Ntim Fordjour Demands Comprehensive Review of SHS Health Handbook Amid Gender Identity Controversy

Introduction

In a significant development within Ghana’s educational sector, Rev. John Ntim Fordjour, the Member of Parliament for Assin South and former Deputy Minister of Education, has called for an immediate and thorough overview of Senior High School (SHS) instructional materials. The controversy centers on the SHS Physical Education and Health teachers’ handbook, which reportedly contains definitions and content regarding gender identity that have sparked public debate. This intervention highlights the critical importance of curriculum integrity, legislative oversight, and the procedural sanctity of educational content development in Ghana.

Rev. Fordjour, who serves on the Parliamentary Education Committee, emphasized that the introduction of unverified or unauthorized content into the national curriculum undermines the structured process of educational development. As the National Council for Curriculum and Assessment (NaCCA) moves to recall the affected manuals, the nation watches closely as stakeholders demand transparency and accountability regarding the source and approval of these materials.

Key Points

Background

To understand the gravity of this situation, one must look at the regulatory framework governing education in Ghana. The National Council for Curriculum and Assessment (NaCCA) is the statutory body mandated to develop and review curricula for pre-tertiary education. The process of curriculum development is rigorous, involving research, drafting, stakeholder validation, and ministerial approval.

Specifically, for Senior High Schools, the curriculum is broken down into learning areas such as Physical Education and Health. Teachers rely on specific instructional manuals to deliver lessons effectively. These manuals are expected to strictly align with the approved syllabus.

Rev. Fordjour’s background as a member of the Minority Caucus and a former Deputy Minister places him in a unique position to scrutinize these documents. His intervention stems from a concern that “foreign material” or unauthorized content—specifically regarding sensitive social topics like gender identity—may have been “smuggled” into the system without following the established legislative and procedural protocols. This concern is amplified by the fact that the handbook in question carries a 2025 copyright date, suggesting it is a relatively new publication intended for current or future academic use.

Analysis

The core of Rev. Fordjour’s argument rests on procedural integrity. In educational governance, the “curriculum victory”—meaning the successful implementation of a learning framework—relies on a transparent chain of command. If a handbook is produced by NaCCA and the Ministry of Education, it implies a rigorous vetting process. However, Fordjour’s allegations suggest a potential breakdown in this chain.

The Issue of “Sneaking In” Content

Rev. Fordjour stated, “You don’t sneak in or smuggle foreign material into it.” This quote points to a fear of ideological capture within the educational system. When textbooks or manuals deviate from the core curriculum, they can introduce concepts that have not been socially or legally validated. In the context of the gender identity controversy, this is particularly sensitive. Definitions of gender are often subject to cultural, legal, and medical debate. Introducing these definitions into a school handbook without explicit authorization bypasses the democratic and bureaucratic safeguards designed to protect students and educators.

Accountability and Transparency

The call for the Minister and NaCCA Director to “appear” indicates a demand for public accountability. In a democratic society, educational content, especially that which touches on personal identity and social values, must be open to scrutiny. The lack of an immediate statement from the Ministry or NaCCA at the time of Fordjour’s comments fueled further speculation regarding the provenance of the handbook.

The situation raises questions about the verification process. If a manual bears the logo of NaCCA, teachers assume it is legitimate. Fordjour’s probe challenges this assumption, suggesting that even official-looking materials may contain unauthorized additions.

Practical Advice

For educators, parents, and students navigating this controversy, the following steps are recommended to ensure compliance and clarity:

For Teachers and School Administrators

• Comply with Recall Directives: Strictly adhere to the NaCCA directive to return any hard copies of the disputed SHS Physical Education and Health handbook immediately.
• Revert to Standard Curriculum: Until a review is completed and a new manual is issued, rely strictly on the existing, previously approved national curriculum documents for lesson planning.
• Document Receipt: Ensure that all returns of the handbook are documented to protect against liability.

For Parents and Students

• Stay Informed: Monitor official communications from the Ministry of Education and Ghana Education Service (GES) regarding curriculum updates.
• Focus on Core Academics: Students should continue to focus on the core subjects. The controversy pertains to instructional manuals, not the cancellation of exams, but it may affect how certain topics are taught in the interim.
• Engage School Administration: Parents can respectfully ask school heads for clarity on how Physical Education and Health classes will be conducted pending the review.

FAQ

Conclusion

The call by Rev. John Ntim Fordjour for an overview of the SHS Physical Education and Health handbook underscores the delicate balance between educational administration and societal values. By questioning the origin and content of the 2025-copyrighted manual, he has initiated a necessary dialogue on the transparency of curriculum development in Ghana. As NaCCA moves to recall the documents, the educational community awaits a formal explanation from the Ministry of Education. This incident serves as a reminder that educational materials must adhere strictly to authorized procedures to maintain public trust and ensure that learning remains aligned with national standards.