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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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Google, in partnership with Ghana, has launched AI-powered educational tools in the Ewe language to promote inclusive learning and linguistic equity. The initiative supports mother-tongue instruction, improves early-grade education, assists teachers, and advances the digital preservation of Ewe, setting a model for integrating African languages into modern educational technology.
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The Auditor General’s January 2026 payroll audit found 6,263 unaccounted names on government payroll, including 3,120 linked to GES. The report recommends deletion from payroll due to non verification, not teacher misconduct. CREP Africa warns that legitimate teachers risk salary stoppage because of administrative failures and demands safeguards, appeals, and protection for teachers.
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CREP Africa condemns the unapproved fee increase by the University of Ghana and supports GTEC’s directive for an immediate reversal. Public universities must comply with the law and secure parliamentary approval before adjusting fees. CREP Africa calls for improved funding, transparent fee approval processes, student involvement, and strict sanctions to prevent future violations.
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CREP Africa acknowledges GES’s statement on the alleged feeding situation at Savelugu SHS but finds the response inadequate. Labeling the incident as isolated is premature without published findings. Student feeding is a welfare and learning issue, not PR. CREP Africa demands transparency, sanctions where misconduct is proven, and a nationwide audit of the SHS feeding system.
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