NTC to Release 2026 GTLE 1 Results on June 8; Here’s How Candidates Can Check Their Results

By

-

June 8, 2026

The National Teaching Council (NTC) has announced that results for the 2026 Ghana Teacher Licensure Examination (GTLE 1) will be released on Monday, June 8, 2026. Find out how to check your results and what to do after passing.

NTC Announces Release Date for 2026 GTLE 1 Results

The National Teaching Council (NTC), in collaboration with the Ghana Education Service (GES), has announced that results for the 2026 Ghana Teacher Licensure Examination One (GTLE 1) will be officially released on Monday, June 8, 2026.

The announcement was contained in a public notice issued by the Public Affairs Unit of the National Teaching Council, informing candidates who participated in the examination to prepare to access their results online.

The GTLE serves as a key professional assessment for prospective teachers in Ghana and remains a requirement for obtaining a teaching licence.

How to Check Your GTLE 1 Results

According to the NTC, candidates can access their results through the official examination portal.

Steps to Check Your Results

Visit the NTC examination portal at exam.ntc.gov.gh
Log in using either:
- Your registration Serial Number and PIN, or
- Your GTLE Index Number and Phone Number used during registration.
Follow the prompts on the portal to view your results.

The Council has emphasized that results will be available exclusively online. No results will be displayed at examination centres or district offices.

Important Information for Candidates

Keep Your Login Details Safe

Candidates are advised to have their registration credentials readily available before the release date to avoid delays in accessing their results.

Expect High Traffic on the Portal

Thousands of candidates are expected to access the portal simultaneously on the day of release. Applicants experiencing delays should remain patient and try again later if the website becomes slow.

Save a Copy of Your Results

Candidates are encouraged to:

Download their result slip
Take screenshots for backup purposes
Print copies for future reference

The result slip may be required during teaching licence processing and future recruitment exercises.

Understanding Your GTLE Results

The NTC uses different result classifications for candidates.

Pass

Candidates who obtain a pass have successfully met the required standard and may proceed with the teaching licence application process.

Resit (R)

Candidates who receive an “R” are required to rewrite only the paper(s) they did not pass during the next examination diet.

Fail (F)

Candidates who receive an “F” must rewrite all examination papers in a future GTLE sitting.

What Happens After Passing GTLE 1?

Successful candidates will be eligible to proceed with the next stages of the professional licensing process through the National Teaching Council.

The teaching licence remains a mandatory requirement for employment in the Ghana Education Service and for professional teaching practice in both public and private educational institutions across Ghana.

The NTC has consistently maintained that the licensure examination is intended to ensure that all teachers meet the professional standards required to deliver quality education in Ghanaian classrooms.

Advice to Candidates

As the results release date approaches, candidates are encouraged to:

Remain calm and avoid misinformation on social media.
Use only official NTC platforms to access results.
Verify all details carefully after checking results.
Keep copies of result slips for future applications and verification purposes.

About the Ghana Teacher Licensure Examination

The Ghana Teacher Licensure Examination (GTLE) is administered by the National Teaching Council to assess the professional competence of teachers before they are licensed to practise in Ghana.

The examination forms part of national efforts to improve teacher quality and strengthen standards within the education sector.

Source: National Teaching Council (NTC) Public Affairs Unit, June 2026.

Africa must take charge of its digital future – Haruna Iddrisu

By

FERDINAND ELLIS

-

June 8, 2026

0

Ferdinand | EducationGhana | June 8 | Africa must take charge of its digital future – Haruna Iddrisu

Africa must take control of its digital future by investing in infrastructure, software development and digital skills to ensure that technology-driven education responds to the continent’s unique needs and realities, the Minister of Education, Haruna Iddrisu, has said.

He said the continent must build educational systems that empowered its people, strengthen institutions and promote collaboration among African nations.

Speaking at the 19th Edition of e-Learning Africa in Accra on Wednesday, the minister called on stakeholders to find practical solutions to key questions about Africa’s role in providing digital infrastructure, developing software and equipping learners with essential soft skills for the future.

This year’s event was on the theme: ‘Africa’s Time, Africa Terms: Learning for Sovereignty, Strength and Solidarity,’ and brought together participants from across the continent.

Mr Iddrisu noted that Ghana had made significant progress in digital education, including the distribution of tablets to senior high school students and teachers, with plans to extend the initiative to kindergarten and junior high school levels.

He also announced that coding, artificial intelligence, augmented reality and electronics would soon be integrated into foundational learning to prepare students for the digital age.

The President of the Accra Institute of Technology, Prof. Clement Dzidonu, called for a transformation of Africa’s education systems to equip young people with the skills and capabilities needed to shape the continent’s future.

He urged a shift beyond expanding access to education toward enriching learning experiences that foster creativity, adaptability and problem-solving skills.

Prof. Dzidonu introduced the concept of the “sovereign learner”, saying under this, an individual who takes ownership of learning, adapts to change and actively creates opportunities.

He added that Africa’s youthful population presents a major development opportunity, but said this potential can only be realised if learning systems prioritise capability over certification.

Academic writing needs urgent reform — Prof. Afful

By

FERDINAND ELLIS

-

June 8, 2026

0

Ferdinand | EducationGhana | June 8 | Academic writing needs urgent reform — Prof. Afful

A Professor of Applied English Linguistics at the University of Cape Coast (UCC), Prof. Joseph Benjamin Archibald Afful, has called for urgent reforms in academic writing instruction across Ghanaian universities, warning that current systems are limiting students’ ability to compete in global research and publishing spaces.

Delivering his inaugural lecture on the theme: “A Tale of Two Cities: The Case of an Applied English Linguist”, he stressed that academic writing training should move beyond basic language correction to specialised, discipline-driven instruction that equipped postgraduate students for international scholarship.

He noted that many graduate students in Ghana continued to face difficulties in critical analysis, synthesis of ideas, referencing and academic expression, challenges he said weaken their chances of publishing in reputable international journals.

Observation

The Professor of Applied English Linguistics observed that although English served as the official language of instruction in Ghana, students operated within complex linguistic environments that influenced how they write and communicate academically, particularly at higher levels of study.

Drawing on over two decades of research in applied linguistics and sociolinguistics, he explained that his scholarly work had focused on academic writing practices, research article structures and language used in both academic and social settings.

He emphasised that issues such as research article titles, abstracts and thesis writing continued to expose significant gaps in postgraduate academic literacy, calling for universities to prioritise structured writing support for graduate students.

Books & Literature

Prof. Afful further urged a review of existing academic writing courses in institutions such as UCC, noting that some programs have remained largely unchanged for years despite evolving global academic demands.

Recommendations

He recommended the introduction of specialised English for Academic Purposes (EAP) and academic publishing courses across all public universities in Ghana to improve research quality and international visibility.

Beyond academic writing, the professor also explored sociolinguistic dimensions of communication, particularly naming and address practices in Ghana, which he said reflect identity, power relations, and cultural values in everyday interaction.

He explained that forms of address used in universities, homes, and workplaces were not merely linguistic choices but social tools that shaped relationships and reflected underlying cultural dynamics.

Prof. Afful further called for stronger policy attention to indigenous communication practices, urging institutions and government agencies to integrate local naming systems and address conventions into formal communication frameworks.

He also appealed for increased investment in language and communication research, especially in understudied areas of Ghanaian sociolinguistics, to strengthen curriculum development and policy formulation.

Mentorship

He emphasised the need for mentorship and capacity-building for young researchers, stressing that strengthening academic writing and publishing literacy was key to positioning Ghanaian scholarship on the global stage.

The acting Vice-Chancellor of UCC, Prof. Dennis Worlanyo Aheto, commended Prof. Afful for what he described as a rich and thought-provoking inaugural lecture that highlighted the university’s growing contribution to global scholarship in applied linguistics and academic literacy.

He noted that the presentation reflected the university’s commitment to research excellence and its role in addressing contemporary challenges in higher education, particularly in strengthening academic writing and research capacity among postgraduate students.

Credit: Graphic Online

Ghana’s Most Authentic Education News Platform

♥Copyright Notice: Content on This Website is Copyright Protected. No Part of this Content should be Reproduced without the Consent of the Author(s) or Recognition of the source of the Content.© 2020 – 2026 Ellis Multimedia: EducationGhana.org All Rights Reserved.♥

Over 250 College Lecturers Affected by Salary Downgrades Amid Tertiary Education Reforms, CETAG Seeks Resolution

By

FERDINAND ELLIS

-

June 7, 2026

0

How to Write cetag college Lesson Notes Effectively in Ghana: A Complete Guide for Teachers (With Practical Examples) — Bookshelves at the library

Ferdinand | EducationGhana | June 6 | Over 250 College Lecturers Affected by Salary Downgrades Amid Tertiary Education Reforms, CETAG Seeks Resolution

More than 250 lecturers in Ghana’s Colleges of Education have reportedly experienced salary downgrades following tertiary education reforms. CETAG says it is engaging authorities to address concerns and ensure fair remuneration.

CETAG Assures Affected Lecturers of Ongoing Engagements

The Colleges of Education Teachers Association of Ghana (CETAG) has assured over 250 lecturers affected by salary downgrades that it is actively engaging relevant authorities to resolve the matter.

According to the association, the affected lecturers have raised concerns about reductions in salary levels and the loss of certain benefits following changes introduced under Ghana’s tertiary education reform and migration processes.

The development has generated anxiety among affected staff, many of whom argue that the new salary structure places them at a disadvantage compared to colleagues with similar responsibilities and academic qualifications.

Salary Downgrades Linked to Migration and Job Evaluation Exercise

Speaking on the issue, CETAG General Secretary, Fidelis Kamaayi, explained that the situation emerged after the migration of Colleges of Education staff onto a revised tertiary education salary structure and the subsequent job evaluation process.

According to him, some lecturers holding qualifications such as Master of Education (M.Ed.) and Master of Science (MSc) degrees were placed on lower salary grades than their counterparts with MPhil qualifications.

He noted that before the migration exercise, affected lecturers were on similar salary levels with their colleagues but were later reassessed and assigned lower grades under the new structure.

“We were all at the same level when we were on the Colleges of Education payroll. But when the migration was done and then job evaluation and other things were reassessed, they were placed lower than they used to be,” he explained.

Equal Work Should Attract Equal Pay

CETAG argues that the current arrangement contradicts the labour principle of equal pay for equal work.

The association maintains that lecturers performing similar duties should receive comparable remuneration regardless of differences in qualification classifications created during the migration process.

Mr. Kamaayi stressed that the union remains committed to securing a fair outcome for all affected members.

“Per the Labour Act, we have what we call equal work for equal pay, so they are supposed to be remunerated the same,” he stated.

Union Calls for Calm Among Members

While acknowledging the frustrations of affected lecturers, CETAG has urged members to remain calm as discussions continue.

The association says it is pursuing all available administrative and institutional channels to ensure that concerns regarding placement and remuneration are adequately addressed.

Union leaders believe constructive engagement with government agencies and education sector stakeholders remains the most effective path toward a lasting solution.

Broader Implications for Higher Education

The issue highlights ongoing challenges associated with Ghana’s tertiary education reforms and the harmonisation of salary structures across public higher education institutions.

Labour experts have often cautioned that migration exercises and job evaluation processes must be carefully managed to prevent disparities that could affect staff morale, productivity, and retention within the education sector.

As negotiations continue, affected lecturers are expected to monitor developments closely while awaiting the outcome of discussions between CETAG and the relevant authorities.

Related Education Sector Developments

The concerns emerge at a time when the education sector is also addressing teacher professionalisation and licensing issues. Recent reports indicate that more than 100,000 non-professional teachers may face compliance challenges if they do not obtain the required professional certification from the National Teaching Council (NTC).

African Minds, Global Impact: 10 Notable Mathematicians and Scientists Inspiring STEM Education in Africa

By

FERDINAND ELLIS

-

June 7, 2026

0

Ferdinand | EducationGhana | June 7 | African Minds, Global Impact: 10 Notable Mathematicians and Scientists Inspiring STEM Education in Africa

Discover 10 outstanding African mathematicians and scientists whose achievements are shaping global research, innovation, and STEM education. Their stories inspire the next generation of African learners.

Introduction

When students learn about science and mathematics, they often encounter names such as Isaac Newton, Albert Einstein, Marie Curie, and Galileo Galilei. While these pioneers made remarkable contributions to human knowledge, there is another important story that deserves equal attention: Africa has produced world-class scientists and mathematicians whose work has transformed lives across the globe.

From quantum mathematics and theoretical physics to environmental conservation and fibre-optic technology, African scholars continue to break barriers and provide solutions to some of the world’s most pressing challenges.

These ten distinguished Africans demonstrate that excellence in Science, Technology, Engineering and Mathematics (STEM) is not confined to any one continent. Their journeys offer valuable lessons for students, teachers, researchers, and policymakers.

1. Professor Loyiso Nongxa (South Africa)

Field: Mathematics

Professor Loyiso Nongxa made history as the first Black South African to earn a PhD in Mathematics from the University of the Witwatersrand in 1981. His academic work focuses on group theory and Lie algebras.

Beyond research, he served as Vice-Chancellor of the University of the Witwatersrand from 2000 to 2013, helping to transform higher education in post-apartheid South Africa.

STEM Lesson: Academic excellence and leadership can go hand in hand. Scientists can shape institutions while advancing knowledge.

2. Professor Francis Kofi Ampenyin Allotey (Ghana)

Field: Mathematical Physics

Professor Allotey remains one of Africa’s most celebrated mathematical physicists. He developed the renowned “Allotey Formalism,” a framework widely used in soft X-ray spectroscopy.

In 1966, he became one of the first Ghanaians to obtain a doctorate in the mathematical sciences.

STEM Lesson: Mathematics and physics can provide practical solutions to complex scientific problems at the atomic and molecular levels.

3. Dr Angela Tabiri (Ghana)

Field: Quantum Mathematics

Dr Angela Tabiri is widely recognised as the first Ghanaian woman to earn a PhD in Mathematics. She is a passionate advocate for girls in STEM and founded FemAfricMaths to mentor young women across Africa.

Through public lectures, media appearances, and educational outreach, she has made advanced mathematical concepts accessible to wider audiences.

STEM Lesson: Representation matters. When young girls see successful female mathematicians, they begin to imagine themselves in similar roles.

4. Professor Philibert Nang (Gabon)

Field: Algebra and Representation Theory

Professor Nang is an internationally respected mathematician whose work has contributed significantly to algebra and representation theory.

In 2011, he received the prestigious ICTP Ramanujan Prize, awarded to outstanding young mathematicians from developing countries.

STEM Lesson: Global scientific recognition is achievable regardless of where one begins.

5. Professor Aderemi Oluyomi Kuku (Nigeria)

Field: Algebraic K-Theory

Professor Kuku has authored more than seventy scholarly publications and served as President of the African Mathematical Union.

His contributions have strengthened mathematics education and research across Africa.

STEM Lesson: Building academic systems and mentoring future researchers is just as important as making discoveries.

6. Professor Thomas Mensah (Ghana)

Field: Engineering and Technology

Professor Thomas Mensah was a pioneering scientist and inventor whose work revolutionised fibre-optic communication technology.

Holder of seven United States patents, his innovations contributed significantly to high-speed internet infrastructure and advanced medical technologies.

STEM Lesson: Innovation creates jobs, industries, and economic growth. STEM education has the power to transform societies.

7. Professor Wangari Maathai (Kenya)

Field: Environmental Science

Professor Wangari Maathai became the first African woman to receive the Nobel Peace Prize in 2004.

Through the Green Belt Movement, she mobilised communities to plant more than fifty million trees while promoting environmental sustainability and women’s empowerment.

STEM Lesson: Scientific knowledge can be used to protect the environment, promote peace, and improve livelihoods.

8. Professor Mohamed Hassan (Sudan)

Field: Mathematical Physics and Science Policy

Professor Mohamed Hassan has played a major role in connecting African researchers with international scientific opportunities.

As Executive Director of The World Academy of Sciences (TWAS), he helped strengthen scientific collaboration and research funding across developing countries.

STEM Lesson: Science thrives when researchers have access to resources, partnerships, and supportive policies.

9. Professor Neil Turok (South Africa)

Field: Theoretical Physics

Professor Neil Turok is a renowned cosmologist whose work explores the origins of the universe.

He is also the founder of the African Institute for Mathematical Sciences (AIMS), which has established multiple campuses across Africa to train future scientists and innovators.

STEM Lesson: Building institutions can create opportunities for thousands of future scientists.

10. Professor Daniel Afedzi Akyeampong (Ghana)

Field: Mathematical Physics

Born in Senya Beraku in Ghana’s Central Region, Professor Daniel Akyeampong became the first Ghanaian full Professor of Mathematics at the University of Ghana.

He earned his doctorate from Imperial College London in 1966 under Nobel Prize-winning physicist Abdus Salam and contributed significantly to theoretical physics and higher education administration.

STEM Lesson: Global scientific excellence can emerge from local beginnings when talent is supported through education.

Why These Scientists Matter

The stories of these remarkable Africans answer three important questions often asked by students:

Can Africans excel in STEM?

Absolutely. These scientists have won Nobel Prizes, earned international honours, secured patents, and led major research institutions.

Can STEM solve African challenges?

Yes. Their work addresses communication, education, environmental sustainability, public policy, and technological development.

Can today’s students follow their path?

Certainly. Many of these individuals began their journeys in ordinary schools and communities before achieving international recognition.

Conclusion

Africa’s future depends on its ability to develop scientists, engineers, mathematicians, and innovators who can address local and global challenges.

The achievements of Loyiso Nongxa, Francis Allotey, Angela Tabiri, Philibert Nang, Aderemi Kuku, Thomas Mensah, Wangari Maathai, Mohamed Hassan, Neil Turok, and Daniel Akyeampong remind us that talent exists in every corner of the continent.

The next groundbreaking scientist may already be sitting in a classroom today.

African Minds. Global Impact. Limitless Possibilities.

Classroom Discussion Questions

What challenges do African scientists face in pursuing world-class research?
How did Professor Allotey and Professor Akyeampong pave the way for future Ghanaian mathematicians?
Why is representation important in encouraging girls to pursue STEM careers?
How can scientific innovation address challenges in your community?
Is it more impactful to make a scientific discovery or to build institutions that train future scientists? Explain your answer.

Call to Action

Teachers, parents, and school leaders should actively introduce students to African role models in STEM. Invite local professionals to schools, organise STEM clubs, celebrate African Science Day, and share stories of African innovators.

When students see people who look like them succeeding in science and mathematics, they begin to believe that they can succeed too.

Ghana’s Most Authentic Education News Platform

♥Copyright Notice: Content on This Website is Copyright Protected. No Part of this Content should be Reproduced without the Consent of the Author(s) or Recognition of the source of the Content.© 2020 – 2026 Ellis Multimedia: EducationGhana.org All Rights Reserved.♥

GES Announces Mid-Term Break for Public Basic Schools on June 8–9, 2026

By

FERDINAND ELLIS

-

June 4, 2026

0

Ferdinand | EducationGhana | June 4 |GES Announces Mid-Term Break for Public Basic Schools on June 8–9, 2026

The Ghana Education Service (GES) has announced a two-day mid-term break for all public basic schools across Ghana from June 8 to June 9, 2026. Classes are expected to resume on June 10.

The Ghana Education Service (GES) has officially announced a two-day mid-term break for all public basic schools across the country.

According to a notice shared by GES, pupils and teachers in public basic schools will observe the break from Monday, June 8, 2026, to Tuesday, June 9, 2026.

Mid-Term Break Schedule

The announcement indicates that the break applies to all public basic schools under the Ghana Education Service.

Mid-Term Break Dates:

Start Date: Monday, June 8, 2026
End Date: Tuesday, June 9, 2026
Expected Resumption: Wednesday, June 10, 2026

The break forms part of the academic calendar and is intended to provide both learners and teachers with a short period of rest during the term.

What Parents and Guardians Should Know

Parents and guardians are encouraged to take note of the dates and make the necessary arrangements for their children during the two-day break.

School authorities are also expected to communicate any additional information regarding academic activities scheduled before or after the break.

Importance of the Mid-Term Break

Educational experts have often highlighted the importance of mid-term breaks in promoting the well-being of learners and teachers. Such breaks help reduce fatigue, improve concentration levels, and provide an opportunity for families to spend time together before academic work resumes.

GES has therefore urged all stakeholders to adhere to the academic calendar and ensure a smooth return to school after the break.

Source: Ghana Education Service (GES)

Ghana’s Most Authentic Education News Platform

♥Copyright Notice: Content on This Website is Copyright Protected. No Part of this Content should be Reproduced without the Consent of the Author(s) or Recognition of the source of the Content.© 2020 – 2026 Ellis Multimedia: EducationGhana.org All Rights Reserved.♥

UEW Lecturer Prof. Delali Kwasi Dake Selected for Prestigious 2026 Africa AI Policy Fellowship

By

FERDINAND ELLIS

-

June 3, 2026

0

Ferdinand | EducationGhana | June 3 | UEW Lecturer Prof. Delali Kwasi Dake Selected for Prestigious 2026 Africa AI Policy Fellowship

University of Education, Winneba (UEW) lecturer Prof. Delali Kwasi Dake has been selected for the highly competitive 2026 Africa Artificial Intelligence Policy Fellowship, joining a select group of African leaders shaping AI governance and digital policy on the continent.

UEW Academic Earns Continental Recognition in Artificial Intelligence Policy

A lecturer at the University of Education, Winneba (UEW), Professor Delali Kwasi Dake, has been selected to participate in the prestigious 2026 Africa Artificial Intelligence Policy Fellowship, a highly competitive programme organised by Lawyers Hub and the AI Policy Lab.

The fellowship, scheduled to run from May to August 2026, brings together outstanding researchers, policymakers, technology professionals, academics, and emerging leaders from across Africa to explore the future of Artificial Intelligence (AI) governance and regulation on the continent.

Advancing Africa’s AI Policy Agenda

The Africa Artificial Intelligence Policy Fellowship is designed to equip participants with the knowledge, networks, and practical skills needed to contribute meaningfully to policy discussions surrounding AI development and deployment in Africa.

Throughout the programme, fellows engage in high-level discussions and collaborative learning activities focused on:

Artificial Intelligence governance
Digital policy and innovation
Ethical and responsible AI development
Emerging technology regulation
Data governance and privacy
AI’s impact on society, education, and economic development

The fellowship seeks to strengthen Africa’s capacity to develop inclusive and context-specific AI policies that support innovation while safeguarding public interests.

Recognition for UEW and Ghana

Prof. Dake’s selection reflects the growing contribution of Ghanaian scholars to global conversations on technology, innovation, and digital transformation.

His participation is expected to enhance research and policy engagement in the areas of Artificial Intelligence, digital governance, and educational technology while strengthening the visibility of the University of Education, Winneba within international policy and research networks.

The achievement also highlights the increasing role of Ghanaian academics in shaping discussions on responsible AI adoption and regulation across Africa.

Growing Importance of AI Policy in Africa

As Artificial Intelligence continues to transform education, healthcare, governance, agriculture, and industry, African countries are increasingly seeking experts who can help develop regulatory frameworks that balance innovation with ethical considerations.

Fellowships such as the Africa AI Policy Fellowship play a critical role in building a new generation of African leaders capable of guiding policy decisions on emerging technologies.

Prof. Dake joins a distinguished cohort of fellows committed to ensuring that Africa remains actively involved in shaping the future of Artificial Intelligence on the global stage.

About Prof. Delali Kwasi Dake

Prof. Delali Kwasi Dake is a lecturer at the University of Education, Winneba and has contributed significantly to academic research, innovation, and higher education development. His selection for the fellowship further underscores his expertise and growing influence in technology-related policy discussions.

Related Articles

Ghana’s Most Authentic Education News Platform

♥Copyright Notice: Content on This Website is Copyright Protected. No Part of this Content should be Reproduced without the Consent of the Author(s) or Recognition of the source of the Content.© 2020 – 2026 Ellis Multimedia: EducationGhana.org All Rights Reserved.♥

Two Kindergarten Pupils Die After School Bus Plunges into River at Assin Edubiase

By

FERDINAND ELLIS

-

June 3, 2026

0

Ferdinand | EducationGhana | June 3 | Two Kindergarten Pupils Die After School Bus Plunges into River at Assin Edubiase

Two kindergarten pupils of Alice Elites Academy have died after a school bus carrying over 40 children plunged into a river at Assin Edubiase in the Central Region. Several others sustained injuries and received treatment.

Tragedy as School Bus Crashes into River in Assin South District

A tragic road accident at Assin Edubiase in the Assin South District of the Central Region has claimed the lives of two kindergarten pupils after a school bus carrying more than 40 children veered off the road and plunged into a river.

The victims, aged three and five, were pupils of Alice Elites Academy and were travelling in a Mercedes-Benz Sprinter bus with registration number AS 2218-20 when the accident occurred.

The incident happened on the Assin Kwafokrom-Homaho road on Monday, June 1, 2026.

Driver Reportedly Lost Control

Preliminary information indicates that the driver lost control of the vehicle, causing it to leave the roadway before plunging into the nearby river.

The accident resulted in injuries to dozens of pupils on board the bus, prompting an emergency response from health authorities and local rescue teams.

More Than 40 Pupils Affected

According to officials of the Motor Traffic and Transport Department (MTTD) of the Ghana Police Service, over 40 pupils sustained varying degrees of injuries.

ASP Wonder Lumor of the Central North Regional Police Command disclosed that the injured children were transported to nearby health facilities for medical attention.

Of the affected pupils:

Twenty-two (22) were taken to St. Francis Xavier Hospital.
Eighteen (18) received treatment at the Assin Edubiase Health Centre.

Medical personnel worked swiftly to stabilize the victims and provide emergency care.

Injured Pupils Discharged

Authorities have confirmed that all injured pupils responded positively to treatment and were subsequently discharged from the various health facilities.

The unfortunate deaths of the two kindergarten pupils, however, have left families, school authorities, and community members in mourning.

Calls for Improved School Transport Safety

The accident has renewed concerns about the safety of school transportation across the country, particularly in rural communities where roads and bridges often present challenges during travel.

Education stakeholders and parents are expected to call for stricter vehicle safety inspections, enhanced driver training, and improved monitoring of school transport services to prevent similar tragedies.

Investigations into the exact cause of the accident are expected to continue.

GES Opens 2026 Inter-Regional and Inter/Intra-District Re-Posting Process for Staff

By

FERDINAND ELLIS

-

June 3, 2026

0

New Curriculum in motivation teacher how classroom TEACHER Ghana Explained: GES What Teachers Must Know for Effective Implementation

Ferdinand | EducationGhana | June 3 | GES Opens 2026 Inter-Regional and Inter/Intra-District Re-Posting Process for Staff

The Ghana Education Service (GES) has announced the commencement of the 2026 inter-regional and inter/intra-district re-posting exercise for eligible staff. Applications and assurances begin on June 3, 2026, with approvals taking effect in September 2026.

GES Announces 2026 Re-Posting Exercise

The Ghana Education Service (GES) has officially announced the commencement of the 2026 Inter-Regional and Inter/Intra-District Re-Posting exercise for teaching and non-teaching staff across the country.

In a circular dated June 3, 2026, and referenced GES/HQ/P&T/IR/26/01, Management directed all Regional Directors of Education to begin processing applications from staff seeking transfers within districts, across districts, and between regions.

According to the directive signed by Angela Frimpomaa Nkansah (Ms), Director of Human Resource Management Division (HRMD), for the Director-General, the procedure for obtaining assurance remains unchanged.

Key Dates for the 2026 GES Re-Posting Exercise

GES has outlined the following schedule for the transfer process: Activity Date Issuance of Assurances Begins Wednesday, June 3, 2026 Deadline for Issuance of Assurances Wednesday, June 17, 2026 Processing of Inter-Regional Applications June 17 to June 30, 2026 Deadline for Processing All Re-Postings Monday, August 31, 2026 Effective Date of Approved Transfers September 2026

Staff Must Obtain Assurance Before Transfer

GES emphasized that staff seeking re-posting must follow the approved procedures and obtain the necessary assurances before their applications can be processed.

Regional offices have also been directed to submit lists of staff who have been granted assurances to the HRMD Secretariat at GES Headquarters in Accra.

Management further requested that processed inter-regional documents be forwarded to headquarters immediately upon receipt to speed up the approval process.

Important Directive for Applicants

The Service cautioned that no staff member should leave his or her current station before receiving official approval.

According to the circular:

“A staff seeking re-posting can only be released after the Director-General has approved and issued out a re-posting letter to the applicant.”

This means applicants must continue working at their current stations until they receive their official transfer letters from GES Headquarters.

What This Means for Teachers and Education Workers

The annual re-posting exercise provides an opportunity for GES staff to relocate based on personal, family, health, or professional considerations.

Teachers and education workers interested in transferring to another district or region are encouraged to begin the assurance process immediately and comply with all documentation requirements before the June 17 deadline.

Applicants are advised to consult their District and Regional Education Directorates for guidance on the required forms and supporting documents.

Ghana TVET Service Releases Recruitment Timeline for 2026 Nationwide Hiring Exercise

By

FERDINAND ELLIS

-

June 2, 2026

0

Ferdinand | EducationGhana | June 2 | Ghana TVET Service Releases Recruitment Timeline for 2026 Nationwide Hiring Exercise

The Ghana TVET Service has announced the next stages of its 2026 recruitment exercise, including application review, shortlisting, interviews, and reporting dates for successful applicants.

Ghana TVET Service Announces Recruitment Schedule

The Ghana TVET Service has released the official timeline for the next phase of its ongoing 2026 nationwide recruitment exercise, providing applicants with a clear roadmap of the selection process.

The announcement comes as the Service continues efforts to recruit qualified personnel to support the delivery of technical and vocational education and training across the country.

In a communication addressed to applicants, management expressed appreciation for the overwhelming response received following the recruitment advertisement and assured candidates that all applications would undergo a thorough assessment.

Application Review Underway

According to the Service, the review of applications commenced on May 25, 2026, and will continue until July 17, 2026.

Officials indicated that applications are being scrutinized to ensure that candidates meet the eligibility requirements and qualifications specified in the recruitment guidelines.

The assessment process is expected to identify candidates who possess the necessary skills, experience, and credentials required for available positions within the Service.

Shortlisted Applicants to Be Notified in July

The Ghana TVET Service has scheduled July 20, 2026, as the date for notifying successful applicants who progress beyond the initial screening stage.

Candidates are therefore advised to monitor their email addresses, mobile phones, and other communication channels provided during the application process.

Management noted that only applicants who meet the established criteria will be invited to the next phase of the recruitment exercise.

Interviews and Document Verification

Shortlisted candidates will subsequently participate in interviews and document verification exercises between July 27 and August 21, 2026.

This stage will allow the Service to validate academic certificates, professional credentials, work experience, and other supporting documents submitted by applicants.

The interview process will also assess candidates’ suitability for various positions within the institution.

Successful Candidates Expected to Report in August

Applicants who successfully complete all stages of the recruitment process are expected to assume duty on August 31, 2026.

The recruitment exercise forms part of broader efforts by the Ghana TVET Service to strengthen human resource capacity and improve the quality of technical and vocational education delivery nationwide.

Official Recruitment Timeline

Activity Date Application Review May 25 – July 17, 2026 Shortlisting Notification July 20, 2026 Interviews and Document Verification July 27 – August 21, 2026 Expected Reporting Date August 31, 2026

Commitment to Quality TVET Education

The Ghana TVET Service continues to play a central role in promoting skills development and workforce readiness through technical and vocational education.

The recruitment of additional qualified personnel is expected to enhance teaching, training, administration, and institutional management across TVET institutions nationwide.

Applicants are encouraged to remain patient and await official communication from the Service regarding the outcome of their applications.

NTC Announces Release Date for 2026 GTLE 1 Results

How to Check Your GTLE 1 Results

Steps to Check Your Results

Important Information for Candidates

Keep Your Login Details Safe

Expect High Traffic on the Portal

Save a Copy of Your Results

Understanding Your GTLE Results

Pass

Resit (R)

Fail (F)

What Happens After Passing GTLE 1?

Advice to Candidates

About the Ghana Teacher Licensure Examination

Related Articles

Ferdinand | EducationGhana | June 8 | Africa must take charge of its digital future – Haruna Iddrisu

Related Articles

Ferdinand | EducationGhana | June 8 | Academic writing needs urgent reform — Prof. Afful

Observation

Related Articles

Recommendations

Mentorship

Ferdinand | EducationGhana | June 6 | Over 250 College Lecturers Affected by Salary Downgrades Amid Tertiary Education Reforms, CETAG Seeks Resolution

CETAG Assures Affected Lecturers of Ongoing Engagements

Salary Downgrades Linked to Migration and Job Evaluation Exercise

Equal Work Should Attract Equal Pay

Union Calls for Calm Among Members

Broader Implications for Higher Education

Related Education Sector Developments

Related Articles

Ferdinand | EducationGhana | June 7 | African Minds, Global Impact: 10 Notable Mathematicians and Scientists Inspiring STEM Education in Africa

Introduction

1. Professor Loyiso Nongxa (South Africa)

Field: Mathematics

2. Professor Francis Kofi Ampenyin Allotey (Ghana)

Field: Mathematical Physics

3. Dr Angela Tabiri (Ghana)

Field: Quantum Mathematics

4. Professor Philibert Nang (Gabon)

Field: Algebra and Representation Theory

5. Professor Aderemi Oluyomi Kuku (Nigeria)

Field: Algebraic K-Theory

6. Professor Thomas Mensah (Ghana)

Field: Engineering and Technology

7. Professor Wangari Maathai (Kenya)

Field: Environmental Science

8. Professor Mohamed Hassan (Sudan)

Field: Mathematical Physics and Science Policy

9. Professor Neil Turok (South Africa)

Field: Theoretical Physics

10. Professor Daniel Afedzi Akyeampong (Ghana)

Field: Mathematical Physics

Why These Scientists Matter

Can Africans excel in STEM?

Can STEM solve African challenges?

Can today’s students follow their path?

Conclusion

Classroom Discussion Questions

Call to Action

Ferdinand | EducationGhana | June 4 |GES Announces Mid-Term Break for Public Basic Schools on June 8–9, 2026

Mid-Term Break Schedule

Related Articles

What Parents and Guardians Should Know

Importance of the Mid-Term Break

Ferdinand | EducationGhana | June 3 | UEW Lecturer Prof. Delali Kwasi Dake Selected for Prestigious 2026 Africa AI Policy Fellowship

UEW Academic Earns Continental Recognition in Artificial Intelligence Policy

Advancing Africa’s AI Policy Agenda

Recognition for UEW and Ghana

Growing Importance of AI Policy in Africa

About Prof. Delali Kwasi Dake

Ferdinand | EducationGhana | June 3 | Two Kindergarten Pupils Die After School Bus Plunges into River at Assin Edubiase

Tragedy as School Bus Crashes into River in Assin South District

Driver Reportedly Lost Control

More Than 40 Pupils Affected

Injured Pupils Discharged

Calls for Improved School Transport Safety

Related Stories

Ferdinand | EducationGhana | June 3 | GES Opens 2026 Inter-Regional and Inter/Intra-District Re-Posting Process for Staff

GES Announces 2026 Re-Posting Exercise

Key Dates for the 2026 GES Re-Posting Exercise