Introduction

In a significant development for Ghana’s secondary education sector, Africa Education Watch (Eduwatch) has called for an immediate and comprehensive overview of the Senior High School (SHS) academics’ guide and curriculum. The demand follows a heated gender controversy surrounding the definition of gender identity in the newly introduced Physical Education and Health syllabus. Kofi Asare, the Executive Director of Eduwatch, has framed this not merely as a content dispute, but as a critical quality assurance failure. This article provides a detailed analysis of the situation, exploring the implications for curriculum development, the response from the National Council for Curriculum and Assessment (NaCCA), and the broader debate regarding cultural values versus modern educational standards in Ghana.

Key Points

Background

The Senior High School (SHS) curriculum in Ghana has undergone significant reforms in recent years to align with contemporary educational needs. One of the focal points of this reform was the introduction of the Physical Education and Health subject, designed to promote holistic student well-being. Accompanying the curriculum are “teachers’ guides,” pedagogical tools intended to help educators interpret and deliver the syllabus effectively.

Origins of the Dispute

Controversy erupted when stakeholders reviewed the content of the Physical Education and Health teachers’ guide. The document reportedly contained a definition of gender identity that certain groups within the public and political class found objectionable. Specifically, the definition appeared to diverge from traditional understandings of gender, which are deeply rooted in Ghana’s socio-cultural and legal frameworks.

This sparked a wave of public concern, with critics arguing that such material could confuse students and undermine established societal norms. Consequently, calls were made by legislators, including the Member of Parliament for Assin South, Rev. John Ntim Fordjour, to pull the guide and review the curriculum.

Introducing Africa Education Watch (Eduwatch)

Africa Education Watch is a prominent non-governmental organization in Ghana dedicated to monitoring education quality, equity, and governance. Under the leadership of Executive Director Kofi Asare, Eduwatch has built a reputation for providing evidence-based advocacy. Their intervention in this matter adds weight to the calls for a review, shifting the narrative from purely political rhetoric to a focus on educational governance and quality assurance.

Analysis

The core of this issue lies at the intersection of curriculum development, quality assurance, and cultural sensitivity. Kofi Asare’s commentary on Joy FM’s Top Story suggests that the presence of the controversial definition is symptomatic of a larger procedural gap within the National Council for Curriculum and Assessment (NaCCA).

Quality Assurance vs. Speed of Implementation

Eduwatch argues that while the current curriculum framework mandates a review every five years, the severity of the current issue warrants an expedited process. Asare noted, “Even though it’s not five years, issues like this are concerning enough to justify a review within the two years.”

This highlights a tension in educational policy: the need to keep curriculum up-to-date versus the necessity of rigorous vetting. The current situation suggests that the vetting process for the teachers’ guide—which is distinct from the student syllabus—may have been insufficient. A teachers’ guide serves as the primary interpretation tool for educators; if it contains content deemed controversial or legally ambiguous, it compromises the integrity of classroom instruction.

Legal and Cultural Alignment

The controversy also touches on the legal implications of educational materials. In Ghana, educational content is expected to align with national laws and cultural values. By calling for a review to ensure alignment with Ghana’s laws and culture, Eduwatch is advocating for a curriculum that commands public trust. This is essential for the successful implementation of educational policies. If the materials are rejected by the public or the legislature, they cannot effectively serve their educational purpose.

The Mechanism of Correction

The directive by NaCCA to retrieve hard copies of the guide is a standard crisis management move. However, Eduwatch is pushing for a more systemic fix: a review of the process. Asare emphasized strengthening the mechanisms used to study and approve not just the curriculum, but the accompanying materials. This pedagogical insight suggests that the “content” is only as good as the “process” that produces it.

Practical Advice

For educators, parents, and students navigating the fallout of the SHS academics’ guide controversy, here are practical steps and considerations regarding the curriculum and teaching and learning materials (TLMs).

For Teachers and Schools

1. Adhere to Official Directives: Until a revised guide is issued, strictly follow the retrieval directive from NaCCA. Do not use confiscated or unauthorized materials in the classroom.
2. Focus on Core Syllabus: The controversy centers on a specific guide, not necessarily the entire Physical Education and Health syllabus. Teachers should continue delivering the core curriculum objectives approved by NaCCA.
3. Professional Discretion: In the absence of a clear guide, exercise professional judgment to deliver lessons that align with the general goals of health and physical education without introducing unverified or controversial interpretations of sensitive topics.

For Parents and Students

1. Monitor Learning Materials: Parents should remain aware of the textbooks and guides their children are using. If there are concerns about specific definitions or content, raise them with the school administration.
2. Focus on Learning Outcomes: The Physical Education and Health curriculum is designed to improve student well-being. Students should focus on the primary learning outcomes: physical fitness, nutrition, and mental health, which remain unaffected by this administrative review.
3. Stay Informed: Rely on official communications from the Ghana Education Service (GES) or NaCCA regarding the status of the curriculum review.

For Policymakers

1. Enhance Vetting Processes: Implement multi-stakeholder review panels that include cultural experts, legal advisors, and educators before finalizing teachers’ guides.
2. Transparency: Communicate clearly about the timeline for reviews and the specific changes being made to address the gender controversy. This builds public confidence in the education system.

FAQ

Conclusion

The call by Africa Education Watch for a review of the SHS academics’ guide underscores the critical importance of robust quality assurance in education. While the immediate trigger was a gender controversy, the deeper issue is the need for a curriculum development process that is transparent, culturally sensitive, and legally sound. By supporting the retrieval of the guide and advocating for an expedited review, Eduwatch is championing a system that protects the integrity of classroom instruction. As NaCCA moves to address these concerns, the focus must remain on ensuring that Ghana’s educational materials foster learning without alienating the communities they serve.

Sources

• Original Report: Life Pulse Daily (2026-01-13). “Fresh News: Africa Education Watch helps requires overview of SHS academics’ guide, curricula over gender controversy.”
• Statement by Kofi Asare, Executive Director, Africa Education Watch (Eduwatch).
• Reportage from Joy FM’s Top Story (Tuesday broadcast).
• Official directives from the National Council for Curriculum and Assessment (NaCCA).
• Public statements by Rev. John Ntim Fordjour, MP for Assin South.