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Haruna Iddrisu Did Not Approve Gender Identification Content – Education Ministry

Introduction

In recent days, the Ghanaian educational landscape has been the subject of intense scrutiny regarding the content of Senior High School (SHS) curriculum materials. Specifically, allegations surfaced suggesting that the Minister for Education, Haruna Iddrisu, had personally approved a teacher’s manual containing definitions of gender identification deemed inconsistent with Ghanaian cultural norms. These claims, originally circulated by the Centre for Democratic Movement, sparked public concern and debate. However, the Ministry of Education has stepped forward to categorically refute these allegations. This article provides a comprehensive analysis of the Ministry’s official response, clarifying the timeline of curriculum development, the role of the Minister, and the rigorous processes governing educational content in Ghana.

Key Points

Background

To understand the context of the current controversy, it is essential to look at the structural framework of Ghana’s educational curriculum development. The Ministry of Education operates in conjunction with several key agencies, most notably the National Council for Curriculum and Assessment (NaCCA). NaCCA is the statutory body responsible for the development of curricula for all pre-tertiary institutions in Ghana.

In 2021, the Ministry of Education entered into a strategic partnership with Transforming Teaching, Education and Learning (T-TEL). This partnership was formalized through a Memorandum of Understanding (MoU) aimed at strengthening teaching and learning outcomes across the country. T-TEL provided technical advisory services, project management space, analysis, and implementation support.

The specific material in question—the Physical Education and Health (Elective) Teacher Manual for SHS Year Two—is part of a broader curriculum reform initiative. These reforms are typically multi-year processes involving extensive research, drafting, and stakeholder engagement. The allegations suggest that Minister Haruna Iddrisu, who assumed office relatively recently, personally sanctioned specific definitions within this manual. However, the administrative history of the document suggests otherwise, setting the stage for the Ministry’s subsequent clarification.

Analysis

The Ministry of Education’s press statement serves as a vital corrective measure in an era of rapid information dissemination. By addressing the specific claim regarding the “gender identification content,” the Ministry highlights the complexity of educational governance.

The Nature of the Allegations

The Centre for Democratic Movement alleged that the manual contained definitions of gender identification that conflicted with established Ghanaian values. This claim tapped into broader societal sensitivities regarding cultural preservation and educational standards. However, the Ministry’s response indicates that the allegation relies on a misunderstanding of both the timeline and the approval hierarchy.

Chronological Analysis

The core of the Ministry’s defense rests on chronology. The curriculum development process for the Physical Education and Health manual began in 2021. This was a collaborative effort that drew upon the expertise of over 300 Ghanaian professionals selected from secondary schools, Colleges of Education, and universities. The manual was developed, reviewed, and produced well before Haruna Iddrisu took office. Consequently, attributing specific content decisions within the manual to him is factually incorrect.

Stakeholder Engagement and Rigor

It is important to note that the development of educational resources in Ghana is not a unilateral process. The Ministry emphasizes that the curriculum development involved “in-depth stakeholder engagement.” This suggests that any content included in the manual would have passed through multiple layers of scrutiny by educational experts and stakeholders long before it reached the Minister’s desk—had it ever reached his desk in its original form.

The Role of the Minister

The Ministry’s analysis clarifies the scope of a Minister’s authority. While the Minister provides policy direction and oversight, the day-to-day technical development of curriculum materials is delegated to agencies like NaCCA. By clarifying that Mr. Iddrisu has only overseen the production of Professional Learning Communities (PLC) handbooks since taking office, the Ministry effectively decouples the Minister from the specific content dispute.

Key Points: Dissecting the Ministry’s Response

To fully grasp the Ministry’s position, it is helpful to break down the specific elements of their press statement.

1. The False Premise

The Ministry describes the allegation as “false and entirely without basis.” This strong denial is not merely a political rebuttal but is grounded in the administrative timeline. The assertion is that the document in question was finalized and produced before the current Minister had the authority to approve it.

2. The T-TEL and NaCCA Collaboration

The Ministry highlights the role of Transforming Teaching, Education and Learning (T-TEL) and the National Council for Curriculum and Assessment (NaCCA). This is a crucial detail for anyone researching Ghanaian education policy. It demonstrates that curriculum development is a technocratic process driven by educational experts rather than political figures. The selection of over 300 professionals ensures that the content is vetted by subject matter experts.

3. The Professional Learning Communities (PLC) Handbooks

In an effort to provide clarity on what has been produced under his tenure, the Ministry points to the PLC handbooks. These documents are designed to help teachers meet regularly to share best practices. The Ministry explicitly states that these handbooks contain “no ambiguity regarding the definition of gender.” This distinction is vital; it separates the current administration’s output from the disputed legacy materials.

4. Adherence to National Values

The Ministry reaffirms its commitment to “national educational policies and values.” This statement serves to reassure the public that the educational system remains aligned with the country’s cultural and legal frameworks, despite the unverified claims circulating in the media.

Practical Advice

For educators, parents, and students navigating the current educational climate in Ghana, the following practical advice is recommended based on the Ministry’s findings:

• Verify Sources: Always cross-reference educational news with official statements from the Ministry of Education or NaCCA. Misinformation can spread quickly on social media.
• Focus on Official Materials: Teachers should rely on the approved manuals and PLC handbooks distributed through official channels. These materials have undergone rigorous vetting.
• Engage in Professional Dialogue: Utilize the Professional Learning Communities (PLC) platforms to discuss curriculum content with peers. This is the designated forum for clarifying teaching standards and best practices.
• Understand Curriculum Cycles: Recognize that curriculum development is a long-term process. Materials currently in use were likely developed years prior to their implementation.

FAQ

Conclusion

The controversy surrounding the alleged approval of gender identification content in SHS manuals highlights the importance of understanding the bureaucratic and chronological processes of educational governance. The Ministry of Education’s detailed response clarifies that the disputed manual predates Minister Haruna Iddrisu’s tenure and was developed by a broad coalition of educational experts under NaCCA and T-TEL. By distinguishing between legacy materials and current administrative outputs, the Ministry aims to quell public anxiety and refocus attention on the rigorous standards applied to Ghana’s educational resources. Ultimately, this incident serves as a reminder of the necessity for media literacy and verification in the consumption of public information.

Sources

• Ministry of Education, Ghana. (2026, January 17). Press Statement: Clarification on Publication Attributed to Hon. Haruna Iddrisu.
• National Council for Curriculum and Assessment (NaCCA). Information on curriculum development processes.
• Transforming Teaching, Education and Learning (T-TEL). Overview of partnership with the Ministry of Education.