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CREP Africa condemns the attempt to turn teachers into security officers in the fight against drug abuse in schools. Teachers are educators, not police or NACOC agents. The Ministry of Education must address the role of school security, parents, and relevant agencies while protecting teachers from unnecessary risks, confrontation, and added responsibilities without adequate support.
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Thousands of Ghanaian teachers are celebrating promotions following the 2025 GES examination results, but beneath the excitement lies a difficult reality. Many promoted teachers still face poor working conditions, modest salary increases, and economic hardship despite attaining senior ranks. CREP-Africa argues that teacher promotions must go beyond titles and translate into meaningful improvements in welfare, dignity, and professional conditions.
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If GES continues neglecting university-trained teachers, interest in studying Education will decline. Many graduates remain unemployed while only a few are recruited. This discourages young people from choosing teaching careers. Over time, Ghana could face shortages of qualified teachers, weakening schools and threatening national development.
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Teaching in Ghana is noble, but many educators face harsh realities: poor conditions of service, low pay with limited allowances, bad classrooms, lack of furniture, no accommodation, inadequate teaching materials, and delays in GES recruitment. The real curse is not teaching itself, but the neglect of teachers who carry the nation’s future.
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Ghana’s teachers are praised publicly but neglected in reality. Delayed promotions, unpaid entitlements, unfair postings, poor working conditions and constant policy changes without consultation have weakened morale. CREP Africa says the GES, Ministry of Education and government must stop using teachers as scapegoats and start treating them as partners in national development.
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First-year university success is shaped less by intelligence and more by psychological strength and lifestyle discipline. Self-belief, motivation, sleep, time management, and emotional stability determine whether students excel or struggle. Without these, even bright students fail; with them, average students thrive.
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Ghana’s basic schools face a serious textbook shortage in subjects like RME, History, Computing, and Creative Arts. While evident in places like Ketu North, the problem is nationwide. The lack of textbooks weakens teaching, limits student learning, and widens inequality. Urgent government action is needed to ensure all pupils have access to essential learning materials.
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CREP Africa condemns the Ghana Education Service recruitment for limiting intake to 7,000 and abruptly closing the portal, excluding many qualified teachers. This contradicts John Dramani Mahama’s promise of automatic postings. With huge backlogs, the Ministry of Education (Ghana) must ensure fairness and expand recruitment.
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CREP Africa states that under the 1992 Constitution of Ghana, a headmaster cannot refuse payroll validation based on personal discretion. Within the Ghana Education Service, validation is a structured process requiring higher approval. Arbitrary refusal violates the law and may lead to sanctions, investigations, or court action.
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