but delivered only a cage. These were not faceless statistics to Ngamegbulam. They were individuals whose dreams had names: the boy who wanted to be an engineer, the girl who once aced her science exams, the aspiring footballer with lightning in his feet. Their dreams, as he would soon tell the listening students, were now “shaky.” A gentle word for a brutal truth: they were dying. Witnessing this collapse firsthand had transformed Ngamegbulam’s role from documentarian to crusader. If he could expose the problem, he reasoned, he must also try to stem the tide. And so, he had intensified his media campaign, turning his focus upstream, to the schools, to the places where the slide often begins, to the students still perched on the precipice of choice. BIGBOSS was one such stop. “If you care to know,” his voice, calm yet urgent, broke the hall’s quiet. “If you care to know, over 400 million people live with the use of alcohol disorder. Yearly, 3 million people die as a result.” He let the global scale of the tragedy hang in the air before bringing it home, sharply, painfully local. “In Ghana, over 50,000 people find themselves in this abuse. Out of that 50,000, 35,000 are students. Just like you. Thirty-five thousand.” A subtle ripple went through the crowd. The number was no longer an abstract global figure; it was a potential classmate, a friend on the next bench, a reflection in the mirror. The remaining thousands, he noted, were “our mothers and our fathers.” But the youth, the JHS and SHS students, bore the brunt. “That means these people we are talking about,” he continued, leaning into the mic, “their dream of becoming that doctor is shaky. Their dream of becoming a nurse is shaky.” He spoke not with the fire of condemnation, but with the empathy of a witness and the clarity of a guide. He dismantled the false allure of alcohol and drugs brick by brick. It was not just a health issue, he explained; it was a future-annihilator. “Through studies, now and then, it’s just a way to improve yourself. It’s a way to help your family, your society, and your country. But when you engage yourself in alcohol, you will see that those dreams will never come true.” Then, he pivoted to aspiration. He gestured beyond the school walls, towards the seats of power and influence. “You admire those in Parliament. Our MPs. You love what they do, don’t you? And you want to be like them, don’t you?” Heads nodded, almost imperceptibly. “So, how do you think you will be like those people when you engage in drinking alcohol and taking drugs? You cannot be like them.” His alternative was simple, powerful, and rooted in self-interest. “The only way we can be like them is by shying away from alcohol and drug abuse. That is the only way you can represent your community in Parliament. That is the way you can be the Speaker. That is the way you can become a minister. That is the way you can also become a president.” He was not there to lecture, he insisted. He was a messenger, delivering a warning they must carry within themselves. “I am here to actually pass this message to you so that as you are going about your duties… You should know that drug and alcohol abuse is one thing that can actually deny you your dream.” His plea became personal, communal. He asked them to remember this gathering when they returned to their homes and communities, where social gatherings often orbit around “drinks and some other goodies.” He pointed to the worrying trend in the region: “Sports [drinking spots] are becoming the order of the day… The more people patronize all these drinking spots, the more people are going to waste every day.” Then, he gave them a charge, a title to wear with pride. “I want you to be an ambassador in your community. An ambassador in your constituency. You should be in that position of also advising members of your community… because it will never help the society to grow.” He concluded with a humility that resonated deeply. He respected their time, their studies, and their busy lives. But he needed one thing from them before he left. A collective declaration. A line in the sand. “Please, you have to say, ‘Say no to drug and alcohol abuse.’ I want you to say that.” For a heartbeat, there
The Broken Chalkboards: The Upper East Regional Education Director’s Battle Against Student Riots and Indiscipline in Schools
What once were sanctuaries of learning and personal growth have, in recent times, become epicenters of chaos and disruption. The phenomenon of student riots, once rare, now threatens to become a troubling ritual, a recurring storm that leaves behind fractured trust, shattered chalkboards, and an environment far removed from the ideals of education. Razak Z. Abdul-Korah, the Upper East Regional Education Director, has never shied away from confronting uncomfortable truths. In a recent documentary, “The Broken Chalkboards,” produced by Ngamegbulam Chidozie Stephen of Apexnewsgh, Mr. Abdul-Korah spoke candidly about the growing tide of student unrest and painted a comprehensive picture of its causes, impacts, and the necessary path forward. For decades, the schools of the Upper East Region have been pillars of hope—places where young minds are shaped for the future. But lately, a disquieting trend has emerged. Riots, demonstrations, and acts of indiscipline are no longer isolated incidents. They are spreading, springing up across almost all institutions, threatening the peace and stability necessary for effective learning. “It is of concern to everybody in the education space, all stakeholders as well,” Mr. Abdul-Korah began, his tone both measured and urgent. “A peaceful environment should be a creation of almost all stakeholders. So if one stakeholder happens not to be in line, it affects all.” Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. In his view, the responsibility to maintain peace cannot rest on one group alone. It must be a collective effort; school management, teachers, students, parents, and the wider community all have crucial roles to play. When even a single element falls out of harmony, the entire system feels the strain. Indiscipline, Mr. Abdul-Korah clarified, is not just a problem among students. “Let me even put it, not necessarily only student indiscipline, but indiscipline among staff, indiscipline among students, every level of indiscipline affects the management of the school.” While the recent spate of riots has spotlighted student behavior, the Regional Director was quick to point out that issues of discipline, or the lack thereof, cut across all levels. Sometimes, even administrative offices are not immune, though the manifestations may be less visible. “One trigger leads to another,” he explained. “It is not the best, especially when it goes out into demonstrations.” When discipline breaks down, the cost is not just measured in damaged property or lost learning hours, but in the erosion of trust and the peaceful environment schools strive to maintain. The cost of a riot is profound and far-reaching. “When students revolt against staff, there is mistrust. We are human beings. You may react, but as you go along, it may come in a different form to affect the learners,” Mr. Abdul-Korah stated. Every incident chips away at the fragile bond between teachers and students. Fear and suspicion replace mutual respect, and it can take months, sometimes years, for schools to regain their equilibrium. Learning outcomes suffer, and the ultimate victims are the students themselves. Specific cases, like the disturbances in Gowrie, Bongo, and Zuarungu, were cited. In Gworie, the environment became so inhospitable that learning was all but halted. In Bongo, a single expression of displeasure threatened to spiral out of control. In Zuarungu, the incident’s outcome remains unresolved, hanging over the school community like a specter. Despite the challenges, Mr. Abdul-Korah remains resolute. “We should work to see how to address some of them,” he insisted. Reports are being compiled and sent to the Director General for study and advice. Meanwhile, efforts are underway at the regional level to address concerns as they arise. “Every single actor that can contribute to creating this enabling environment should not be left out.” At every forum, whether with school managers, student bodies, or community elders, the message is the same: peace and discipline are everyone’s responsibility. According to the Regional Director, transparency is key. When the monitoring team visits a school, their first point of contact is the headteacher, ensuring that the purpose of their visit is clear. This openness extends to student forums, where students are encouraged to voice their concerns and see themselves as part of the management process. Many students, Mr. Abdul-Korah observed, do not realize that they are part of the disciplinary and management structures. “If a student is to be disciplined, the student leadership is part of the disciplinary committee. So you are aware, and that is how you are part of the management.” By making student leaders active participants in school management, a sense of ownership and responsibility is fostered. Issues can be raised and resolved through proper channels, reducing the likelihood of escalation. Speaking about effective communication of decisions, the Regional Director pointed out, misunderstandings often arise when decisions, especially disciplinary ones, are not communicated effectively. In one case at Zamse, a student was disciplined, but the reasons were not relayed to the rest of the students, leading to protests. In reality, the action had been recommended by fellow students who felt threatened by their peer’s behavior. “If we’re doing all these things to bring people on board in the management practice, we will reduce the tension,” the Director emphasized. According to Mr. Abdul-Korah, “Once tension is down, you may not see some of these things happening.” By fostering dialogue and quelling rumors, the triggers for riots can be addressed before they explode into full-blown crises. The Director was particularly keen to highlight the role of school management. “The best leader, the best manager certainly has some leadership qualities that drive the activities in his office.” But even the best leaders make mistakes. When they do, the ability to admit fault and correct course is essential. “It’s not everything that as a leader you get 100% right. But as and when, you could do take a decision without taking into consideration the consequences of it.” Sometimes, a careless remark or poorly thought-out decision can spark unrest. School boards and oversight bodies have a critical role to play in reducing tension. But the most effective interventions, Abdul-Korah believes, happen at the
The Broken Chalkboards: Rev. Abukari Thomas Calls for Collective Action and Moral Reform Amid Rising Student Riots in Upper East Region
In recent years, the Upper East Region has witnessed a troubling surge in student riots across its educational institutions. This trend has left educators, parents, and leaders grappling for answers. Among those raising their voices for change is Rev. Abukari Thomas, Chairman of the Upper East Regional Christian Council, Bolgatanga and a respected Baptist Church head Pastor, who shared his profound reflections in a documentary “Broken Chalkboards” produced by journalist Ngamegbulam Chidozie Stephen of Apexnewsgh. Rev. Abukari’s insights are a clarion call to society, urging all stakeholders to acknowledge the gravity of campus unrest and to seek solutions rooted in empathy, communication, and moral guidance. His message is not one of blame, but of collective responsibility, a rallying cry to educators, parents, religious leaders, and students themselves to reclaim the original purpose of education and to restore dignity and order in schools. Addressing the matter, Rev. Abukari begins with an earnest appeal: “I come your way to add my voice to things that are happening in our society, which are heartbreaking. For example, we look at our various institutions, we see some emerging trends that are of late not the best for u,s and it would not be appropriate for us to be silent on this issue.” Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. He observes with concern that nearly 90% of secondary schools in the Upper East have experienced some form of student unrest, a situation unprecedented in recent history. Rather than apportioning blame, he emphasizes the need for unity and shared purpose in seeking solutions. “We all have to find ourselves in getting a solution to this. So my focus here is not to look at who is at fault, but what can be done because we are in the woods and we need to come out.” Rev. Abukari laments the loss of the original vision for schools: environments meant to model, transform, and equip future leaders. He notes, “In our schools, this is a place where people are to be modelled, transformed, equipped, and then they will pick up leadership positions in the near future. But if we see them going all around destroying school properties…it might be a simple misunderstanding, misinformation or miscommunication.” The generational gap, he asserts, has made communication more complex. Today’s students are “sensitive and active,” with access to social media and peer influences sometimes leading them astray. Many, he warns, are unaware of the long-term consequences of their actions, including the destruction of scarce infrastructure. “The government has spent huge sums of amounts of money to put up infrastructure which our region is lacking. There is no institution in our region that we can boast and say that they have enough infrastructure…Why do we then destroy the few?” Rev. Abukari calls for proactive communication between school leadership and students, particularly through student representative councils. He suggests regular engagement, transparency about school management, and education about the realities of funding and resource allocation. “If students know that this is the right channel we are to pass through to get our grievances met, some of these instances we are observing will not be there.” He advocates for empowering student leaders with knowledge about their rights and responsibilities, as well as the costs involved in running a school. “If we explain, they will understand,” he says, reinforcing the need for dialogue over destruction. While acknowledging the importance of child rights, Rev. Abukari cautions that many students misunderstand where their rights begin and end. “You have the right to be educated, so if you have the right to be educated, it means you have the right to be trained and be corrected.” He recommends that corrective measures be made pragmatic and transparent, so that students understand the intention is reform, not punishment. “School authorities, can we let them get to this understanding?” he asks, adding that many students come from troubled homes and need more structured support in school. A critical gap, according to Rev. Abukari, is the lack of effective guidance and counseling offices in schools. He urges management to invest in these services, so students can seek help and receive warm, professional advice. “If we get guidance and counselors to take care, an open office where the students can walk in with their heartfelt issues and walk out warmly received and properly educated, most of these issues that we encounter in our institutions will not be there.” He also proposes the creation of robust reward systems to motivate positive behaviour, complementing disciplinary action. “If we see more awards given to well-disciplined, well-dressed, well-behaved students…I think it will motivate and encourage the students to tow this line.” As a religious leader, Rev. Abukari stresses the role of faith communities in shaping student character. He calls for stronger religious life on campus, with chaplains and imams working together to help students discover purpose and resist negative peer pressure. “Nobody’s destiny is promoted through rioting. Nobody’s destiny is promoted through bad behavior.” Religious institutions, he believes, must step up to provide moral guidance, especially for students from broken homes. “If we religious leaders make sure that we model their religious life in these institutions, I think definitely…the numbers [of riots] should reduce.” Rev. Abukari does not leave out parents and alumni, urging Parent-Teacher Associations and school boards to support rightful discipline and set positive examples. He warns against interventions that undermine necessary corrective measures, noting that “since he did it and went scot-free, there’s nothing wrong.” He encourages alumni to take pride in building their schools, not destroying them: “It’s for us to go through our books, study, come out with flying colors, move to the next level so that you come back one day and say yes, I was a product of this institution.” A sobering reminder is offered to students: school records, including involvement in riots, often follow individuals throughout their lives. “If they pull out the files and you were part of those who burned down the dormitory, you were the gang leader,
Education Minister Reaffirms Biological Definition of Sex in School Materials Amid Ongoing Debate
In the wake of growing public debate about the content of teaching and learning materials in Ghana, Minister of Education Haruna Iddrisu has issued a firm clarification: all references to sex in the nation’s educational resources must strictly adhere to biological definitions based on birth. The Minister made his position clear during a training session in Tamale focused on the Ghanaian Youth Handbook and the implementation of the Guidance and Counselling framework. Mr. Iddrisu emphasized that, going forward, any mention of a man, a woman, or sex in classroom literature must be grounded solely in biology, reflecting Ghanaian values, culture, and social norms. He explained that this directive was issued after concerns arose about ambiguous content in certain educational materials, and confirmed that such issues have since been addressed and corrected. The Minister further instructed the National Council for Curriculum and Assessment (NaCCA) to take responsibility for the controversy and to act swiftly. He revealed that NaCCA had admitted to inconsistencies in the definition of gender identity within the Year Two Physical Education and Health elective teacher manual for senior high schools—a manual that has now been recalled in all 736 printed copies. Corrections have already been made to the online curriculum, and teachers have been advised not to use outdated hard copies. Haruna Iddrisu also noted that the curriculum remains dynamic, with regular updates made available online to ensure all educators have access to the latest approved standards. “The moral foundation of our society depends on upholding these values through our education system,” he remarked, underscoring the importance of cultural alignment in teaching. His statements come at a time of heightened political tension, as the Minority in Parliament continues to call for the removal of NaCCA’s leadership over what they describe as gross negligence. In response, NaCCA has not only withdrawn the affected manuals but also released a revised edition that, according to officials, aligns with Ghanaian cultural norms and provides a biological perspective on the topic. Source: Apexnewsgh.com
Inmates May Earn Reduced Sentences Under New Prison Education and Production Scheme
A wave of optimism swept through Ghana’s prison system following the Ministry of the Interior’s announcement of a new initiative that connects good behaviour with opportunities for sentence reduction. The scheme, unveiled by Minister of the Interior Mohammed Muntaka Mubarak, aims to transform the nation’s correctional facilities into hubs for rehabilitation, skill-building, and productive work. At a ceremonial signing of a Memorandum of Understanding (MoU) with the Ministry of Education on January 14, 2026, Minister Mubarak outlined how the program will allow inmates to participate in the manufacturing of essential goods for public schools. Under the initiative, prisoners will produce school furniture, uniforms, and sanitary pads, directly supporting local education while acquiring practical skills for reintegration into society. Integral to the project’s design is the promise of sentence reduction for well-behaved inmates. Minister Mubarak explained that under the proposed Community Service Bill, now before Parliament, inmates who diligently participate in prison industries for a year may see their sentences shortened by three months. “So, instead of doing one year, you will do nine months,” he stated, emphasizing the reformative spirit behind the program. The government hopes this pioneering approach will encourage positive behaviour, equip inmates with valuable skills, and contribute to national development, all while offering a new path to justice and rehabilitation in Ghana’s correctional system.
Minority in Parliament Calls for Dismissal of NaCCA Leadership Over LGBTQ Content Controversy
A political storm erupted in Parliament as the Minority caucus demanded the immediate dismissal of Professor Samuel Ofori Bekoe, Director-General of the National Council for Curriculum and Assessment (NaCCA), and the Council’s Board Chair. The Minority accused NaCCA’s leadership of gross negligence following the inclusion of LGBTQ-related content in a Physical Education teacher manual, which has since been withdrawn. The controversy gained momentum after the Member of Parliament for Assin South, Rev. John Ntim Fordjour, alleged that the government was promoting an LGBTQ agenda through school materials. In response, NaCCA swiftly withdrew the printed Senior High School (SHS) teacher manual, acknowledging that sections on “Gender Identity” in the Year Two Physical Education and Health (Elective) Teacher Manual conflicted with Ghanaian cultural values and norms. NaCCA has since released a revised edition of the manual, assuring the public that the updated version aligns with national values and offers a strictly biological perspective on the subject. Speaking to the press on Thursday, January 15, the Member of Parliament for Old Tafo, Vincent Ekow Assafuah, emphasized that NaCCA’s leadership failed to prevent the contentious content, calling it a serious breach of public trust. He further highlighted that the process of printing, distributing, and recalling the manuals resulted in financial losses for the state, losses for which NaCCA’s leadership should be held accountable. “We demand the dismissal of the Director-General of NaCCA and the Chairman of the Board for failure of oversight and breach of public trust. NaCCA is now telling us, assuming without admitting, that the document was developed by the NPP government in 2024. If you don’t believe in it, why go ahead to even print them in 2025? That is causing financial loss to the state because these are manuals you have printed and distributed across the country,” Assafuah stated. With the revised manual now in circulation, the controversy continues to spark heated debate across the political spectrum, with many watching closely to see how the government will respond to the Minority’s demands. Source: Apexnewsgh.com
The Broken Chalkboards: Nyeya Yen Calls for Better Food, Discipline, and Democratic School Management
Social justice advocate Nyeya Yen has shared deep concerns over the increasing rate of student riots in schools across the Upper East Region. Speaking in a documentary engagement with Ngamegbulam Chidozie Stephen of Apexnewsgh in his recent documentary titled “The Broken Chalkboards”, Mr. Yen drew from both his experiences in Ghana and over 30 years of living in the United Kingdom to offer insights and solutions. He began by challenging the notion that Western countries, particularly the UK, offer a flawless model of education and discipline. “People tend to have an exaggerated opinion of the United Kingdom. But it is not a perfect society. It has also failed a lot of its young people, particularly in the black community.” Mr. Yen explained that while Ghana struggles with student unrest, British schools face equally troubling issues such as gang violence, substance abuse, and high dropout rates among black students. “There was a time in London when almost every week two or three children died, killed by other children. Many of them were black kids from inner-city communities who had no supervision at home.” Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. Turning back to Ghana, Mr. Yen argued that the root causes of school riots are often practical, with poor food quality topping the list. “One of the major reasons for school riots is extremely poor food. When children are given food that is not sufficient, they get organized. Many riots have occurred because of poor food.” He pointed to corruption in food distribution and low salaries of kitchen staff as aggravating factors. “Sometimes the school may be given 100 bags, but the authorities decide to keep 20. And by the time the food gets to the kitchen, the cooks, who are paid 600 or 1000 cedis, also take some home. In the end, the children suffer.” Beyond food, Yen stressed the importance of inclusive school management and student participation in decision-making. “Schools should be run democratically. Get students involved through councils. Even in simple things like the kitchen, discuss with them. Don’t just say, ‘I am in charge.’ That brings resentment, and resentment can lead to riots.” He also highlighted the role of peer influence, bullying, and substance misuse in fueling unrest. Citing the Zuarungu case linked to the Bawku conflict, he warned against ethnic divisions infiltrating schools. “My advice to the young people is that we are all Ghanaians. We shouldn’t say, I am Frafra, I am Kusasi, I am Dagomba. Hate is extremely bad, and students should not allow it to divide them.” On discipline, Mr. Yen clarified that it should not be equated with corporal punishment but with firm, consistent guidance. “Discipline is not about beating. It is about how you relate to the child. If you say you will withdraw a privilege, follow through. Children know when you are not serious, and they will take liberties.” He concluded by calling for better supervision, stronger discipline, fair treatment, and meaningful engagement of students as the way forward. “Some of these students are already 17 or 18, and they are adults, voting age. They should be involved in the running of schools. Only then can we prevent resentment from turning into riots.” Source: Apexnewsgh.com/Ngamegbulam Chidozie Stephen