News & Updates - CREP | Centre for Research and Education Policy

Admin 09 Mar, 2026

Respect Teachers: Clear Their Salaries, Not Their Voices

CREP Africa expresses concern over the GES directive cautioning newly recruited teachers against approaching headquarters or the media. Many teachers have worked for months but remain unpaid. While respecting administrative structures is important, teachers deserve timely salaries and fair treatment, just as nurses and midwives received prompt attention. GES should prioritize clearing salary arrears instead of silencing legitimate concerns.

Admin 02 Mar, 2026

20% Rural Allowance Under Threat: GES Must Define Rural Areas Now

The introduction of a 20% salary top-up for teachers posted to rural and deprived communities is a welcome intervention aimed at addressing long-standing inequalities in Ghana’s education system. However, for this policy to achieve fairness, credibility, and real impact, the Ghana Education Service (GES) must clearly define what qualifies as a rural area.

Admin 02 Mar, 2026

CREP Africa Applauds Government’s 20% Rural Teacher Top-Up

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.

Admin 23 Feb, 2026

Rising Student Vandalism and Violence in Ghana: CREP Africa Takes the Lead

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.

Admin 22 Feb, 2026

CREP Africa Demands Accountability from GES Over Silence on Wovenu SHTS Incident

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.

Admin 11 Feb, 2026

Matron Arrested Over Alleged Diversion of Students’ Food at Wovenu SHTS, Tadzewu

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.

Admin 06 Feb, 2026

Making Inclusion Work in Ghana’s Classrooms

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.

Admin 28 Jan, 2026

The Silent Crisis in Special Schools: Leadership and Teacher Retention in Southern Ghana

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.

Admin 28 Jan, 2026

Teachers’ Professional Development Needs for Inclusive Education in Ghana: A Practical and Results Driven Approach

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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