The Minister of Education, Haruna Iddrisu, has voiced grave concerns in Parliament following reports that some students are using government-distributed tablets for non-academic activities, including accessing pornographic content. Addressing Parliament on Thursday, November 27, Minister Iddrisu revealed that while the government had signed a $337 million contract to provide digital learning tools to all free Senior High Schools nationwide, only about 980,000 out of the 1.3 million tablets distributed have been fully deployed and remain to be properly customised and restricted for educational use. “I inherited a contract with about 337 million US dollars, where some 1.3 million tablets were to be distributed across the country to all free senior high schools in the country so that learners can have access to digital tools. I’m told that the deployment of that is around 980,000,” he explained. The Minister admitted that his attention had been drawn to the misuse of the devices. “Mr Speaker, my attention was drawn to the fact that many of the devices are not customised and the students are using them for other purposes, including pornography, which is not acceptable.” Haruna Iddrisu assured Parliament that the government is treating the matter with the utmost seriousness. “Mr Speaker, the government is taking a high view of it, and there must be restrictions as to what the tablets can be used for, and they should be used strictly for the purpose of study,” he stated, underscoring the need for tighter controls and monitoring to ensure the tablets fulfill their intended academic purpose. Source: Apexnewsgh.com

The Director of Legal Affairs of the National Democratic Congress (NDC), Mr. Godwin Tameklo, has joined the growing chorus advocating for Muslim students in mission schools to be allowed to freely practice their faith. Mr. Tameklo, reflecting on the issue, argued that making room for religious expression should be a straightforward matter within school communities. Using a practical example, he noted that if a school with 2,000 students can find space for about 100 Muslim students to break their fast or pray, it should be possible to accommodate their needs “without animosity.” He questioned why simple acts like wearing a hijab should be contentious in institutions meant to foster tolerance and unity. Mr. Tameklo further emphasised that small accommodations can significantly promote peaceful coexistence and mutual respect, which are essential for national harmony and an inclusive educational environment. Meanwhile, the Patriotic Muslim Front (PMF) and LeadGate Foundation have sharply criticised the Deputy Attorney-General, Dr. Justice Srem-Sai, over his official submission in the high-profile case of Shafic Osman v. The Board of Governors of Wesley Girls SHS, the Ghana Education Service & the Attorney-General. In a joint statement, the organisations expressed “profound disappointment and utter dismay” at the Deputy A-G’s call for dismissal of a suit seeking constitutional protection for Muslim students at Wesley Girls’ Senior High School. The lawsuit, brought by Shafic Osman, seeks a Supreme Court declaration that a school policy restricting Muslim students from fulfilling key religious duties is unconstitutional. The PMF and LeadGate Foundation described the state’s legal stance as “a shocking abdication” of its constitutional role to guarantee religious freedom. The case highlights longstanding complaints that Wesley Girls’ SHS prohibits Muslim students from daily prayers, Friday congregational prayers, fasting during Ramadan, wearing religious attire, and celebrating Islamic festivals. The advocacy groups allege that students are even required to participate in Methodist worship services, in violation of their religious rights. Osman’s suit asks the Supreme Court to rule that these restrictions amount to religious discrimination, violating several provisions of the 1992 Constitution. PMF and LeadGate Foundation outlined four major concerns with the A-G’s legal approach: mischaracterising Wesley Girls’ SHS as a private institution, selectively applying constitutional rights, abdicating the state’s duty to prevent discrimination, and risking a dangerous precedent that could marginalise minority religious groups in public schools. The groups have called on the Attorney-General to withdraw what they deem a “prejudiced” submission and file a revised case that upholds constitutional guarantees. They also urged religious leaders, civil society, and human rights advocates to speak out in defense of religious freedom in Ghana’s schools. “The soul of our nation’s democracy is at stake,” the joint statement concluded, calling on all Ghanaians to support the protection of religious rights for every student. The statement was signed by Alhaj Mohammed Haruna and Sheikh Iddrisu Abdullai Alhassan for the Patriotic Muslim Front and LeadGate Foundation. Source: Apexnewsgh.com

A new chapter in Ghana’s educational journey was written as Katon360, a pioneering educational technology platform, unveiled a state-of-the-art smart electronic classroom block at Ghana Senior High School (Ghanasco). The inauguration, which coincided with Ghanasco’s 65th anniversary, marked a milestone in the country’s drive toward digital learning and future-ready instruction. The impressive two-storey digital learning facility, powered entirely by the Katon360 ecosystem, stands as a symbol of innovation. It boasts 10 smart classrooms, a technical room, a lecture hall, charging and repairs rooms, and a host of auxiliary spaces. Each classroom is equipped with advanced digital tools, and the entire block runs on solar power, ensuring uninterrupted teaching and learning. A key feature of the initiative is the distribution of tablets to every student, devices preloaded with academic materials designed to support three years of continuous digital learning. The tablets, part of a comprehensive digital rollout, come with internet connectivity and are programmed to restrict access to unauthorised content, focusing students’ attention on their studies. The historic facility was inaugurated by President John Dramani Mahama, who hailed the project as a glimpse into the future of education in Ghana. Addressing staff, students, and invited guests, President Mahama underscored the importance of adaptation and innovation in the nation’s education sector. “Our education system is undergoing a crucial transformation, anchored on technology and future-ready teaching methods,” he said. He further noted that strengthening digital education is at the heart of ongoing curriculum reforms, ensuring every learner acquires vital technological skills. According to President Mahama, Ghanasco’s new smart classroom is an early sign of the government’s ambition to roll out similar digital solutions nationwide. He encouraged students to use their new devices responsibly and avoid distractions from inappropriate online content. Lawrence Hornovo, the Ghana Smart School Project Lead for Katon360, described the project as “a school of the future.” He highlighted the facility’s 21st-century learning environment, complete with smart screens, air conditioning, reliable solar power, and a robust internet connection. “Every student receives a tablet, charging cabinets are available, and our maintenance framework ensures every device stays functional,” Hornovo said. He reassured parents that all devices are strictly monitored, with academic work as their sole purpose. Katon360 has also implemented a digital helpdesk and district-level technician support, with a one-year warranty for factory defects. Repairs for accidental damage are managed on-site, ensuring minimal disruption to learning. Teachers at Ghanasco are already feeling the impact. Physics teacher Eric Addai called the smart board “one of the best teaching experiences” of his career. “You can prepare and upload lessons in advance, and even teach remotely if needed. The students are more engaged, and the system is highly efficient, though we still face some internet connectivity challenges,” he said. Katon360’s innovations extend beyond the classroom. The platform’s Kanton Meet virtual meeting system enables remote teacher collaboration and administrative meetings, further modernizing school operations. For students, the transformation has been profound. Science student Iman Jeswinde Ismaila Abdul-Fatawu shared, “When I came here, I thought lessons would be like junior high, but the Katon360 app made learning easier and more enjoyable. With tablets and facilitator support, our understanding has improved tremendously. We are grateful for this opportunity.” The Ghanasco Smart Classroom Block represents the second Katon360 facility in Ghana and the first in the northern region. With the government’s renewed commitment to digital education, Katon360’s footprint is expected to expand, opening a new world of technology-driven learning for thousands of students across the country. Source: Apexnewsgh.com

By Peter Anti Partey, PhD (IFEST_Ghana) Introduction Ghana’s education system has long been celebrated for its expanding access, from the Free Compulsory Universal Basic Education (FCUBE) policy of the 1990s to the Free Senior High School initiative launched in 2017. Now, the government has taken another bold step to introduce free tertiary education for Persons with Disabilities (PWDs). The move has been widely welcomed as a major milestone in promoting equity and social justice. But it also raises a deeper question: is Ghana truly ready for inclusive education beyond policy declarations? Inclusive Education Policy in Ghana Inclusive education in Ghana has evolved through a combination of national reforms and international commitments. The 2015 Inclusive Education Policy, developed under the Ministry of Education and the Ghana Education Service, defines inclusive education as “a process of increasing participation and decreasing exclusion within and from the education system.” The policy aligns with global frameworks such as the UN Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4, which emphasizes education for all. According to the Ghana Statistical Service (2021), about 8% of the population lives with some form of disability, yet only a small proportion access tertiary education. The 2021 Population and Housing Census revealed that less than 2% of persons with disabilities aged 18 years and above have completed tertiary education, compared to about 10% of the general population. These figures underscore the structural inequalities that persist despite decades of policy attention. The Free Tertiary Education Initiative for PWDs In announcing the new policy, government officials emphasized that financial barriers remain one of the biggest challenges preventing students with disabilities from pursuing higher education. The initiative, therefore, seeks to eliminate tuition and related fees for qualified PWDs enrolled in public tertiary institutions. This builds on previous interventions, such as the Disability Common Fund and targeted scholarships, but goes further by institutionalizing financial support within the national education framework. The program represents not just an act of social welfare but also a potential game-changer for human capital development. It signals a commitment to equal opportunity and a recognition that inclusion must extend beyond access to basic education. Advantages of the Policy The benefits of the policy are multi-dimensional. Financially, it reduces the burden on families already facing high costs associated with assistive devices, healthcare, and transportation. Socially, it strengthens national efforts to combat stigma by normalizing the presence of PWDs in higher education. From an economic standpoint, it can improve employability and productivity, as tertiary education often determines access to skilled jobs and leadership roles. Moreover, inclusive tertiary education enriches learning environments for all students. Exposure to diverse perspectives fosters empathy, creativity, and collaboration, the kind of skills increasingly valued in today’s world of work. In essence, the policy aligns inclusion with development, not charity. Current Challenges of Educating PWDs in Ghana Education for children with disabilities in Ghana faces persistent challenges in access, funding, and support services. In some northern districts, over 60% of children with disabilities remain out of school, while five regions, North East, Bono East, Western North, Savannah, and Oti, lack any special education facilities. The Special Education Division (SPED) has historically received only 0.4-0.7% of total education sector funding. Although funding has improved slightly, schools continue to lack critical resources, such as transportation, classroom assistants, and health personnel. Only about 8% of basic schools have ramps, reflecting poor accessibility, and there are no dedicated schools for children with cerebral palsy. Teacher capacity and attitudes toward learners with special needs remain limited, while weak data systems hinder effective planning and monitoring. Although special schools continue to play an important role, experts recommend repositioning them as assessment and resource centers to support Ghana’s inclusive education agenda. These foundational gaps undermine the effectiveness of policies such as the free tertiary education initiative for persons with disabilities, underscoring the need to strengthen the basic and secondary education pipeline to ensure real accessibility and progression for all learners with disabilities. In the tertiary institutions, the reality on the ground also reveals deep-seated challenges. Many public universities and colleges lack disability-friendly infrastructure, ramps, tactile pavements, elevators, and adapted washrooms are either absent or inadequate. Teaching and learning materials are rarely available in accessible formats such as braille, large print, or digital text. Another concern is human capacity. Few lecturers and administrative staff have been trained in inclusive pedagogy or disability awareness. This limits their ability to support students effectively, even when physical access is provided. Furthermore, data management remains weak; institutions often do not have accurate records on students with disabilities, making policy implementation and monitoring difficult. Financial barriers, though reduced, are not fully removed. Some costs, such as transportation to campus or specialized equipment, remain high. Without comprehensive support systems, free tuition alone may not guarantee real inclusion. Getting the Best Out of the Policy To maximize the impact of this initiative, Ghana must adopt a holistic approach to inclusion. First, the Ministry of Education and tertiary institutions should develop clear implementation guidelines, including how students will be identified, supported, and monitored. Infrastructure audits must be conducted to ensure campuses meet minimum accessibility standards. Second, training and sensitization programs should be rolled out for academic and administrative staff. Building institutional cultures of inclusion is as important as physical accessibility. Third, partnerships with organizations such as the Ghana Federation of Disability Organisations (GFD) and development partners can help provide assistive technologies, mentorship, and psychosocial support for students. Finally, sustained funding is crucial. Free education policies often face sustainability challenges; hence, dedicated budget lines and performance monitoring mechanisms should be established to prevent policy fatigue. Conclusion and Way Forward Ghana’s decision to offer free tertiary education to Persons with Disabilities is a commendable and progressive step. It reinforces the principle that access to education is a right, not a privilege. Yet, genuine inclusion demands more than fee waivers; it requires systemic reform, institutional commitment, and societal attitude change. As the nation celebrates this new policy, it must also confront