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CREP Africa welcomes the government’s decision to introduce a 20% salary top-up for teachers posted to rural and deprived communities and considers the policy timely, strategic, and necessary in addressing persistent inequalities within Ghana’s education system.
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Student vandalism and violence in Ghanaian schools are rising. The recent brutal assault of an Obrachire Senior High Technical student during district athletics games highlights the growing danger students and teachers face. Attacks on teachers, peer abuse, and property destruction are increasing nationwide. CREP Africa is tackling the crisis head-on, demanding accountability, stronger discipline, and safer learning environments.
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CREP Africa expresses deep concern over the continued silence of the Ghana Education Service following the arrest of the Wovenu SHTS Matron over alleged diversion of students’ food. The lack of an official statement or visible action undermines transparency and accountability. CREP Africa calls on GES to act decisively, clarify its position, and demonstrate commitment to protecting students and public trust.
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The Matron of Wovenu Senior High Technical School, Tadzewu, has been arrested for allegedly diverting food meant for students. She was reportedly caught by community members and the Assembly Member while transporting the items in a taxi and handed over to the police. Investigations are ongoing as CREP Africa calls for swift, transparent action to ensure accountability and protect students’ welfare.
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CREP Africa highlights the need to move inclusive education in Ghana from policy to practice through targeted professional development. By centering the perspectives of teachers and administrators, the article identifies classroom and leadership challenges and proposes practical, context responsive solutions to support students with special needs.
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Teacher retention in Ghana’s basic special schools is strongly linked to head teachers’ leadership style. Transformational and democratic leadership improves morale, support, fairness, and professional growth, keeping special needs educators in schools across Accra, Ho, Cape Coast, and Takoradi. Autocratic or weak leadership increases stress, transfers, and turnover, affecting learner progress.
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Inclusive education in Ghana is already happening in overcrowded classrooms, but many teachers lack practical training. Teachers need continuous professional development in identifying learning needs early, differentiated teaching, positive behaviour management, flexible assessment, low cost teaching aids, referral systems, and parent engagement. Supporting teachers will improve learning outcomes and reduce dropout.
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CREP Africa rejects claims that the promotion promise to Deputy Directors has been fulfilled. Committees, reports, and directives do not equal implementation. After nine months, teachers remain stagnant, with some retiring without benefit. Delay has become denial. Teachers are justified in agitating, and CREP Africa stands firmly with them in demanding immediate action, transparency, and justice.
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Newly recruited teachers are facing salary arrears despite being placed on the payroll, with many paid only one month and others still without staff IDs. These delays cause financial hardship and affect morale. CREP Africa calls on the Government and the Ghana Education Service to urgently pay all arrears, issue staff IDs, and improve communication with affected teachers.
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