Education Minister Announces Ambitious Funding Reforms for Special Needs Education in Ghana
The Minister for Education, Mr. Haruna Iddrisu, has unveiled plans for a sweeping reform of special needs education funding in Ghana, promising enhanced financial support and better learning conditions for students with disabilities. During a meeting with heads of special needs and integrated schools, Mr. Iddrisu emphasized the urgent need for a more robust and dependable funding framework tailored specifically to children with disabilities. “We are preparing a Cabinet Memo for the attention of the President and my colleagues in Cabinet to take a major decision on the future of special needs education in Ghana,” he announced. The Minister revealed that the government is considering an annual allocation of between GHS 65 million and GHS 100 million for special needs education, with funding expected from the Ghana Free Education Fund (GFAN). As part of the reforms, he proposed doubling the unfeeder grant from GHS 8 to GHS 15 per student per day to address rising costs and ensure adequate support for learners with disabilities. Mr. Iddrisu reaffirmed the government’s commitment to making Ghana’s free education policy fully inclusive for all special needs learners. He highlighted the necessity of investing in critical infrastructure, increasing accessibility in schools, and providing modern assistive devices to foster a more supportive learning environment. Attendees were also briefed that the amended GFAN Act will include a provision for free tertiary education for persons with disabilities, widening access to education at all levels. Encouraging open discussion, the Minister urged participants to speak candidly, saying, “Be as brutally frank as possible,” before leaving for a parliamentary committee meeting. The proposed reforms mark one of the most ambitious efforts in recent years to transform special needs education and promote equity in Ghana’s educational system. Source: Apexnewsgh.com
NDC Legal Director and Advocacy Groups Intensify Calls for Religious Freedom in Ghana’s Mission Schools
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
Breaking News: Bolgatanga Technical Institute Recalls Students After Campus Unrest, Imposes Damage Fee
The management of Bolgatanga Technical Institute has ordered all second- and third-year students to return to campus immediately following recent disturbances that resulted in extensive property damage. According to school authorities, each male student must pay a GH¢1,000 damage fee before resuming classes. This directive comes after an assessment of destruction linked to a violent student riot that occurred from Thursday, August 14, to Friday, August 15, 2025, which saw several parts of the school, including the senior headmaster’s office and the library, set ablaze. School officials explained that the decision is aimed at restoring discipline and ensuring a smooth resumption of academic activities. Management has also indicated that additional measures will be put in place to maintain order and prevent similar incidents in the future. Source: Apexnewsgh.com
Katon360 Ushers in a New Era of Learning with Smart Classroom Block at Ghanasco
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
CETAG Declares Nationwide Strike Over Unresolved Grievances and Unmet Government Promises
The Colleges of Education Teachers Association of Ghana (CETAG) has announced a nationwide withdrawal of its services, effective Monday, November 24, 2025. The decision comes in protest against the government’s persistent failure to fully implement the National Labour Commission (NLC) arbitral award issued on May 2, 2023. The announcement follows an emergency National Executive Committee (NEC) meeting held on November 19, 2025, where CETAG leaders reviewed the lack of progress on long-standing grievances despite repeated engagements and reminders to government officials. In a strongly worded memorandum, the association declared that it had no choice but to suspend all teaching and administrative duties in all 46 Colleges of Education across the country. Among CETAG’s unresolved concerns are the non-payment of All-Year-Round Work Compensation for additional duties performed in 2022, compensation that remains unpaid in 39 colleges, with only partial payment made to Accra College of Education. The association also cited outstanding Book and Research Allowance arrears for both the 2023/2024 and 2022/2023 academic years, as well as unpaid Book and Research Top-up arrears from 2021/2022 owed to Akrokerri College of Education. Another major point of contention is what CETAG describes as the unjust downgrading of teaching staff holding master’s degrees. The association says this move undermines professional dignity and violates both the agreed conditions of service and the Labour Act, 2003 (Act 651). In its directive, CETAG ordered all members to cease teaching, supervising students on Supported Teaching in Schools (STS), and any other academic or administrative duties, effective immediately. “No member should return to the lecture halls until all the listed grievances are fully resolved,” the association stated, emphasizing the legitimacy of the industrial action as a response to the government’s breach of agreements and disregard for the NLC arbitral award. Reiterating its commitment to quality teacher education, CETAG’s leadership declared that its members would not continue to be “exploited, disrespected, or further impoverished.” Local chairpersons were instructed to ensure strict compliance with the strike, urging members to remain united and resolute until their demands are met. As a result of the industrial action, services including teaching, community engagement, STS support and supervision, and project work vetting have all been suspended, leaving a significant gap in the country’s teacher education system until a resolution is reached. Source: Apexnewsgh.com
Eduwatch Renews Call for Scrapping Teacher Trainee Allowance, Urges Shift to Student Loan Scheme
Africa Education Watch (Eduwatch) has renewed its appeal for the government to scrap the Teacher Trainee Allowance, describing the policy as uneconomical and unsustainable in light of the 2026 national budget. This latest call was made in a statement released on Thursday, November 20, following the presentation of the 2026 Budget by Finance Minister Dr. Cassiel Ato Forson on November 13. According to the budget, GH¢207.8 million has been allocated for teacher trainee allowances for students in Colleges of Education in 2026. However, Eduwatch maintains that these funds would be more effectively utilised if redirected to the Students’ Loan Scheme, thereby supporting all tertiary students, including teacher trainees. “An amount of GH¢207.8 million has been set aside in the 2026 budget for Teacher Trainee Allowances at Colleges of Education. The allocation is uneconomical. Eduwatch reiterates its long-standing position that this allocation should be scrapped, and resources redirected to the Students’ Loan Scheme to benefit all tertiary students, including teacher trainees,” the statement read. The advocacy group emphasised that discontinuing the allowance policy and bolstering the loan scheme would ensure broader and more equitable financial support across the tertiary education sector. Eduwatch’s position reflects a growing debate over how best to allocate scarce public resources to maximise access and impact within higher education. Source: Apexnewsgh.com
Free Tertiary Education for PWDs; But Is Ghana Ready for True Inclusion?
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
GES Warns Schools Against Unauthorized PTA Levies
It was a busy morning at the Ghana Education Service (GES) headquarters when Daniel Feyi, the Head of Public Relations, sat down to sign an important statement. Reports had been pouring in, some schools across the country, especially second-cycle institutions, were collecting various fees from parents under the name of Parent-Teacher Association (PTA) dues. These collections, it turned out, were not authorized. Recognizing the seriousness of the matter, the GES issued a strong warning to all schools: No school, whether basic or second-cycle, had been granted permission to collect PTA or development levies without official approval. The directive was clear, before any levy could be imposed, schools must seek approval through the right educational channels. For basic schools, this meant applying through the District Education Oversight Committee (DEOC) via the District Director of Education. For second-cycle schools, the Regional Director of Education was the authority to approach. But the GES went further. Even if approval was given, the Service emphasized that PTA payments were strictly voluntary. No student, the statement stressed, should ever be denied any service, right, or benefit at school for not paying such levies. To make the distinction even clearer, the GES instructed that no school head, teacher, or GES staff member should be involved in collecting PTA dues. That responsibility, they reminded everyone, belonged solely to the elected PTA executives, whose fundraising activities were separate from official school duties. Regional and District Directors received a special task: to keep watch over all schools, ensuring that the directive was followed. Any violation, the statement warned, would be met with swift disciplinary action. Through this cautionary tale, the GES reaffirmed its commitment to fairness, transparency, and accountability in Ghana’s schools, protecting both parents and students from unauthorized financial demands and maintaining trust in the nation’s educational system. Source: Apexnewsgh.com
Cabinet Orders Restoration of Original Names for Ghana’s Public Universities
Mahama Ayariga, has announced that Cabinet has directed the restoration of the original names of all public universities that were renamed after individuals during the previous Akufo-Addo administration. Addressing Parliament on Tuesday, October 21, 2025, the Bawku Central MP revealed that a bill will soon be introduced to formalise the reversal of these changes. “Mr. Speaker, there has been a Cabinet directive to change the names of all the universities that were renamed after individuals back to the original names they were given,” Mr. Ayariga stated. “A bill will be brought to this House to change and reverse all the name changes of the universities,” he added. The previous administration’s decision to rename several public universities and polytechnics in honour of notable national figures sparked considerable debate. Among the affected institutions were the University of Mines and Technology (UMaT) in Tarkwa, renamed the George Grant University of Mines and Technology; Wa Campus of the University for Development Studies (UDS), renamed the Simon Diedong Dombo University of Business and Integrated Development Studies; Navrongo Campus of UDS, renamed the C.K. Tedam University of Technology and Applied Sciences; and Ho Technical University, renamed Ephraim Amu Technical University. The renaming exercise was heavily criticised at the time by the then-opposition National Democratic Congress (NDC), which argued the move was politically motivated, favouring figures associated with a specific tradition. If enacted, the new directive will signal a significant policy reversal, aiming to depoliticise the identities of Ghana’s public universities and restore their original institutional heritage. The forthcoming bill is expected to spark nationwide discussion as it moves through Parliament in the coming weeks. Source: Apexnewsgh.com
Ashanti Region Parents Question True Cost of ‘Free’ SHS Policy
The excitement of securing a place in senior high school is being overshadowed by growing anxiety among parents. While the government’s Free Senior High School (SHS) policy was designed to eliminate financial barriers to education, many families are now questioning just how “free” the programme truly is. As the new academic year begins, parents are grappling with lengthy prospectus lists from schools—lists that come with price tags few anticipated. In candid interviews with Kumasi FM’s Elisha Adarkwah, several parents shared their frustration. For one mother, the cost of required items for her child’s SHS admission soared to nearly GHS 7,000. Another parent recounted spending GHS 6,000 on similar school supplies. For families with more than one child in secondary school, the expenses quickly multiply, placing immense pressure on household budgets. The parents described the situation as both surprising and financially exhausting. They pointed out that, although tuition and boarding fees may be waived, the cumulative cost of uniforms, mattresses, utensils, books, and other essentials, plus transportation, makes education unaffordable for many. The burden, they say, is particularly heavy for low-income families who were counting on the Free SHS policy to give their children a fair chance. With their voices united, the parents are calling on the government and the Ministry of Education to revisit the requirements. They argue that regulating and simplifying school prospectus lists is essential if the Free SHS programme is to deliver on its promise, ensuring every Ghanaian child has a real opportunity to learn, regardless of their family’s income. Source: Apexnewsgh.com