BOGISS PTA Condemns Alleged Defilement, Demands Justice and Reassures Parents
The Parent-Teacher Association (PTA) of Bolgatanga Girls Senior High School (BOGISS) has broken its silence amid recent media reports and public concern over the alleged defilement of a student involving two security personnel attached to the school. In a strongly-worded statement signed by Professor Albert Luguterah and Stanley Akamiri Abopaam, BOGISS PTA Executive, the Association voiced deep concern and unequivocally condemned the alleged abuse. “No child entrusted to the care of BOGISS should ever suffer any form of sexual abuse, exploitation, or harm,” the PTA declared, describing the allegations as extremely disturbing. The PTA commended the swift action taken by authorities, including the arrest of the two suspects by the Ghana Police Service and their interdiction by the Ghana Education Service (GES). The Association called for a full, transparent, and expeditious investigation, stressing that the harshest sanctions must be applied to anyone found culpable under the law. Beyond seeking justice, the PTA appealed to the GES, Department of Social Welfare, and child-protection agencies to provide the affected student with counselling, medical care, and protection. They emphasized that the student’s welfare, dignity, and educational future must be safeguarded throughout the process and that any decisions affecting her status as a student should prioritize her best interests. The PTA also addressed the media, supporting the right to report on the case but cautioning against speculative or unbalanced coverage. They urged journalists and commentators to distinguish between confirmed facts and allegations, avoid prejudicing the investigation, and refrain from actions that could traumatize the student or unfairly implicate school authorities who have acted responsibly. To parents and guardians, the PTA offered reassurance that student safety remains their top priority. The Association is working with school management and the GES to review and strengthen safeguarding protocols, including stricter vetting of security staff, tighter access controls, and clearer reporting channels for concerns. Periodic safety audits are also planned to ensure a secure environment for all students. “We will not relent in holding all stakeholders accountable,” the statement emphasized, “to ensure that every child at BOGISS learns, boards, and grows in an environment that is safe, secure, and protective of her dignity.” The PTA encouraged anyone with concerns to report them promptly to school management, the PTA executive, or the appropriate authorities, pledging continued engagement and transparent communication with all stakeholders. Source: Apexnewsgh.com
GES Suspends Two Watchmen, Hands Case to Police After Alleged Sexual Assault at Bolgatanga Girls SHS
The Ghana Education Service (GES) has taken swift action in the wake of an alleged sexual assault involving a special needs student at Bolgatanga Girls Senior High School. Two watchmen at the school have been interdicted and handed over to the Police to assist with ongoing investigations into the incident. According to a statement released by the GES on Thursday, August 20, the student, who was on medication and had suffered a relapse that day, required medical attention. It was during this vulnerable period that the alleged assault took place, prompting immediate intervention from the school authorities and the GES. The GES has emphasized that a thorough investigation is underway to establish the facts of the case, and that the outcome will guide any further sanctions in accordance with the GES Code of Conduct and the laws of Ghana. In the interim, the Service has urged all staff to uphold the highest standards of professionalism, prioritizing the safety, dignity, and wellbeing of every student. “Management cautions that the Service will not tolerate any conduct that compromises the safety and wellbeing of students,” the statement stressed, assuring parents, guardians, and the public that the matter is being treated with the utmost seriousness. Source: Apexnewsgh.com
President Mahama Announces Construction of 30 New E-Blocks to Boost Secondary Education
During a stop in the Paga Constituency of the Upper East Region as part of his Resetting Agenda programme, President John Dramani Mahama unveiled a bold new plan to expand access to secondary education across Ghana. Addressing a gathering of community leaders and residents, President Mahama announced his government’s commitment to construct 30 brand new E-blocks, modern secondary school facilities, across the country. “We’re going to build another 30 new E-blocks from scratch,” President Mahama declared. “While we work to complete the previously abandoned projects, these 30 new schools will be entirely new additions.” He explained that many of the new E-blocks will be located in high population density areas, particularly in major cities, so that they serve as community-based schools. “This means children will be able to walk from home to secondary school,” he said, emphasizing the convenience and accessibility the new schools would offer urban families. President Mahama also noted that, while many E-blocks started during his previous term were situated in rural districts, the latest phase would focus on addressing the growing needs of urban communities. The initiative is expected to significantly boost enrollment and ease congestion at existing schools, offering more students the opportunity to pursue quality secondary education within their own neighborhoods. However, President Mahama commissioned the newly completed E-block in Paga Source: Apexnewsgh.com/Ngamegbulam Chidozie Stephen
Upper East Region Schools to Receive Major Upgrades Under STAR-J Programme
Excitement is building across the Upper East Region as Education Minister Haruna Iddrisu has announced a sweeping package of improvements for local secondary schools under the government’s STAR-J infrastructure programme. The initiative, worth 2.8 billion Ghana cedis, is set to transform the educational landscape of the region between now and December 2027. The announcement came in Paga during President John Dramani Mahama’s Resetting Agenda tour, coinciding with the commissioning of a new E-Block facility, a symbol of the government’s ongoing investment in education. Among the schools selected for major upgrades are Bolgatanga Central Technical Institute, Gambibgo Community Day Senior High School, Binduri Community SHS, and Garu Community Day SHS. These schools will benefit from new facilities and upgraded science laboratories, giving students better learning environments and expanded academic opportunities. Minister Iddrisu also emphasized the importance of inclusive infrastructure, making a special appeal for the construction of boarding facilities at Paga Senior High School. He stressed that ensuring adequate accommodation for both boys and girls is crucial to making sure no student is left behind in the region’s educational progress. The STAR-J programme is poised to usher in a new era for secondary education in the Upper East, providing the resources and infrastructure needed to accommodate growing enrollments and meet the demands of modern academic standards. Source: Apexnewsgh.com/Ngamegbulam Chidozie Stephen
Education Minister Unveils Major Infrastructure Boost During Presidential Visit
It was a day of optimism and anticipation in Paga as the Education Minister, Hon. Haruna Iddrisu, delivered news set to transform the educational landscape of the Upper East Region during President John Dramani Mahama’s Resetting Agenda tour. Standing before an eager crowd, Minister Iddrisu framed the President’s return as a “democratic dividend,” bringing long-awaited benefits to the people. He pointed to the commissioning of the previously abandoned e-block as a symbol of renewed commitment to educational access. “To deny these young people their required infrastructure is to deny them opportunity,” he said, noting the dramatic increase in secondary school enrollments, from 1,800 students to as many as 4,000 in some schools, since 2018. In a landmark announcement, the Minister revealed that, starting next academic year in September, Berger Senior High School would be upgraded to a fully-fledged institution, equipped to serve both local and national needs. This transformation, he explained, is part of President Mahama’s broader STAR-J program, a comprehensive, well-funded initiative aimed at expanding access to secondary education nationwide. Between now and December 2027, the STAR-J program will inject 2.8 billion Ghana cedis into secondary school infrastructure. Schools across the Upper East Region, including Bolgatanga Central Technical Institute, Gambibgo Community Day SHS, Binduri Community SHS, and Garu Community Day SHS, are set to benefit, either through new facilities or upgraded science laboratories. Iddrisu also appealed for the construction of boarding facilities for boys and girls at Paga Senior High School, ensuring no student is left behind. The Minister highlighted President Mahama’s track record of building strong institutions, referencing the establishment of the Scholarship Authority, which will now work alongside the GETFund to administer scholarships with greater transparency and accountability. Medical education was also in focus, with plans to expand university access and demystify the path to becoming a doctor. On the perennial issue of student feeding, Iddrisu assured the gathering that uncapped GETFund resources would ensure seamless food supply, eliminating disruptions to the academic calendar and ending the practice of using classrooms as storage spaces. Looking ahead, the Minister confirmed that President Mahama had directed his economic team to finalize the funding modalities for a new GETFund, with a bill to be presented before Parliament in January 2027. “President John Dramani Mahama’s leadership is about building viable institutions and responding to the real needs of Ghana’s youth,” Iddrisu concluded. Source: Apexnewsgh.com/Ngamegbulam Chidozie Stephen
Rethinking Development: How Millar Open University is Putting African Culture at the Heart of Higher Education
Since time immemorial, Africa’s cultural identity has been defined by its most vibrant symbols: the thunder of drums, the kaleidoscope of traditional fabrics, the aroma of local cuisine, and the spirited energy of dance and festival. Yet, beyond these visible expressions lies a deeper, often overlooked dimension: culture as a living science and a reservoir of collective knowledge that shapes how communities govern, manage resources, confront climate change, and define wellbeing itself. This is the intellectual frontier being explored at Millar Open University, a pioneering institution that is challenging mainstream approaches to higher education by placing African culture at the epicenter of knowledge production and development. For Professor David Millar, the university’s founder and guiding voice, the reduction of culture to mere spectacle obscures its true power: its ability to organize societies, solve problems, and inform every facet of daily life. “Culture isn’t just about art or entertainment,” Professor Millar insists. “It is a science, a system of knowledge that equips communities to respond to challenges.” At Millar Open University, the case is made that development cannot be separated from culture. Every project, whether in healthcare, governance, finance, or environmental protection, unfolds within a cultural context. This means that imported solutions, no matter how well-intentioned, risk failure if they ignore the knowledge systems and values of the people they seek to help. Professor Millar’s argument upends a longstanding hierarchy in global knowledge production. While Western science is often treated as the universal standard, indigenous knowledge is relegated to folklore or belief. But what if science itself can be interpreted through a cultural lens? At Millar Open University, the answer is a resounding yes: the institution advocates for a multicultural approach to science, where different societies, European, Asian, African, can each contribute their intellectual traditions to a richer, more nuanced understanding of the world. “Take Western science and view it through a cultural perspective,” Millar explains. “This justifies the idea of multicultural science.” This approach aligns with global debates on decolonisation, reparations, and the legitimacy of African knowledge systems. The university views these not as side issues, but as central to the way knowledge is produced and validated. Professor Millar points to the important but often underrecognized work of African Studies centers at the University of Ghana and elsewhere, arguing that such conversations need to move from the academic margins to the mainstream. Millar Open University’s commitment to flexibility is as radical as its intellectual vision. Unlike many open universities that rely exclusively on distance learning and massive enrollment, Millar’s model blends physical and virtual engagement in a monthly rhythm. Students, most of whom are already employed professionals, engage in remote learning for most of the month, then converge on campus for intensive, face-to-face sessions. This structure caters to adults juggling work, family, and academic ambitions. Around 98 percent of PhD students and 70 percent of master’s students are employed before enrolling. Rather than serving as a launchpad for young people entering the workforce, the university acts as a transformative platform for professionals seeking to challenge and expand the knowledge they already possess. Perhaps most distinctively, the university promotes “unlearning and relearning.” Students are encouraged not just to acquire new skills, but to question received wisdom and reconsider their fields from indigenous perspectives. An accountant might explore local financial traditions; a doctor might study non-communicable diseases through alternative frameworks. The aim is not to reject conventional knowledge, but to interrogate its universality and foster intellectual pluralism. Located in Ghana’s eastern corridor, Millar Open University deliberately maintains a rural orientation, even as it attracts urban students. The goal is to offer education outside the usual urban-centric models and professional networks, making advanced study accessible without requiring relocation or loss of employment. Flexible fee arrangements and limited scholarships make the institution more accessible, though it relies primarily on tuition for sustainability. The university’s approach finds its most profound expression in its relationship with indigenous communities. Professor Millar challenges the notion that development should be measured solely by material wealth. In many communities, wellbeing is defined by social relationships, happiness, and communal belonging, not just by cars, homes, or bank balances. Recognizing these values makes traditional knowledge and institutions relevant to contemporary debates about development and climate change. Sacred landscapes and traditional institutions are treated as vital sources of environmental knowledge. Customary rules protecting forests, groves, and water bodies reflect centuries of climate adaptation, long before the concept entered global policy discourse. Instead of asking only what communities can learn from modern science, Millar Open University asks what science can learn from communities that have managed their ecosystems for generations. To illustrate these ideas, Professor Millar often references “The Gods Must Be Crazy,” using its story of a Coca-Cola bottle’s disruptive arrival in a remote community as a metaphor for development’s unintended consequences. The lesson: technology or aid is not inherently beneficial. Its impact depends on the cultural system it enters. While ICT is central to Millar Open University’s model, enabling research supervision and communication, the institution deliberately preserves monthly in-person sessions. For a university that sees culture as lived experience, face-to-face engagement remains essential. With 14 years of operation, national accreditation, and academic affiliations, including a partnership with the University for Development Studies, Millar Open University is not an academic outlier. Its research networks extend to Zimbabwe, South Africa, the Netherlands, and beyond, positioning its cultural approach within a global intellectual conversation. The university’s success is not measured in job creation, but in the transformation of professional practice. Its graduates, already positioned in academia, public administration, and other sectors, bring new ways of thinking to their fields. A health worker might integrate biomedical and indigenous knowledge; a policy-maker might draw on traditional concepts of governance and wellbeing; a researcher might see a shrine as a form of ecological management. Ultimately, Millar Open University’s radical proposition is that culture is not just about what people do, but how they know and live. It challenges the separation of African culture from science, policy, and
GES to Address Rising Indiscipline in Senior High Schools; Odorgonno SHS Appeals for Science Lab Support
The Ghana Education Service (GES) has expressed deep concern over the increasing cases of indiscipline among senior high school students and is set to take decisive action to curb the trend. Deputy Director-General of the GES, Professor Smile Dzisi, announced that the Service will convene a national stakeholder engagement in Sunyani, the Bono Regional capital, next week to investigate the root causes of student misconduct and devise effective strategies to address the issue. Speaking to the media during the 86th anniversary celebration of Odorgonno Senior High School, Prof. Dzisi emphasized that the GES is committed to ensuring accountability among students. She noted that while parents could be held responsible in certain situations, severe cases, such as serious destruction of property or other major offences, may require students to face legal consequences. “Any student that will be caught will be severely punished. Or any staff that will be caught condoning such actions will be severely punished. It’s important to agree on the way forward,” Prof. Dzisi stated. Meanwhile, authorities at Odorgonno Senior High School are appealing for urgent support to build a new science laboratory. Currently, the school is forced to use its dining hall as a science lab, a situation that has led to frequent breakage of laboratory equipment and hampered practical science lessons. The school also lacks a practical centre for visual arts students, further constraining hands-on learning. Headmaster Patrick Mensah has called on stakeholders, organisations, and individuals to help address these critical infrastructure challenges, stressing the need for improved facilities to enhance the quality of education at Odorgonno Senior High School. Source: Apexnewsgh.com
Government Unveils Bold GH₵3 Billion Plan to End Double-Track System in Senior High Schools
A major milestone is on the horizon for Ghana’s education sector as the government finalizes an ambitious capital investment strategy aimed at permanently ending the double-track academic calendar in Senior High Schools (SHSs) nationwide. Education Minister Haruna Iddrisu is set to unveil the cabinet-approved GH₵3 billion infrastructure development programme at the eagerly awaited Government Accountability Series. The initiative, described as a definitive blueprint for the future of secondary education, seeks to close the chronic accommodation and classroom deficits that first led to the adoption of the dual-track system. According to Felix Kwakye Ofosu, Minister of State in charge of Government Communications, the massive infrastructure build-out will be a focal point during the upcoming mid-year review of the national education sector. The plan significantly expands on previous localized funding efforts, combining an immediate GH₵1 billion allocation from the Ghana Education Trust Fund (GETFund) with additional global support facilities. Government officials confirm that the infrastructure drive is designed to resolve space shortages across affected schools, paving the way for the complete phase-out of the split-semester system by 2027. The double-track calendar was initially introduced as a stopgap to accommodate the surge in student enrollment following the launch of the Free SHS policy. However, persistent infrastructure bottlenecks have forced many top-tier schools to maintain the alternating schedule, drawing criticism from parents and administrators frustrated by unpredictable academic timetables. Minister Iddrisu’s forthcoming master plan will offer a detailed roadmap for upgrading lower-tier schools, expanding hostel facilities, and constructing new classroom blocks. The goal is clear: to ensure all SHS students can attend classes and enjoy regular vacations together, marking the end of the double-track era and heralding a new chapter in Ghana’s educational journey. Source: Apexnewsgh.com
GES Orders Temporary Closure of Yendi Schools to Honour Late Dagbon Overlord
The Ghana Education Service (GES) has announced the temporary closure of all public and private schools within the Yendi Municipality to allow students and staff to observe the funeral rites of the late Overlord of the Dagbon Kingdom, Ndan Yaa-Naa Abukari II. In a statement released on Tuesday, July 14, the GES said the directive took effect from midday Monday, July 13, and will remain in force until Thursday, July 16. Full academic activities are expected to resume on Friday, July 17. The Service explained that the decision followed consultations with the Northern Regional Director of Education, the Director-General of GES, the Yendi Municipal Chief Executive, and the Gbewaa Palace. The closure aims to honour the late King and show respect for the cultural heritage and traditions of the Dagbon people during the mourning period. GES instructed all students and staff within the municipality to observe the mourning, expressing confidence that parents, school authorities, and stakeholders would cooperate with the directive. Yendi Municipal Chief Executive Muniru Sogri confirmed the decision to Citi News, explaining that the government approved the closure to enable residents, including the school community, to participate in activities marking the passing of the Dagbon Overlord. “Following the demise of the King of Dagbon, the Overlord, Yaa-Naa Abukari II, a decision was taken that to mourn the death of the King, public schools and also private schools have to close down,” he said. Meanwhile, the Dagbon Traditional Council has announced that the third-day Islamic prayers for the late Yaa-Naa Abukari II will be held at the Gbewaa Palace in Yendi on Thursday, July 16, at 10:00 a.m. The Council has invited the public to attend and offer prayers for the late Dagbon Overlord. Source: Apexnewsgh.com
Engage the Military to Build Pavilions: Prof. David Millar’s Solution to Eradicate Schools Under Trees
At the last session of the recent launch of the PEARL (Prosperity through Enterprise, Agriculture, Resilience and Livelihoods) Framework, a bold 10-year plan set to transform Ghana’s regions through agriculture, enterprise, and responsible mining, an urgent and innovative proposal stirred the room. Professor David Millar, President of the Millar Institute for Transdisciplinary and Development Studies, who also doubles as the Chairman of the launch, presented an important suggestion to the President’s Representative, Mr. Augustus Obuadum Tanoh (Presidential Adviser on the 24-Hour Economy and Accelerated Export Development), and the Deputy Education Minister, Hon. Clement Apaak, with a message both practical and visionary. With a voice marked by concern, and hope, Prof. Millar painted a troubling picture: nearly 5,000 basic schools across Ghana are still operating under trees or in crumbling structures. This crisis, he explained, strikes hardest in rural and underserved communities, where children are forced to learn in punishing conditions with no protection from the elements, scant furniture, and constant disruptions. But Prof. Millar brought more than a lament, he brought a solution. “If we engage the military, specifically the engineering regiments who have already proven their capability building highways, to construct simple but durable pavilions, we could remove all schools from under trees in record time,” he declared. The military, he argued, can rapidly build thousands of such structures, far faster and more cost-effectively than traditional contractors. “Furniture and other amenities can come later. The priority must be getting children into proper shelters.” Prof. Millar reminded his audience of historical precedent: “Years ago, under Rawlings and the NDC, pavilions were built for junior secondary schools, simple one-block structures that are now used as classrooms. Originally designed as open carpentry workshops, these pavilions have stood the test of time.” His vision is methodical and inclusive: “We should start from the north, where the need is greatest, and gradually eliminate all schools under trees as we move southwards. The military’s field engineers regiment is both cheaper and faster. There are about eight field units, these could be deployed across Upper East, Upper West, and beyond. Since we already know where these schools are, soldiers could build pavilions one after another, moving steadily toward the coast.” Prof. Millar’s proposal is clear: only by harnessing the speed and efficiency of the military can Ghana end the era of schools under trees, a solution that would be a landmark achievement for government, the military, and, above all, for Ghana’s children. Source: Apexnewsgh.com