Modern Day Social Media Slavery: The Monetization Dilemma Facing African Content Creators
Ngamegbulam Chidozie Stephen Email: apexnewsgh@gmail.com In the digital age, social media has become a global equalizer, bridging continents, cultures, and communities. Platforms like Facebook, TikTok, Instagram, and YouTube have revolutionized how we interact, share stories, and even build livelihoods. Yet, beneath this veneer of democratization, a troubling disparity persists, one that many African content creators and digital entrepreneurs are finding increasingly difficult to ignore. The question that lingers: Why are African creators still largely excluded from direct monetization opportunities offered by these very platforms? Recently, media personality Ngamegbulam Chidozie Stephen voiced his concerns about what he describes as “modern-day social media slavery,” a term that resonates deeply with many across the continent. His frustration and that of countless others stems from the ongoing marginalization of African voices in the digital economy, particularly when it comes to earning money from content creation. Africa’s social media landscape is nothing short of remarkable. TikTok, for example, boasts over 189 million users across the continent, an impressive 11.9% of its global audience. The surge is most notable among Gen Z, with Egypt and Nigeria leading in user numbers at 32.9 million and 27.4 million, respectively, closely followed by South Africa’s 17.5 million. Facebook’s dominance is even more pronounced, with between 290 and 377 million African users as of 2025-2026, representing a staggering 82% market share among all social platforms. Instagram and YouTube also enjoy robust growth, driven by widespread smartphone adoption and improving internet infrastructure. YouTube alone counts roughly 180 million African users, with Egypt, Nigeria, and South Africa topping the charts. These statistics highlight Africa’s immense contribution to the global digital community. The continent’s youth, in particular, are not just passive consumers; they are active creators, trendsetters, and influencers. Yet, despite their numbers and creativity, a significant barrier remains: the inability to directly monetize their creativity on major platforms like TikTok. For millions of African content creators, the lack of direct monetization options is not just an inconvenience; it’s a structural disadvantage. TikTok, in particular, has come under scrutiny for not enabling direct monetization for African users, despite the platform’s rapid growth and deep penetration across the continent. While some African countries have recently gained access to Facebook’s monetization features, TikTok’s policies still leave many creators in the lurch. This exclusion means that, for now, the only way for an African TikTok creator to earn from their content is through complex workarounds. Typically, creators must rely on intermediaries based in the US or Europe, who register accounts, enable monetization, and then share the proceeds with their African partners. This not only complicates the process but also perpetuates a dependence on Western gatekeepers, a scenario that many, including Mr. Stephen, liken to a new form of digital servitude. The frustration is palpable, especially when considering the influence of African content creators on global trends. Figures like Mark Angel, Itsyaboymaina, Carter Efe, Ilyas El Maliki, Wode Maya, Mihlali Ndamase, Aisha Yesufu, and others have amassed millions of followers and generated content that resonates far beyond the continent’s borders. They are proof that African creativity is not only vibrant but also commercially viable. Yet, these same heroes are now being called upon to leverage their influence for change. As Mr. Ngamegbulam passionately argues, they have a responsibility, not just to themselves, but to the broader African creator community, to advocate for policy reforms that will allow direct monetization for all African users. Their collective voices could pressure tech giants to recognize Africa’s value not just as a market, but as an essential part of the global creative economy. Describing the situation as “modern-day slavery” is not mere hyperbole. The current dynamics effectively relegate African creators to second-class status in the digital world. While creators in the West enjoy seamless access to monetization features, sponsorships, and brand partnerships, their African counterparts are forced to navigate a maze of bureaucratic hurdles and rely on international connections just to earn a share of the same opportunities. This is particularly egregious when considering that Africa’s youth are among the most engaged and dynamic users of these platforms. The West reaps the benefits, both in terms of advertising revenue and cultural capital, while Africans are left scrambling for scraps. The exclusion is not only economically damaging, but it also sends a troubling message about whose voices and stories are considered valuable in the digital age. For many young Africans, social media represents more than just entertainment; it’s a lifeline to economic empowerment, self-expression, and global visibility. The inability to monetize content directly stifles entrepreneurship, discourages innovation, and perpetuates existing inequalities. It also means that Africa’s digital economy is not reaching its full potential, with billions of potential revenue lost to foreign intermediaries. Moreover, the absence of direct monetization deepens the digital divide between Africa and the rest of the world. It prevents local creators from reinvesting in their communities, building sustainable businesses, or even supporting themselves and their families. This is especially critical given the continent’s burgeoning youth population and high unemployment rates, conditions that make the promise of digital entrepreneurship all the more appealing. The reasons behind this exclusion are complex. Some platforms cite issues like payment infrastructure, regulatory challenges, or concerns about fraud. Others may simply be slow to adapt their policies to regions outside their primary markets. But whatever the rationale, the effect is the same: African creators are systematically denied the same opportunities afforded to their peers elsewhere in the world. This disparity is all the more galling given the relentless growth of social media usage in Africa. The continent is one of the fastest-growing markets for platforms like TikTok, Instagram, and YouTube. Its users are young, tech-savvy, and eager to engage. They create viral trends, generate massive view counts, and shape conversations on a global scale. The data is clear: Africa is not just a consumer market; it is a creative powerhouse. It is both ironic and troubling that, to monetize their creativity, African content creators must rely on Western infrastructure and intermediaries. This not
The Broken Chalkboards: Upper East Peace Council Chair Decries Rising Student Riots
Alhaji Sumaila Issaka, Chairman of the Upper East Regional Peace Council, has voiced grave concern over the growing trend of student riots in the region, a worrying development he believes is fast becoming a destructive norm among secondary schools. In a recent interview for the documentary “The Broken Chalkboards,” produced by Ngamegbulam Chidozie Stephen for Apexnewsgh, Alhaji Issaka laid bare the scale of the problem and the urgent need for dialogue and reform. “It’s been a very difficult situation in this region, especially the way this rioting has been going on. It’s now like a canker and so contagious. The moment Zamstech demonstrates, the next day Gowrie is demonstrating, the next day Bongo is demonstrating, the next day Big Boss, and then on and on,” Alhaji Issaka lamented. He noted that while older institutions such as Navrongo Senior High School, Notre Dame, and Bawku Senior High School, as well as the training colleges, where students are considered adults, rarely report such incidents, the wave of unrest continues unabated among the newer institutions. “What I personally don’t understand is why these demonstrations, when you have an SRC that can present your grievances to the authorities,” he added, underlining his bewilderment at the preference for destructive protest over dialogue. Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. The Peace Council, Alhaji Issaka revealed, had previously initiated peace clubs in several schools as a proactive measure to curb the violence. However, these efforts were hamstrung by a lack of funding, making it impossible to sustain regular outreach. “It’s been of great disturbance to us, especially the destruction on the campuses,” he said, noting the heartbreak of seeing already scarce resources in one of Ghana’s poorest regions destroyed by students themselves. He recalled, “They will not pass Presec or Achimota and give us a bus here if the supplies are very few. Yet we continue to destroy the few that we have. When we went to school, we didn’t demonstrate, but now it’s like they are so proud of it.” Alhaji Issaka expressed his frustration at the often trivial reasons for these demonstrations. “Most of the time they are so flimsy, so annoying that you cannot tolerate them,” he said. He cited the example of students at Gowrie Senior High School insisting on shower facilities despite vandalizing existing ones, and then demanding the dismissal of the headmistress when standpipes were provided instead. In other cases, students ignored bans on personal electronic devices and overloaded dormitory sockets, leading to repeated fires and costly repairs, only to protest when precautionary measures were implemented. “What bothers me most is that the reasons are so flimsy. And if that is even the case, must you go and damage the property of the school? Then you keep complaining, we don’t have this, we don’t have that,” he said. He recounted students insisting on using coal pots for science practicals instead of the safer Bunsen burners of his own school days, and the paradox of demanding better conditions while destroying what little is available. The recurring destruction, Alhaji Issaka noted, ultimately impacts innocent parents who are forced to pay for damages. “After every investigation, money will be paid. And this money will come from the parents,” he explained, recounting a personal experience at Senegal Senior High, where burned motorbikes had to be replaced, ironically benefitting some teachers but compounding hardship for families. Another disturbing trend is the rise of tribalism in school leadership, a stark contrast to the diversity and harmony of past decades. “To the extent that, if you are not a Kassena-speaking boy, you cannot be Senior Prefect in Navrongo Secondary School. If you are not a Guruni speaking boy, you can’t be the Senior Prefect of Big Boss, Tongo Senior High School. If you are not a Kusasi-speaking boy, you cannot be a Senior Prefect of Bawku Secondary School. Why? So this is what is happening? Even though they are extending it to their heads, insisting that if you are not from that area, you shouldn’t be a head. Really?” he asked incredulously. He reflected fondly on the past, when students and leaders from various backgrounds worked together without division, and called the current climate “a big headache.” Despite setbacks, the Peace Council is determined to revive its outreach efforts. Alhaji Issaka detailed recent and ongoing attempts to coordinate with regional education authorities and NGOs to reintroduce peace-building programs in schools. Plans are in place to divide the council into groups and visit schools across the region, fostering dialogue and conflict resolution skills among students. The council’s goal is clear: to help students understand the importance of using the SRC as a channel for grievances, rather than resorting to violence. “Let the students understand that the SRC is there to represent them at the various meetings. And if they have any grievances, they should pass them to those committee members. So that when they go, they table it,” he advised. Alhaji Issaka believes much of the unrest stems from a lack of awareness and leadership among students, and from the influence of troublemakers. He noted that simple disputes, such as the theft of a phone, which is itself contraband, can quickly escalate into widespread violence and even tribal conflict. “Two students fight, and the Bawku incident crops up. You come, and it’s your kinsman against another man, and you just join the fight.” He urged proper reporting and resolution of issues through the appropriate channels, rather than resorting to mob justice or property destruction. “If you suspect somebody, report him to the authorities. And if they search him and find your phone, they give it to you. But these fights, now, the tribal fighting is in these two schools. Which was not the case before.” Alhaji Issaka closed with an impassioned plea for a return to civility and the prioritization of dialogue, warning that continued unrest threatens not only the schools but the entire region’s progress. “We want us to grow. Yet, we are last in everything.
Tobacco’s Silent Threat: FDA Discusses Public Health, Policy, and Cultural Change
In an era where lifestyle choices are increasingly scrutinized for their long-term health implications, the conversation surrounding tobacco use remains one of the most critical public health dialogues globally. In an exclusive and illuminating engagement, Mr. Abel Ndego, the Upper East Regional Director of Ghana’s Food and Drugs Authority (FDA), provided a stark, evidence-based dissection of the tobacco epidemic. This dialogue, far more than a simple interview, serves as a documentary-grade testament for those still ignorant of the profound dangers of tobacco and the robust legal framework designed to combat its scourge. The session, spearheaded by Editor-in-Chief Mr. Ngamegbulam Chidozie Stephen, transcended basic awareness, delving into the science of addiction, the specifics of Ghana’s legislation, and the nuanced battle against deeply entrenched cultural practices. Mr. Ndego framed the discussion with sobering global statistics that underscore the urgency of the FDA’s mission. “Over 8 million people die from tobacco use and second-hand smoke globally each year,” he stated, affirming its position as the world’s leading preventable cause of death. This grim tally includes approximately 7 million deaths from direct use and 1.3 million non-smokers succumbing to second-hand smoke exposure, with a disproportionate impact on low- and middle-income nations. Translated into a daily horror, tobacco claims nearly 22,000 lives every day. These figures are not abstract; they represent a relentless public health emergency that national authorities like the FDA are mandated to address through education, regulation, and enforcement. A central thrust of the engagement was dispelling myths and revealing the hidden equivalencies in tobacco consumption. With emphatic clarity, Mr. Ndego highlighted one of the most alarming facts: “Going through one hour session of shisha is equivalent to smoking between 100 and 200 sticks of cigarettes.” This revelation often stuns casual users who perceive shisha as a social, filtered, and less harmful alternative. The reality is that a single shisha session delivers a massive dose of toxicants, debunking its benign reputation. The chemical cocktail within tobacco smoke, Mr. Ndego explained, is a brew of over 3,000 harmful substances. “Formaldehyde, what they used to make formalin for the embalming of dead bodies, is found in there. We have tar… a lot of carcinogens… heavy metals like lead and cadmium.” These components are directly linked to cancers, cardiovascular diseases, respiratory illnesses, and a host of other dire health consequences. The addictive engine driving this consumption is nicotine, a substance that creates a physiological “hunger,” compelling repeated use and deepening dependency. “There is proof also,” Mr. Ndego added, “that people who have smoked continuously for more than five years are most liable to lose 10 years of their life.” Beyond education, the FDA’s work is firmly rooted in legislative action. A cornerstone of Ghana’s strategy is the ban on public smoking, a law whose rationale extends beyond the individual smoker. “It’s a crime to smoke in public,” Mr. Ndego asserted. The science of second-hand smoke is unequivocal: “All the health risks of the smoker, the secondhand smoker is liable to them as well. And so why would I suffer for somebody’s enjoyment?” The definition of a public space is intentionally broad. “Even your private vehicle, as long as you pick a passenger, ceases to be private… You cannot smoke there.” Enforcement, he clarified, is a shared responsibility. “The beauty of this is that… you can even effect citizen arrests. If somebody is smoking in your environment, you can report the person to the police.” The FDA has complemented this law with extensive stakeholder engagements, distributing “No Smoking” stickers and educating groups like the Ghana Private Road Transport Union (GPRTU) to ensure terminals and vehicles are compliant. Perhaps less known is the illegality of a common market practice. “It is a crime to sell single sticks of cigarettes to people,” Mr. Ndego declared. This prohibition, under Section 6 of the Public Health Act, is fundamentally about informed consent. A cigarette pack carries mandated pictorial health warnings and graphic images of diseased organs, which communicate the product’s risks. A single stick offers no such warning. “The space on a single stick is so small… it must be sold in the pack so that the health warning can really send a message.” Selling illicit, unregistered cigarettes that lack these warnings altogether is an even more severe contravention. One of the most sensitive aspects of the FDA’s work involves engaging with cultural institutions. In many regions, including the Upper East, tobacco is woven into traditional rites. “If you want to marry, they will tell you that you have to present tobacco… greeting your in-laws,” Mr. Ndego noted. The FDA, in a respectful and collaborative manner, has initiated dialogues with the Regional House of Chiefs. “We have been engaging… to see how together they can substitute the tobacco for something else,” such as a symbolic monetary representation. While acknowledging that altering longstanding traditions “takes time,” Mr. Ndego reported a receptive audience attuned to the health and developmental arguments. Simultaneously, the authority is battling the tobacco industry’s adaptation through technology. The market is now flooded with sleek, discreet nicotine delivery devices. “We have e-cigars… some come in the form of pens… I even saw one that was like a smartwatch,” Mr. Ndego described. These products, often appealing to youth, vaporize nicotine-laced liquids, leveraging technology to perpetuate addiction. The FDA remains vigilant, recognizing that regulation must evolve as quickly as the products it seeks to control. Ghana’s comprehensive approach extends to stifling the tobacco industry’s influence. “Tobacco companies are not permitted by law to sponsor any event in Ghana. They cannot even donate money to save a life… They cannot brand any products,” Mr. Ndego outlined. This near-total ban on advertising, promotion, and sponsorship is a critical World Health Organization-backed measure to denormalize tobacco use and prevent targeting the youth. Furthermore, the state employs fiscal policy as a deterrent. Significant fees for product registration, “you would not pay less than, I think, ten to fifteen thousand dollars” per brand, combined with heavy taxes, aim to limit accessibility and generate revenue for public
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
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,
The Broken Chalkboards: Prof. David Millar Reveals 7 Root Causes of Student Riots and Pathways to Reform
The air, once filled with the hopeful banter of students, now trembles with the aftershocks of unrest. In the corridors of academia, concern ripples among parents and educators alike. Professor David Millar, President of the Millar Institute for Transdisciplinary and Development Studies, has added his voice in the documentary “The Broken Chalkboards,” produced by Ngamegbulam Chidozie Stephen of Apexnewsgh, as he warns: if the current wave of student riots is not checked, it threatens to engulf the entire nation. Kindly watch the full video here: https://youtu.be/GSQR3-T6EaE. Professor Millar’s observations are not mere conjecture. He describes, with painstaking clarity, how riots in secondary schools, once sporadic and exceptional, are becoming alarmingly routine. “It’s becoming very common and noticeable that rioting in schools, especially second-cycle institutions, is on the ascendancy. It’s beginning to increase nationwide,” he asserts. With each passing term, the risk grows that isolated incidents will ignite a conflagration, one that could destabilize the nation’s educational system and erode the social fabric. To understand the roots of this unrest, Professor Millar embarks on a thorough diagnosis of the contemporary school environment. His analysis yields seven interlocking factors, four major and cross-cutting, and three institution-specific, that fuel the flames of student discontent. The Shadow of Drug Abuse Foremost among the major factors is the specter of drug abuse and misuse. According to Prof. Millar, this problem is no longer confined to the school compound. It follows students home, forms habits, and then returns to infiltrate the school environment anew. The result is a culture where substance abuse becomes normalized, blurring the boundaries between personal recreation and institutional disruption. “We have to do something with drug abuse and drug misuse,” Prof. Millar insists, underscoring its centrality to the crisis. The Pressure Cooker of Peer Influence The second factor is the relentless pressure exerted by peer groups. Within the closed ecosystem of a school, peer validation becomes a form of currency. Membership in social circles is governed by overt and covert rules, and the need to belong can drive students to conform to destructive behaviors. For girls as well as boys, these peer groups can be both a refuge and a crucible—incubating actions that undermine the school’s integrity. The Rise of Cults and Weaponization Peer pressure, left unchecked, can metastasize into something even more insidious: the rise of cults within schools. These groups, often shrouded in secrecy and governed by their own codes, demand allegiance through symbolic acts, sometimes even the bearing of weapons. Inter-cult rivalries and competitions for dominance further stoke the fires of unrest. The existence of such groups, Prof. Millar warns, “weaponizes” peer relationships and transforms schools into battlegrounds. The Double-Edged Sword of Technology Modern information and communication technology (ICT) is another factor reshaping the school environment. Smartphones, social media, and even artificial intelligence platforms expose students to a world far beyond the classroom. While this can be a force for good, it also creates new avenues for comparison, competition, and subversion. Students return from holidays eager to display their new digital prowess, sometimes in ways that challenge or undermine school authority. The result is a generation increasingly at odds with the structures meant to guide them. Beyond these core issues, Prof. Millar identifies three more factors that vary from school to school. School Management Systems and Institutional Culture The management style of a school can either mitigate or exacerbate unrest. Institutions with strong religious affiliations or private ownership tend to be more responsive to misconduct, swiftly meting out discipline. Public schools, by contrast, often suffer from bureaucratic inertia—disciplinary procedures are drawn out, diluted by committees, and susceptible to outside interference. This laxity, combined with unclear institutional cultures, leaves a vacuum that disruptive elements are quick to fill. The Disruption Subculture A subtler, but no less significant, factor is what Prof. Millar calls the “subculture of disruption.” Weak students, fearful of looming examinations or unprepared for academic challenges, may seek to derail the school calendar altogether. By fomenting unrest, they hope to avoid failure and mask their own deficiencies. This phenomenon is often most acute as exams approach, with mass participation by those who feel threatened by strict enforcement of academic standards. The Parental Paradox Finally, the role of parents is both pivotal and paradoxical. While parental engagement is essential for effective discipline, unchecked indulgence can have the opposite effect. Some parents provide their children with cars, excessive pocket money, and privileges that enable misbehavior. At home, such actions may go unchecked; at school, they find eager collaborators among peer groups. The result is a feedback loop where home and school reinforce rather than correct negative behavior. While the destruction of property during riots is costly, Prof. Millar is more disturbed by the long-term impact on behaviors and attitudes. “It’s not so much the destruction of property… but the negative impact on behaviors and attitudes that are long-term. For me, that is the worrying part. Because these have long-term implications. We call them our future leaders. Imagine our future leaders coming out with all those vices. What sort of leadership do we get?” Having laid bare the roots of the crisis, Prof. Millar turns to solutions. His proposals are pragmatic, grounded in both research and years of experience. Conscientization and Civic Education The first step, he argues, is a renewed emphasis on civic education—what he calls “conscientization.” Many students, he notes, are simply unaware of the long-term consequences of their actions. By bringing in resource persons, former addicts, and career professionals to share their experiences, schools can equip students with the knowledge they need to avoid destructive pathways. “Educate, educate, re-educate,” Prof. Millar urges, advocating for a revival of civic education programs and the involvement of the National Commission for Civic Education in a large-scale, school-to-school campaign. Revitalizing School Life with Positive Engagement Prof. Millar also calls for a renaissance in extracurricular activities. In the past, debates, drama clubs, and cultural associations provided outlets for energy and creativity. Today, these activities hold less allure, leaving students idle and susceptible
SWALLOWED BY DRUGS: Ngamegbulam Chidozie Stephen Warns Zamse Students About Dangers of Alcohol and Drug Abuse
One morning in June 2025, the students of Zamse Senior High Technical School were very excited. They gathered for assembly, talking and waiting for a special guest. The air felt electric. They were about to hear from Mr. Ngammegbulam Chidozie Stephen, a famous journalist from Apexnewsgh. Many knew his name from Facebook or had seen parts of his powerful documentaries. He came with an important message. He wanted to talk about a serious problem hurting Ghana’s young people: drug and alcohol abuse. His visit was timely. Following a report from the Narcotics Commission, had shocking news. Out of 50,000 Ghanaians struggling with drugs and alcohol, 35,000 were students. That meant most of those affected were in school, just like them. The country’s future was in danger. Mr. Ngamegbulam was no ordinary reporter. He made award-winning films. His latest documentary, “Swallowed by Drugs,” shared the sad stories of young people whose lives were ruined by addiction. Watch the full video here: When he walked onto the stage, the students clapped loudly. Some knew his face from social media. For others, this was their first time seeing him in person. They were ready to listen. He started speaking straight away, sharing a hard truth. “Many of our youth have used alcohol and drugs to ruin their own futures,” he said. “Some dreamed of being doctors. Others wanted to be nurses. But now, some are sitting at home, lost. Others are in mental hospitals. Their dreams are broken.” He stopped for a moment. The students were reticent, thinking about his words. He then asked them a big question. “Do you know that every year, more than 3 million people around the world die from alcohol and drugs? That number is bigger than most cities in Ghana. Every single one of those people was someone’s child, someone’s friend, or someone’s classmate.” The award-winning journalist looked at all the young faces before him. “This problem often starts right here, in school,” he explained. “You might have friends who think drinking or taking drugs is fun. They might be looking for excitement. But real joy doesn’t come from being drunk or high.” He discussed peer pressure, when friends encourage you to do something. “You might try something because a friend says it’s cool. But that one choice can change your whole life forever.” Then, he asked a direct question: “Who here knows about tramadol?” Almost every hand went up. He explained that tramadol is a strong medicine for pain, not for young people. Yet, some students hide it in their drinks, thinking it will make them strong or brave. He mentioned seeing scary videos online of young people standing stiff, not able to fall. “That is not strength,” he said softly. “That is the drug controlling them. The person inside is gone.” He listed other dangerous things: marijuana, shisha, and other drugs. “If you walk around town, you will see young people whose lives have been taken over by drugs and alcohol. But for you, it is not too late. You can choose a different path.” Mr. Ngamegbulam also corrected lies about drugs. “Some say drugs make you smarter or stronger. That is a falsehood. Drugs do not give you power. They destroy you,” he stated firmly. He told stories of students with big dreams who lost everything to addiction. “Your future matters to your family, to your country, and most importantly, to you,” he reminded them. He made it clear he was not there to criticize them. “I may not know your names,” he said kindly, “but I care about what happens to you. If you grow up to be a better person, your family is happy, your school is proud, and Ghana succeeds.” He encouraged them to support each other. “If you see a friend using drugs or alcohol, talk to them. Give them good advice. You can only truly succeed if you help each other succeed.” To give them hope, he pointed to Ghana’s successful leaders. “Do you know why some people become parliamentarians or ministers? It is because they focused on their dreams. They stayed away from drugs and alcohol. If you do the same, nothing can stop you from becoming great.” Finally, he gave them a task. “Take this message to your classrooms and homes. Tell your friends and family: ‘The future president of Ghana could be one of us. Don’t let alcohol or drugs steal that future.’” When he finished, the students’ excitement was clear. They had listened to a powerful, heartfelt talk full of important advice. The message was simple and clear: their future was precious, and it was worth protecting. Meanwhile, the documentary “Swallowed by Drugs” was supported by Endswell Pharmacy Limited Source: Apexnewsgh.com
Swallowed by Drugs: Substance Abuse Among Health Workers Alarming, Says Upper East Health Director
The Upper East Regional Director of the Ghana Health Service (GHS), Dr. Braimah Baba Abubakari, has expressed deep concern over the rising trend of substance abuse, not only among the youth but also within the health profession. Speaking with Ngamegbulam Chidozie Stephen of Apexnewsgh in a documentary titled “Swallowed by Drugs”, Dr. Abubakari revealed that the situation has “escalated beyond imagination” and now affects even health professionals who are expected to safeguard public health. “The issue of substance abuse is not a new thing, but what is frightening now is the age range of those involved,” he said. “We have people as young as 13 or 14 years already engaged in it. Some don’t even complete secondary school before getting hooked.” He warned that the implications for the future are dire, as early exposure often leads to lifelong dependency and social dysfunction. Equally disturbing, according to Dr. Abubakari, is the creeping trend among trainee professionals. “We now have some of our professionals who get engaged in substance use during their stay in training institutions such as nursing and teacher training colleges,” he lamented. “They eventually graduate and are assigned to work, but their addiction affects how they treat clients. This is why complaints about staff attitudes in health facilities are on the rise.” Dr. Abubakari also highlighted the alarming proliferation of drinking spots in the region, which he described as a major contributor to the crisis. “In some communities, every 50 to 100 meters, you find a drinking spot. Alcohol has become too accessible and too cheap, with as little as two cedis, you can buy a drink that gets you high,” he said. On the abuse of drugs like tramadol, Dr. Abubakari criticized the infiltration of unregulated products into the country through unapproved routes along Ghana’s borders. “Most of these drugs come from outside Africa and find their way into the Upper East through unapproved routes. That is destroying our youth,” he warned. “The Food and Drugs Authority and the security agencies must be on high alert to save the lives of the young ones.” In his final words, Dr. Abubakari appealed directly to young people, urging them to resist the lure of substances and instead focus on building their future. “The future is more enjoyable than what you think you’re experiencing now,” he said. “Addiction is not something you can save yourself from. Be courageous, be honest, and seek help. In a short time, you can get your life back on track and build a future for yourself, your children, and for Ghana.” Source: Apexnewsgh.com