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Continuous Professional Development (CPD) for Teachers Explained: A Guide for Ghanaian Teachers

By
FERDINAND ELLIS
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0

Continuous Professional Development (CPD) is now a key requirement for teacher licensing, promotion, and professional growth in Ghana. Learn how the CPD system works, how teachers earn CPD points, and why it matters for career progression.

Introduction

Teaching is a dynamic profession that requires continuous learning and adaptation to new educational policies, pedagogical approaches, technologies, and learner needs. To ensure that teachers remain effective and professionally competent throughout their careers, Ghana has adopted a structured Continuous Professional Development (CPD) framework.

The CPD system is coordinated by the and forms a critical component of teacher professionalism, licensing, and career progression.

Today, CPD is not merely an optional professional activity. It is an important requirement for teacher licence renewal and an essential tool for improving teaching quality and learner outcomes.

What Is Continuous Professional Development (CPD)?

Continuous Professional Development refers to the ongoing process through which teachers improve their professional knowledge, skills, attitudes, and competencies throughout their careers.

CPD enables teachers to:

  • Update subject knowledge
  • Improve classroom practices
  • Develop leadership skills
  • Learn new teaching methodologies
  • Integrate technology into teaching
  • Respond effectively to curriculum reforms

The ultimate goal is to enhance the quality of teaching and learning in schools.

Why CPD Was Introduced in Ghana

The introduction of CPD forms part of broader educational reforms aimed at professionalising teaching and improving educational standards.

The CPD framework was introduced to:

  • Promote lifelong learning among teachers
  • Improve teacher effectiveness
  • Support implementation of the National Teachers’ Standards (NTS)
  • Strengthen accountability and professionalism
  • Enhance learner achievement
  • Align Ghana’s teacher development system with international best practices

The Relationship Between CPD and Teacher Licensing

One of the most important aspects of the current teacher licensing framework is the link between CPD and licence renewal.

Teachers are expected to participate in approved professional development activities and accumulate CPD points over a specified period.

Failure to meet CPD requirements may affect licence renewal and professional standing.

This approach encourages teachers to engage in continuous learning rather than relying solely on their initial training.

The CPD Framework in Ghana

The Ghana CPD framework is designed around professional growth and competency development.

Activities are generally grouped into three broad categories:

1. School-Based CPD

These activities occur within schools and educational institutions.

Examples include:

  • Professional Learning Community (PLC) meetings
  • School-based workshops
  • Peer coaching and mentoring
  • Lesson observations
  • Departmental professional discussions

School-based CPD promotes collaborative learning among teachers.

2. District, Regional and National CPD Activities

These activities are organized by education authorities and professional bodies.

Examples include:

  • Conferences
  • Educational seminars
  • Training workshops
  • Curriculum implementation training
  • Leadership development programmes

These activities expose teachers to broader educational developments and best practices.

3. Self-Directed Professional Learning

Teachers are encouraged to take responsibility for their own professional growth.

Examples include:

  • Educational research
  • Academic publications
  • Online courses
  • Professional reading
  • Postgraduate studies
  • Action research projects

Self-directed learning supports innovation and reflective practice.

CPD Points System Explained

The CPD framework uses a points-based system to measure participation in professional learning activities.

Teachers earn CPD points for participating in approved programmes and activities.

Points may be awarded for:

  • Attending workshops
  • Presenting at conferences
  • Publishing academic articles
  • Participating in professional learning communities
  • Completing approved online courses
  • Pursuing higher academic qualifications

The exact number of points assigned depends on the nature, duration, and level of the activity.

Professional Learning Communities (PLCs)

One of the most common forms of CPD in Ghana is participation in Professional Learning Communities.

PLCs involve groups of teachers who:

  • Meet regularly
  • Share teaching experiences
  • Solve classroom challenges collaboratively
  • Review learner performance
  • Reflect on instructional practices

PLCs have become a major component of teacher development initiatives under various education reform programmes.

CPD and Career Progression

Continuous Professional Development contributes significantly to career advancement within the Ghana Education Service.

CPD records may be considered during:

  • Promotion exercises
  • Leadership appointments
  • Selection for training opportunities
  • Professional recognition programmes

Teachers who actively engage in professional learning often strengthen their promotion prospects.

Benefits of CPD for Teachers

Improved Teaching Effectiveness

Teachers gain updated knowledge and innovative teaching strategies.

Better Learner Outcomes

Improved teaching practices contribute to higher learner achievement.

Enhanced Professional Confidence

Teachers become more confident in handling classroom challenges.

Leadership Development

CPD helps teachers develop management and supervisory skills required for leadership roles.

Professional Recognition

Active participation demonstrates commitment to professional excellence.

Challenges Facing CPD Implementation

Despite its benefits, several challenges remain.

Limited Funding

Some teachers face difficulties accessing paid professional development programmes.

Geographic Barriers

Teachers in remote communities may have fewer opportunities to participate in training activities.

Time Constraints

Heavy workloads can limit participation in CPD programmes.

Documentation Challenges

Some teachers struggle with proper recording and submission of CPD evidence.

Strategies for Maximising CPD Opportunities

Teachers can improve their professional development by:

  • Participating actively in PLCs
  • Attending approved workshops and seminars
  • Enrolling in accredited online courses
  • Pursuing postgraduate studies
  • Conducting classroom-based research
  • Maintaining accurate CPD records

Consistent engagement helps build a strong professional portfolio.

The Future of CPD in Ghana

Educational reforms continue to place increasing emphasis on competency-based teacher development.

Future CPD initiatives are expected to focus on:

  • Digital learning and technology integration
  • Inclusive education practices
  • Competency-based curriculum implementation
  • Educational leadership development
  • Data-driven instructional improvement

These priorities reflect the changing demands of modern education.

Conclusion

Continuous Professional Development has become a cornerstone of teacher professionalism in Ghana. It supports licence renewal, career progression, and the continuous improvement of teaching quality.

For teachers, CPD is not simply a requirement. It is an opportunity to remain effective, relevant, and responsive to the evolving needs of learners and the education system.

As Ghana continues to strengthen teacher quality reforms, active participation in CPD will remain essential for professional success and educational excellence.

Related Articles

  • Understanding the National Teachers’ Standards
  • Teacher Licensing Requirements in Ghana
  • New GES Scheme of Service: What Teachers Need to Know
  • How GES Promotion Exams Work in Ghana
  • Teacher Professionalism and Ethics in Education

Teacher Licensing Requirements in Ghana: Everything Teachers Need to Know

By
FERDINAND ELLIS
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0

Learn about the teacher licensing requirements in Ghana, including eligibility criteria, licensing examinations, portfolio assessment, renewal procedures, and the role of the National Teaching Council (NTC).

Introduction

Teacher licensing has become a key requirement for professional teaching practice in Ghana. The introduction of teacher licensing by the National Teaching Council (NTC) forms part of broader reforms aimed at improving teacher quality, professionalism, accountability, and learning outcomes across the country’s education system.

Today, no person can legally practice as a professional teacher in Ghana’s pre-tertiary education sector without obtaining a valid teaching licence issued by the National Teaching Council.

The licensing system aligns with the National Teachers’ Standards (NTS) and seeks to ensure that every teacher possesses the required knowledge, skills, values, and competencies needed for effective classroom instruction.

What Is Teacher Licensing?

Teacher licensing is the process through which qualified teachers are assessed and certified as competent to practice professionally in Ghana.

The licence serves as official evidence that a teacher:

  • Has acquired the required academic qualifications
  • Meets professional teaching standards
  • Demonstrates ethical conduct
  • Possesses the competencies required for classroom practice

The licensing system is regulated by the under the provisions of the Education Regulatory Bodies Act, 2020 (Act 1023).

Who Needs a Teaching Licence?

The teaching licence is mandatory for:

  • Teachers in public basic schools
  • Teachers in public secondary schools
  • Teachers in private schools
  • Newly trained teachers
  • Graduate teachers entering the profession
  • Educational officers engaged in instructional duties

Without a valid licence, a teacher may face limitations regarding recruitment, promotion, and professional recognition.

Basic Eligibility Requirements

To qualify for teacher licensing, applicants must meet specific requirements.

1. Academic Qualification

Applicants must possess a recognised teaching qualification from an accredited institution, including:

  • Diploma in Basic Education
  • Bachelor of Education (B.Ed.)
  • Postgraduate Diploma in Education (PGDE)
  • Bachelor’s degree with recognised teacher training qualification

2. Completion of Teacher Education Programme

Candidates must successfully complete:

  • Professional teacher education coursework
  • Teaching practice requirements
  • Institutional assessments

3. National Service Requirements

Where applicable, applicants may be required to satisfy national service obligations before full professional registration.

Pathways to Teacher Licensing in Ghana

The NTC currently provides multiple pathways for obtaining a licence.

A. Teacher Licensure Examination Pathway

Historically, teachers obtained licences through the Ghana Teacher Licensure Examination (GTLE).

The examination assessed:

  • Literacy
  • Numeracy
  • Essential professional skills

Candidates who passed all required components became eligible for licensing.

B. Portfolio-Based Assessment System

Ghana is gradually transitioning toward a professional portfolio assessment model.

Under this approach, teacher trainees are assessed based on:

  • Classroom practice
  • Professional competencies
  • Evidence of teaching effectiveness
  • Reflective practice
  • Professional portfolios

This model is aligned with international best practices and the National Teachers’ Standards.

Documents Required for Licensing

Applicants may be required to submit:

  • Academic certificates
  • Professional teaching qualification certificates
  • National identification card
  • Passport-sized photographs
  • Official transcripts
  • Evidence of teaching practice
  • Completed application forms

Categories of Teacher Licences

The NTC issues different categories of licences depending on qualification and professional status.

Provisional Licence

Granted to beginning teachers who are completing professional requirements under supervision.

Full Professional Licence

Issued to teachers who have met all professional and competency requirements.

This licence authorises full professional practice in Ghana.

Licence Renewal Requirements

Teacher licensing is not a one-time exercise.

Teachers are required to renew their licences periodically based on Continuous Professional Development (CPD) requirements.

CPD Points Requirement

Teachers must accumulate CPD points through:

  • Workshops
  • Seminars
  • Conferences
  • Professional learning communities
  • In-service training programmes
  • Educational research activities

The CPD framework encourages lifelong professional learning.

Grounds for Licence Suspension or Revocation

A teaching licence may be suspended or revoked under certain circumstances.

Examples include:

  • Professional misconduct
  • Examination malpractice
  • Gross ethical violations
  • Criminal convictions affecting professional practice
  • Submission of fraudulent documents

The NTC investigates complaints and applies disciplinary procedures where necessary.

Benefits of Teacher Licensing

The licensing system provides several advantages.

Professional Recognition

Licensing formally recognises teaching as a regulated profession similar to law, medicine, and engineering.

Improved Teaching Quality

The system helps ensure that only qualified and competent individuals enter classrooms.

Career Progression

Licensed teachers enjoy greater opportunities for:

  • Recruitment
  • Promotion
  • Leadership appointments
  • Professional development

Public Confidence

Parents and stakeholders gain confidence that licensed teachers meet national standards.

Challenges Facing Teacher Licensing

Some challenges continue to emerge, including:

  • Delays in licence processing
  • Limited awareness among some teachers
  • Access to CPD opportunities in remote areas
  • Administrative bottlenecks during renewals

Stakeholders continue to work toward improving implementation processes.

The Future of Teacher Licensing in Ghana

Current reforms indicate a shift toward competency-based teacher assessment rather than sole reliance on written examinations.

The growing emphasis on:

  • Professional portfolios
  • Classroom performance
  • National Teachers’ Standards
  • Continuous professional development

is expected to strengthen the quality and credibility of the teaching profession.

Conclusion

Teacher licensing remains one of the most significant reforms in Ghana’s education sector. It seeks to ensure that every teacher possesses the knowledge, skills, values, and professional competencies required to support quality education.

As Ghana continues to professionalise teaching, obtaining and maintaining a valid teaching licence will remain an essential requirement for every education professional.

Related Articles

  • Understanding the National Teachers’ Standards
  • Continuous Professional Development (CPD) for Teachers Explained
  • New GES Scheme of Service: What Teachers Need to Know
  • How GES Promotion Exams Work in Ghana
  • Teacher Professionalism and Ethics in Ghana

Understanding the National Teachers’ Standards (NTS) in Ghana

By
FERDINAND ELLIS
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0

The National Teachers’ Standards (NTS) serve as the benchmark for teacher quality and professional practice in Ghana. Learn about the three domains, key competencies, and their importance in teacher education, licensing, and professional development.

Introduction

The quality of any education system depends largely on the quality of its teachers. Recognising this, Ghana introduced the National Teachers’ Standards (NTS) to define what teachers should know, value, and be able to do at every stage of their professional career.

Developed by the in collaboration with key stakeholders in the education sector, the NTS provides a framework for teacher preparation, licensing, professional development, and classroom practice.

The standards have become the foundation for teacher education reforms and are used across Colleges of Education, universities, schools, and teacher professional development programmes.

What Are the National Teachers’ Standards?

The National Teachers’ Standards are a set of nationally agreed expectations that describe the knowledge, skills, values, and attitudes required of teachers in Ghana.

The standards guide teachers to:

  • Deliver effective teaching and learning
  • Create safe and inclusive classrooms
  • Demonstrate professional ethics and conduct
  • Support learner development and achievement
  • Engage in continuous professional growth

The NTS applies to teachers at all levels of pre-tertiary education, from kindergarten to senior high school.

Why Were the National Teachers’ Standards Introduced?

Before the introduction of the NTS, teacher preparation and classroom practices varied considerably across institutions and schools.

The standards were introduced to:

  • Improve the quality of teaching nationwide
  • Establish clear expectations for teachers
  • Align teacher preparation with international best practices
  • Strengthen accountability and professionalism
  • Support teacher licensing and professional development

The NTS also forms the basis for assessing teacher competence during training and professional practice.

The Three Domains of the National Teachers’ Standards

The NTS is organised into three broad domains.

1. Professional Values and Attitudes

This domain focuses on the ethical and professional behaviour expected of teachers.

Teachers are expected to:

  • Demonstrate honesty and integrity
  • Respect learners’ rights and diversity
  • Uphold professional ethics
  • Promote inclusion and equity
  • Serve as positive role models

Professional values influence how teachers interact with learners, parents, colleagues, and the wider community.

2. Professional Knowledge

This domain addresses what teachers need to know to teach effectively.

Teachers should possess:

  • Strong subject content knowledge
  • Understanding of child development and learning theories
  • Knowledge of curriculum requirements
  • Understanding of assessment principles
  • Awareness of educational policies and reforms

Professional knowledge enables teachers to make informed instructional decisions.

3. Professional Practice

This domain focuses on what teachers do in the classroom.

Key competencies include:

  • Lesson planning and preparation
  • Effective teaching strategies
  • Classroom management
  • Learner assessment and feedback
  • Use of teaching and learning resources
  • Integration of ICT into instruction

Professional practice is the visible demonstration of teaching competence.

Key Competencies Expected Under the NTS

The standards identify several competencies teachers should develop.

Learner-Centred Teaching

Teachers are expected to:

  • Encourage active participation
  • Promote critical thinking
  • Support collaborative learning
  • Adapt instruction to learner needs

Assessment Literacy

Teachers should:

  • Use formative and summative assessment effectively
  • Provide constructive feedback
  • Monitor learner progress
  • Use assessment data to improve teaching

Inclusive Education

Teachers must:

  • Accommodate diverse learning needs
  • Support learners with disabilities
  • Promote gender equity
  • Create safe learning environments

Digital Competence

Modern teachers are expected to:

  • Use ICT tools effectively
  • Integrate technology into lessons
  • Support digital learning opportunities
  • Promote responsible use of technology

Relationship Between NTS and Teacher Licensing

The National Teachers’ Standards play a central role in teacher licensing in Ghana.

The standards guide:

  • Initial teacher preparation programmes
  • Assessment of teacher trainees
  • Professional licensing requirements
  • Continuous Professional Development (CPD)

The standards are also reflected in teacher licensing examinations and professional competency assessments.

NTS and Teacher Education Institutions

Teacher education institutions use the NTS to:

  • Design curricula
  • Structure teaching practice programmes
  • Assess trainee teachers
  • Monitor professional growth

The standards have significantly influenced reforms in Colleges of Education and university-based teacher preparation programmes.

NTS and Continuous Professional Development (CPD)

The standards encourage teachers to engage in lifelong learning.

Teachers are expected to:

  • Participate in workshops and training programmes
  • Conduct classroom-based research
  • Reflect on their teaching practices
  • Improve professional competencies continuously

This aligns with Ghana’s CPD framework, which promotes ongoing professional growth throughout a teacher’s career.

Benefits of the National Teachers’ Standards

The implementation of the NTS has several advantages:

  • Improved teaching quality
  • Greater professionalism among teachers
  • Enhanced learner outcomes
  • Consistent teacher preparation nationwide
  • Better accountability within the education system

The standards also support Ghana’s broader goal of improving educational quality and competitiveness.

Challenges in Implementing the NTS

Despite progress, some challenges remain:

  • Limited resources for implementation in some schools
  • Inadequate access to professional development opportunities
  • Variations in understanding and application of the standards
  • Infrastructure constraints affecting ICT integration

Addressing these challenges remains essential for the full realization of the NTS objectives.

Conclusion

The National Teachers’ Standards represent a major milestone in Ghana’s effort to improve teacher quality and educational outcomes. By clearly defining the knowledge, skills, values, and practices expected of teachers, the NTS provides a strong foundation for professional excellence.

For teachers, school leaders, and teacher education institutions, understanding and implementing the National Teachers’ Standards is essential for promoting effective teaching, lifelong learning, and improved learner achievement across Ghana.

Related Articles

  • Understanding the National Teacher Licensing System in Ghana
  • Continuous Professional Development (CPD) for Teachers Explained
  • New GES Scheme of Service: What Teachers Need to Know
  • Teacher Professionalism in Ghana’s Education System
  • How Teacher Education Reforms Are Transforming Ghana

UDS Strengthens Global Visibility Through EU-Sponsored MANDELA Project

By
FERDINAND ELLIS
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0

The University for Development Studies (UDS) is enhancing its international profile through its active participation in the EU-sponsored MANDELA Project, promoting intercultural dialogue, cultural diplomacy, and global academic partnerships.

UDS Expands International Footprint Through Strategic Global Partnership

The University for Development Studies (UDS) is strengthening its position on the global academic stage through its active participation in the European Union-sponsored MANDELA Project, a multinational initiative aimed at promoting intercultural understanding, negotiation, cultural diplomacy, and multilateral education.

The project brings together higher education institutions from Africa, Europe, and the Levant to foster collaboration, knowledge exchange, and global citizenship among students, faculty, and researchers.

As one of the key partners in the initiative, UDS is playing a leading role in ensuring the visibility and impact of the project while advancing its broader agenda of internationalisation and development-oriented education.

What is the MANDELA Project?

The MANDELA Project is an international academic collaboration designed to strengthen intercultural competencies and promote dialogue among institutions from different regions of the world.

The initiative focuses on:

  • Intercultural understanding
  • Cultural diplomacy
  • International negotiation
  • Global citizenship education
  • Multilateral academic cooperation
  • Capacity building in higher education

The project seeks to prepare students and faculty members to operate effectively in increasingly interconnected global environments while promoting mutual respect and cross-cultural engagement.

UDS Takes Lead Role in Communications and Dissemination

Within the consortium, UDS serves as a lead partner in communications and dissemination activities.

This responsibility places the university at the forefront of efforts to:

  • Increase project visibility
  • Share research findings and outcomes
  • Promote stakeholder engagement
  • Strengthen institutional partnerships
  • Highlight best practices across partner universities

Through this role, UDS is helping to ensure that the project’s objectives and achievements reach wider academic and policy audiences across participating regions.

Distinguished UDS Team Driving the Initiative

The University’s participation in the MANDELA Project is being coordinated by a team of experienced academics and researchers.

Project Coordinator

The project is led at UDS by:

  • Project Team Members

Supporting the implementation of the project are:

–

  • The team is contributing expertise in research, academic development, intercultural engagement, and institutional collaboration.

Promoting Faculty Development and Academic Innovation

According to UDS, participation in the MANDELA Project is creating valuable opportunities for faculty capacity development and professional growth.

The initiative supports:

  • International academic networking
  • Collaborative research opportunities
  • Staff development programmes
  • Curriculum innovation
  • Cross-border knowledge exchange

The project also encourages the adoption of innovative teaching and learning approaches that reflect global best practices.

Advancing UDS Internationalisation Agenda

The University for Development Studies has increasingly prioritized international partnerships as part of its strategic development agenda.

Participation in projects such as MANDELA aligns with the university’s commitment to:

  • Expanding international collaborations
  • Enhancing global research visibility
  • Promoting intercultural competence among students
  • Building strong academic networks
  • Supporting sustainable development through education

University officials believe such partnerships provide opportunities for both staff and students to engage with diverse perspectives and contribute meaningfully to global development discussions.

Cultural Diplomacy and Global Citizenship

A key feature of the MANDELA Project is its emphasis on cultural diplomacy and global citizenship.

Through seminars, workshops, academic exchanges, and collaborative learning activities, participants gain a deeper understanding of cultural diversity and international cooperation.

These experiences help prepare graduates to work effectively in multicultural environments and contribute to solving complex global challenges.

Strengthening Africa-Europe Academic Cooperation

The project also serves as a platform for strengthening academic cooperation between African and European institutions.

By facilitating joint initiatives and knowledge sharing, the programme contributes to building stronger educational partnerships and fostering sustainable academic development across participating countries.

For UDS, this represents an important opportunity to showcase its expertise while learning from international partners.

Looking Ahead

As the MANDELA Project continues to expand its activities and impact, UDS remains committed to playing a leading role in promoting international collaboration, intercultural dialogue, and educational innovation.

The University’s involvement reflects its growing reputation as a globally engaged institution dedicated to producing graduates equipped with the knowledge, skills, and values needed to contribute to national and international development.

Through initiatives such as the MANDELA Project, UDS continues to strengthen its vision of providing quality, development-focused education while expanding its influence within the global higher education community.

Related Articles

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  • Erasmus+ Opportunities for African University Students
  • UCC Students Participate in Exchange Programme in Sweden
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UHAS Hosts 5th Margaret Gyapong Mentorship Lecture, Awards Scholarships to Six Female Students

By
FERDINAND ELLIS
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0

The University of Health and Allied Sciences (UHAS) has hosted the 5th Professor Margaret Gyapong Annual Lecture and Mentorship Programme, awarding scholarships to six female students and advocating greater investment in the education and empowerment of girls.

UHAS Champions Investment in the Girl Child at 5th Margaret Gyapong Mentorship Lecture

The University of Health and Allied Sciences (UHAS) has renewed calls for increased investment in the education, leadership development, and empowerment of girls as it hosted the fifth edition of the Professor Margaret Gyapong Annual Lecture and Mentorship Programme.

The event, held on June 9, 2026, at the University’s Cedi Auditorium at Sokode-Lokoe in Ho, brought together academics, students, policymakers, and education stakeholders to discuss strategies for nurturing the next generation of female leaders.

The programme was held under the theme “Nurturing the Girl-Child: What Investment Do We Need?”

UHAS Commends Prof. Margaret Gyapong’s Commitment to Female Education

Delivering the welcome address, Dr. Ophelia Anarfi of the Department of Psychological Medicine at the UHAS School of Medicine praised Professor Margaret Gyapong for her unwavering commitment to advancing female education and empowerment.

Dr. Anarfi highlighted that in 2022, Prof. Gyapong dedicated the entire €20,000 cash prize she received from an international research award to establish a scholarship scheme for brilliant but financially disadvantaged female students of UHAS.

The scholarship initiative has since become an important source of support for female students facing financial challenges while pursuing higher education.

Vice-Chancellor Reaffirms Commitment to Equity and Opportunity

Chairing the event, the Vice-Chancellor of UHAS, , reaffirmed the university’s commitment to creating opportunities for talented female students.

She explained that the Dora Gertrude Quaye Memorial Scholarship Fund was established to support academically outstanding students who demonstrate financial need.

According to her, investing in girls’ education remains one of the most effective ways of promoting social mobility, gender equality, and national development.

UEW Pro-Vice Chancellor Shares Inspiring Story of Resilience

The keynote lecture was delivered by , Pro-Vice Chancellor of the .

Speaking on the theme, Professor Wiredu shared her personal journey from a challenging childhood to becoming one of Ghana’s leading academics.

She recounted how the death of her father at an early age left her mother with the responsibility of raising six children through hard work and trading.

Despite the difficulties, she pursued her education through public schools, later attending the before advancing her studies in Norway, the United Kingdom, and Belgium.

Professor Wiredu emphasized that her success was made possible through the support and encouragement she received throughout her educational journey.

Empowering Girls Beyond Academics

She urged parents, educators, and policymakers to invest intentionally in leadership development for girls.

“Anytime we get the opportunity to train our girls in leadership, let us do it,” she advised.

Professor Wiredu stressed that nurturing girls goes beyond academic achievement and requires deliberate efforts to build:

  • Confidence and self-esteem
  • Leadership skills
  • Discipline and integrity
  • Respect and responsibility
  • Strong interpersonal relationships

She further called for greater efforts to protect girls from early marriage, gender-based violence, and other social barriers that hinder educational advancement.

Panel Discussion Focuses on National Development

The programme also featured a panel discussion involving Professor Wiredu and Dr. Esther Chinere Nwogu, a Speech and Language Therapist and faculty member at the UHAS School of Allied Health Sciences.

The discussion examined broader issues affecting girls and young women, including:

  • Access to quality education
  • Leadership opportunities
  • Gender equity
  • Community support systems
  • Social responsibility

Panelists agreed that investment in girls should be viewed as a strategic national development priority rather than merely a social intervention.

According to the discussants, educated and empowered girls are more likely to become productive professionals, transformational leaders, and active contributors to national development.

Six Female Students Receive Scholarships

A major highlight of the event was the presentation of the Dora Gertrude Quaye Memorial Scholarship to six deserving female students.

The latest awards bring the total number of beneficiaries to 21 since the scholarship scheme was established in 2022.

The scholarship continues to provide financial support to academically talented students facing economic challenges.

Former UHAS Vice-Chancellor Supports Beneficiaries

In a further demonstration of support, , husband of Professor Margaret Gyapong and former Vice-Chancellor of UHAS, presented an additional cash award of GH¢1,000 to each of the six scholarship recipients.

The gesture was warmly received by students and participants at the event.

Past beneficiaries of the scholarship programme also presented citations to Prof. Margaret Gyapong and Prof. John Owusu Gyapong in recognition of their continued contributions to female education and student welfare.

Prof. Gyapong Reflects on Five Years of Impact

Addressing participants, reflected on the growth and impact of the initiative over the past five years.

She expressed gratitude for the progress achieved and attributed the success of the programme to faith, resilience, and a strong desire to contribute meaningfully to society.

Professor Gyapong encouraged beneficiaries to remain focused on their academic goals and use the opportunities provided to make positive contributions to their communities and the nation.

Distinguished Attendance

The event was attended by several senior university officials, including:

  • Deans and Directors of UHAS
  • Faculty and administrative staff
  • Students of the university

Students from various second-cycle institutions, including , , and , also participated in the programme.

Looking Ahead

Education experts at the event emphasized that sustained investment in girls’ education remains one of the most effective strategies for achieving inclusive national development.

As Ghana continues to pursue gender equality and educational transformation, initiatives such as the Professor Margaret Gyapong Annual Lecture and Mentorship Programme are expected to play an increasingly important role in preparing young women for leadership and professional success.

Related Articles

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  • Scholarships and Financial Aid Opportunities for Ghanaian Students
  • Why Mentorship Matters in Higher Education
  • Promoting Gender Equality Through Education in Ghana
  • UHAS Strengthens Community Health and Research Initiatives

Bole SHS Investigates Alleged Misconduct Following Circulation of Viral Video

By
FERDINAND ELLIS
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0

Authorities at Bole Senior High School have reportedly launched investigations following the circulation of a video allegedly involving a teacher and a student. Details remain unconfirmed as inquiries continue.

Bole SHS Launches Investigation Into Alleged Incident

Management of Bole Senior High School in the Savannah Region has reportedly commenced investigations following the circulation of a video on social media that allegedly depicts inappropriate conduct involving a member of staff and a student.

The video, which has been widely shared online, has generated significant public discussion and concern among education stakeholders, parents, and members of the public.

Authorities Yet to Confirm Authenticity of Video

At the time of reporting, school authorities have not publicly confirmed the authenticity of the video or the identities of the individuals involved.

Preliminary reports circulating on social media allege that the incident involved a science teacher and a final-year student within a school facility. However, these claims remain unverified pending official investigations.

Education authorities are expected to establish the facts of the matter before any conclusions are drawn.

School Management Responds

According to initial reports, management of Bole Senior High School has initiated internal procedures to investigate the circumstances surrounding the incident.

The investigation is expected to determine:

  • Whether the video is authentic
  • The identities of the individuals involved
  • Whether any school rules or professional standards were breached
  • Whether the matter requires referral to law enforcement or regulatory bodies

School authorities have yet to issue a detailed public statement on the matter.

Professional and Legal Implications

If the allegations are substantiated, the case could have serious implications under the professional and regulatory framework governing teachers in Ghana.

The National Teaching Council (NTC), established under the Education Regulatory Bodies Act, 2020 (Act 1023), is responsible for regulating teacher conduct, licensing, and disciplinary proceedings.

Any confirmed misconduct involving a teacher and a student could trigger disciplinary action, including investigations into professional conduct and fitness to practise.

Child Protection Concerns

The incident has also raised concerns about learner protection and safeguarding within educational institutions.

Education experts continue to stress the importance of maintaining professional boundaries between teachers and students and ensuring that schools remain safe environments for learning.

The Ghana Education Service (GES) and the National Teaching Council have repeatedly emphasized adherence to professional ethics, child protection principles, and the National Teachers’ Standards.

Public Urged to Avoid Speculation

As investigations continue, stakeholders are urging the public to avoid spreading unverified information, sharing alleged evidence, or identifying individuals before official findings are released.

Education and legal experts caution that premature conclusions may compromise investigations and affect the rights of those involved.

Awaiting Official Findings

The outcome of the investigation is expected to determine the next course of action by school authorities and relevant regulatory agencies.

Further updates will be provided as official information becomes available from the school, the Ghana Education Service, or the National Teaching Council.

Related Articles

  • NTC’s Role in Regulating Teacher Professional Conduct
  • Understanding Child Protection Policies in Ghanaian Schools
  • Teacher Licensing and Professional Standards in Ghana
  • GES Code of Conduct for Teachers Explained
  • Safeguarding Learners in Ghana’s Education System

11 CSOs Petition NTC Over Viral Nyinahin Catholic SHS Teacher-Student Incident, Demand Full Investigation

By
FERDINAND ELLIS
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Nyinahin Catholic SHS Teacher Arrested After Alleged Assault on Female Student

Eleven civil society organisations have petitioned the National Teaching Council to investigate a viral altercation involving a teacher and a student at Nyinahin Catholic SHS, calling for a fitness-to-practise review and stronger safeguarding measures.

Civil Society Groups Demand NTC Action Over Nyinahin Catholic SHS Incident

A coalition of eleven prominent civil society organisations (CSOs) in Ghana has formally petitioned the National Teaching Council (NTC) to investigate a viral altercation involving a teacher and a female student at Nyinahin Catholic Senior High School in the Ashanti Region.

The coalition is urging the Council to undertake a comprehensive inquiry into the matter, assess the teacher’s fitness to practise, and strengthen safeguarding measures across Ghana’s education system.

The petition, dated June 15, 2026, was addressed to the Registrar of the National Teaching Council, Dr. Christian Addai-Poku, following widespread public concern generated by a video circulating on social media.

Viral Video Sparks National Debate

According to the petitioners, the video appears to show a physical confrontation between Mr. Eric Buenortey Akpafio, a teacher at Nyinahin Catholic SHS, and a female final-year student.

Reports indicate that the incident allegedly stemmed from a disagreement relating to hostel fees.

The video has attracted significant public attention and sparked nationwide discussions about teacher conduct, student welfare, disciplinary procedures, and child protection within Ghana’s educational institutions.

The coalition argues that the incident raises serious concerns about professional ethics and public confidence in the teaching profession.

CSOs Cite NTC’s Legal Mandate

The organisations contend that the matter falls squarely within the regulatory responsibilities of the National Teaching Council under the Education Regulatory Bodies Act, 2020 (Act 1023).

According to the petition, NTC has a statutory responsibility to regulate teacher conduct, licensing, professional standards, and disciplinary accountability.

The coalition further referenced the National Teachers’ Standards (2017), which require teachers to:

  • Protect the dignity and safety of learners
  • Maintain professional conduct at all times
  • Use positive and non-violent disciplinary approaches
  • Promote safe and supportive learning environments

Key Demands Presented to NTC

The coalition outlined five major demands for the National Teaching Council.

1. Full Investigation Into the Incident

The CSOs are requesting a comprehensive inquiry to establish whether the teacher’s actions constitute a breach of:

  • The Education Regulatory Bodies Act, 2020 (Act 1023)
  • The National Teachers’ Standards (2017)
  • Professional safeguarding obligations

2. Fitness-to-Practise Assessment

The petition calls for a formal review of the teacher’s fitness to remain in the profession.

According to the coalition, the assessment should examine:

  • Professional ethics
  • Duty of care
  • Learner protection responsibilities
  • Professional judgment
  • Classroom conduct

3. Application of Appropriate Sanctions

The organisations insist that where professional misconduct is established, NTC should apply sanctions in accordance with existing laws and disciplinary procedures.

4. Public Communication of Findings

The coalition further wants the Council to communicate the outcome of its investigations publicly and promptly.

According to the petitioners, transparency is essential for maintaining public confidence in teacher regulation and professional accountability.

5. Strengthening Safeguarding Measures

The groups are also advocating for nationwide teacher education programmes focused on:

  • Child protection
  • Safeguarding principles
  • Positive discipline
  • Conflict de-escalation strategies
  • Non-violent classroom management approaches

Coalition Members Behind the Petition

The petition was jointly signed by eleven civil society organisations:

  • ActionAid Ghana
  • Africa Education Watch
  • CDD-Ghana
  • Women in Law and Development in Africa (WiLDAF Ghana)
  • Foundation for Security and Development in Africa (FOSDA)
  • Centre for Research and Development Alternatives (CREDA)
  • International Child Development Programme (ICDP)
  • Norsaac
  • Northern Regional Youth Network
  • School for Life
  • Ghana Youth Manifesto Coalition

The coalition stated that safeguarding children and maintaining professional standards within schools should remain a national priority.

Wider Debate on Teacher Conduct and Child Protection

The petition comes at a time when Ghana continues to debate the balance between school discipline, teacher authority, and child protection.

Education experts have increasingly called for stronger safeguarding policies and professional development programmes to help teachers manage conflicts effectively without resorting to physical confrontation.

The incident has also renewed discussions about how educational institutions should respond when disciplinary issues become matters of public interest through social media exposure.

NTC Yet to Respond

As of the time of filing this report, the National Teaching Council had not issued an official public response to the petition.

The Council remains the primary regulatory body responsible for teacher registration, licensing, professional standards enforcement, and disciplinary proceedings in Ghana.

Stakeholders across the education sector are expected to closely monitor the Council’s response and any subsequent investigations into the matter.

Implications for the Teaching Profession

Education analysts believe the outcome of the case could have significant implications for:

  • Teacher accountability frameworks
  • Child safeguarding policies
  • Professional licensing standards
  • School disciplinary practices
  • Public trust in educational institutions

Many observers argue that the manner in which the case is handled will serve as an important test of Ghana’s evolving teacher regulatory system.

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Bawku SHS Students Allegedly Go on Rampage After Crackdown on Examination Malpractice

By
FERDINAND ELLIS
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Property was destroyed and a teacher allegedly assaulted during disturbances at Bawku Senior High School after school authorities reportedly prevented examination malpractice during the ongoing WASSCE.

Bawku SHS Records Violent Disturbance Amid Ongoing WASSCE

A disturbing incident has been reported at Bawku Senior High School in the Upper East Region after some final-year students allegedly went on a rampage following efforts by school authorities to prevent examination malpractice during the ongoing West African Senior School Certificate Examination (WASSCE).

The incident reportedly occurred at about 1:00 a.m. on Monday, June 15, 2026, resulting in extensive damage to school property and disruptions within the school community.

GES Director Explains Cause of Incident

Speaking to bSMART Media Upper East, the Ghana Education Service (GES) Director for the Bawku Municipality, Mr. Isaac Abweko Azasoo, disclosed that the disturbances were allegedly triggered after school management and invigilators refused to permit examination malpractice.

According to him, some final-year students who are expected to complete their examinations later this week reacted angrily to the strict enforcement of examination regulations.

“The students took the law into their own hands after authorities refused to allow any form of examination malpractice,” the Municipal Director reportedly stated.

Teacher Allegedly Kidnapped During Disturbance

Mr. Azasoo further revealed that the situation escalated into violence, during which one teacher was allegedly kidnapped by some of the students.

Details surrounding the alleged kidnapping remain limited, but education authorities are expected to collaborate with security agencies to establish the full circumstances surrounding the incident.

Another Teacher Assaulted and Hospitalised

In a separate development, another teacher was reportedly assaulted during the disturbances and had to be rushed to a health facility for treatment.

According to the Municipal Director, the injured teacher’s condition necessitated further medical attention, leading to a referral to Bolgatanga for advanced treatment.

The extent of the teacher’s injuries has not yet been officially disclosed.

Security Personnel Deployed to Restore Order

Following the incident, security personnel were deployed to the school to restore calm and maintain law and order.

The increased security presence is intended to prevent further disturbances and ensure that the remaining WASSCE papers are conducted without interruption.

Authorities have assured parents, staff, and candidates that the situation is under control.

School Will Remain Open

Despite the seriousness of the incident, the Ghana Education Service has indicated that Bawku Senior High School will not be closed down.

Academic and examination activities are expected to continue under enhanced security arrangements.

The decision is aimed at ensuring that innocent candidates preparing for the remainder of the WASSCE are not adversely affected by the actions of a few individuals.

Renewed Concerns Over Examination Malpractice

The incident has once again highlighted growing concerns about examination malpractice and the pressure faced by candidates during external examinations.

Education stakeholders have consistently warned that attempts to circumvent examination rules undermine the credibility of certificates and compromise educational standards.

The Ghana Education Service and the West African Examinations Council (WAEC) have repeatedly emphasized their commitment to maintaining the integrity of national examinations.

Investigations Expected

Security agencies are expected to investigate the destruction of school property, the alleged kidnapping, and the reported assault on school staff.

Authorities have yet to announce whether arrests have been made in connection with the incident.

Further updates are expected as investigations continue.

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  • Understanding WAEC Examination Rules and Regulations
  • Student Discipline and Academic Excellence in Senior High Schools

GES Rolls Out Nationwide Harmonised Play-Based Kindergarten Training Programme to Benefit 1.2 Million Learners

By
FERDINAND ELLIS
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The Ghana Education Service has launched a nationwide Early Childhood Education Harmonised Play-Based Kindergarten Training Programme aimed at strengthening foundational learning and benefiting over 1.2 million kindergarten learners annually.

GES Launches Major Early Childhood Education Reform

The Ghana Education Service (GES), under the leadership of the Ministry of Education and with support from development partners, has announced the nationwide rollout of the Early Childhood Education (ECE) Harmonised Play-Based Kindergarten Training Programme.

The initiative marks a significant step in Ghana’s efforts to strengthen foundational learning and improve the quality of early childhood education across the country.

According to GES, the programme is designed to ensure that every Ghanaian child receives quality kindergarten education that promotes creativity, curiosity, critical thinking, communication skills, and holistic development from an early age.

Why the Play-Based Approach Matters

Educational research and international best practices have consistently shown that young children learn most effectively through active engagement, exploration, and meaningful play.

The harmonised play-based approach places the child at the centre of the learning process, allowing learners to:

  • Explore their environment through guided activities
  • Develop social and emotional skills
  • Strengthen communication and language abilities
  • Improve problem-solving and critical thinking skills
  • Build confidence and independence
  • Develop foundational literacy and numeracy competencies

Under this approach, teachers serve as facilitators who create engaging learning environments that encourage discovery, collaboration, and creativity.

Nationwide Capacity-Building Programme

To ensure the successful implementation of the programme, GES has commenced a comprehensive nationwide training exercise targeting education officers and kindergarten teachers at all levels.

The training programme covers:

National-Level Training

  • Training of National Officers responsible for programme coordination and implementation.

Regional-Level Training

  • Training of all 16 Regional Early Childhood Education Coordinators.

District-Level Training

  • Training of all 261 District Early Childhood Education Coordinators.
  • Training of all 261 Deputy Directors in charge of Supervision.
  • Training of all 261 District Training Officers.

Teacher-Level Training

  • Training of more than 30,000 Kindergarten teachers across Ghana.

The extensive training structure is expected to ensure consistency in the delivery of the play-based curriculum throughout the country’s public basic schools.

Expected Impact on Learners

GES estimates that the programme will directly benefit approximately 1.2 million kindergarten learners every year.

Education experts believe that strengthening learning at the kindergarten level can significantly improve educational outcomes throughout a child’s academic journey.

Research has demonstrated that quality early childhood education contributes to:

  • Improved literacy and numeracy performance
  • Better school readiness
  • Enhanced cognitive development
  • Increased retention and completion rates
  • Stronger social and emotional development

The programme therefore forms part of broader efforts to improve learning outcomes across Ghana’s pre-tertiary education sector.

Supporting Ghana’s Education Transformation Agenda

The nationwide rollout aligns with the government’s commitment to improving foundational learning under ongoing education reforms.

By investing in teacher capacity development and child-centred instructional approaches, GES aims to ensure that young learners acquire the essential skills needed for success in basic, secondary, and higher education.

The initiative also supports Ghana’s efforts to achieve global education targets, including Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education for all.

Stakeholder Collaboration

GES acknowledged the contributions of development partners, education stakeholders, and technical experts who have supported the design and implementation of the programme.

The Service noted that continued collaboration among government agencies, development partners, teachers, parents, and communities will be critical to the success of the initiative.

Looking Ahead

The nationwide implementation of the Early Childhood Education Harmonised Play-Based Kindergarten Training Programme represents one of the most significant recent investments in foundational learning in Ghana.

With over 30,000 teachers expected to receive training and approximately 1.2 million learners projected to benefit annually, the initiative is expected to play a crucial role in transforming kindergarten education and strengthening learning outcomes across the country.

As implementation progresses, education stakeholders will be closely monitoring its impact on teaching practices, learner engagement, and overall educational achievement at the foundational level.

Related Articles

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  • Foundational Learning and Literacy Development in Ghana

Promotion Guidelines for Deputy Director in the GES

By
FERDINAND ELLIS
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UWR: Jamiat Al- DEPUTY PROMOTION Understanding Recruitment Standards in Ghana’s Tertiary Institutions Hidayat Girls Senior High School gets modern ICT training centre

Ferdinand  | EducationGhana | June 14 |  Promotion Guidelines for Deputy Director in the GES

This article explains the promotion guidelines for Deputy Director in the Ghana Education Service, (GES) including eligibility requirements, qualifications, experience, and the assessment process under the current GES Scheme of Service.

Introduction

Promotion to the rank of Deputy Director (DD) in the Ghana Education Service (GES) represents one of the highest career milestones for education officers before reaching director-level administration.

It marks the transition from middle and senior management into top-level educational leadership, where officers are expected to influence policy implementation, supervise large administrative units, and provide strategic direction within the education system.

Recent reforms under the GES Scheme of Service, in collaboration with the Public Services Commission (PSC) and the Fair Wages and Salaries Commission (FWSC), have strengthened promotion requirements to ensure transparency and merit-based advancement.

Position of Deputy Director in GES Structure

The Deputy Director rank is a senior management position within the GES hierarchy. It is:

  • Above Assistant Director I
  • Below Director II

Officers at this level often serve in key administrative and leadership roles such as:

  • District Directors of Education
  • Heads of Senior High Schools (in some cases)
  • Regional education office administrators
  • Heads of departments and units at GES headquarters
  • Senior policy implementation officers

Deputy Directors play a critical role in bridging operational school management and national education policy execution.

 

Eligibility Requirements for Deputy Director Promotion

To qualify for promotion to Deputy Director, candidates must meet strict professional and administrative conditions.

1. Rank Requirement

Applicants must have attained the rank of Assistant Director I (AD I) and served for a required minimum period, commonly:

  • At least 3 to 5 years at AD I level (depending on promotion cycle and vacancy structure)

2. Notional Service Requirement

Recent promotion cycles indicate that eligibility often applies to officers who:

  • Were promoted to Assistant Director I in or before 2020–2021
  • Have maintained continuous service since promotion (excluding approved leave)

3. Academic Qualification

Candidates are expected to possess:

  • A Bachelor’s degree in Education or related field (minimum requirement in most cases)
  • A Master’s degree (strong advantage and often preferred)
  • Continuous Professional Development (CPD) records
  • A valid National Teaching Council (NTC) license

4. Professional Conduct and Performance

Applicants must demonstrate:

  • Strong leadership and administrative experience
  • Clean disciplinary record
  • Satisfactory annual performance appraisal reports
  • Evidence of effective supervision of staff or institutions

Mode of Promotion to Deputy Director

Promotion is not automatic. It follows a structured process involving multiple stages.

1. Application Process

GES announces promotion exercises through official circulars. Eligible officers must:

  • Apply through designated GES channels or online portals
  • Ensure accuracy of personal records and service history

2. Documentation Requirements

Applicants are required to submit:

  • Appointment and promotion letters
  • Academic certificates
  • Professional certificates and NTC licence
  • Personal record forms
  • Evidence of service and postings

3. Screening and Verification

GES, in collaboration with regional and headquarters offices, verifies:

  • Eligibility status
  • Authenticity of documents
  • Correct rank classification
  • Service continuity

4. Aptitude Test or Interview

Shortlisted candidates may be required to sit for:

  • Written promotion examinations, and/or
  • Oral interviews

Assessment areas include:

  • Education leadership and management
  • Ghana education policies and reforms
  • Human resource and administrative procedures
  • School supervision and evaluation systems

Key Competencies Expected of Deputy Directors

Successful candidates must demonstrate:

  • Strategic leadership and decision-making ability
  • Strong administrative and supervisory skills
  • Policy interpretation and implementation capacity
  • Conflict resolution and stakeholder engagement skills
  • High ethical and professional standards

Factors Affecting Promotion to Deputy Director

Several factors influence promotion outcomes:

  • Limited vacancies at senior level
  • Performance appraisal history
  • Completion of required years at AD I level
  • Accuracy and completeness of personal records
  • Competition among eligible candidates

Importance of Deputy Director Promotion

Promotion to Deputy Director is significant because it:

  • Places officers in top management positions within GES
  • Improves salary level under the Single Spine Pay Structure
  • Expands authority over districts, schools, and education units
  • Strengthens eligibility for Director II and Director I ranks
  • Recognizes long-term professional contribution

Current Reform Context

Ongoing reforms in the Ghana Education Service are reshaping promotion systems. Key changes include:

  • Greater emphasis on competency-based evaluation
  • Standardised promotion examinations and interviews
  • Integration of job evaluation systems under FWSC and PSC
  • Reduction of delays in senior rank promotions

These reforms aim to improve fairness, transparency, and efficiency in career progression.

Conclusion

Promotion to Deputy Director in the Ghana Education Service is a competitive and structured process requiring experience, qualifications, and demonstrated leadership capacity. While eligibility begins at Assistant Director I level, advancement depends on both professional merit and institutional requirements.

As reforms continue, the system is gradually moving toward a more transparent and performance-based model that rewards competence and leadership in Ghana’s education sector.

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