We warned them – NAGRAT says NaCCA knew of downside earlier than public outcry

Introduction

The National Association of Graduate Teachers (NAGRAT) has leveled serious allegations against the National Council for Curriculum and Assessment (NaCCA), claiming the council was fully aware of controversial content in a Senior High School (SHS) instructor manual long before it triggered widespread public outrage. According to NAGRAT President Jacob Anaba, the inclusion of specific definitions regarding “gender identity” was not an oversight but a calculated reintroduction of a topic that had already been rejected by the Ghanaian public in 2017.

This revelation suggests a disconnect between policy-makers and the cultural values of the nation. As the Ministry of Education and NaCCA work to modernize Ghana’s educational curriculum, NAGRAT argues that specific content creators are attempting to “sneak” ideologies into the classroom that contradict established national norms. The controversy centers on the Year Two Physical Education and Health (Elective) Teacher Manual, which was distributed nationwide before being pulled back for revision.

Key Points

Background

To understand the gravity of the current situation, one must look back at the educational reforms of the last decade. The National Council for Curriculum and Assessment (NaCCA) is the statutory body responsible for the development of curricula for pre-tertiary education in Ghana. Their mandate is to ensure that educational materials are relevant, effective, and culturally appropriate.

In 2017, an attempt was made to integrate specific concepts regarding gender and sexuality into the national curriculum. This move was met with immediate and intense resistance from various stakeholders, including religious bodies, traditional leaders, and teacher unions like NAGRAT. The public argued that such content was alien to Ghanaian societal values and potentially harmful to students.

Following the 2017 backlash, the government of the day assured the public that these concerns would be addressed and the offending content removed. By 2019, it was widely believed that the issue had been resolved. However, the recent controversy regarding the Physical Education and Health (Elective) Teacher Manual for SHS students suggests that these elements may have persisted in administrative documents, if not in the direct student textbooks.

The manual in question was produced in 2024 to support teachers implementing the new SHS curriculum. It underwent NaCCA’s internal approval processes, was printed using state funds, and was disseminated to schools across the country. It was only upon reaching the hands of teachers that the alarm was sounded.

Analysis

The situation presents a complex interplay between educational policy, cultural identity, and bureaucratic accountability. NAGRAT’s position is not merely about the content itself, but about the process by which it entered the educational system.

The “Sneak” Theory

Jacob Anaba’s assertion that the content was “sneaked” into the manual implies a lack of transparency within NaCCA’s editorial process. If the content was known to be controversial since 2017, how did it pass the multiple layers of vetting required for a government publication? This raises questions about the vetting committees and the ideological leanings of specific individuals within the curriculum development structure.

The Role of the Teacher

The analysis also highlights the crucial role of teachers as the final line of defense in quality control. As noted by Mr. Anaba, Physical Education (PE) is not as broadly taught as other subjects, with often only one or two teachers per school. This isolation made early detection difficult. However, once the content was discovered, the Ghanaian teaching community acted swiftly to protect their students and national values.

Official Accountability

NaCCA’s defense—that the incoming Director-General “met” the content—has been rejected by NAGRAT as insufficient. In professional publishing and policy-making, the institution is responsible for the output, regardless of changes in leadership. The fact that the manual was printed with public funds suggests that the content had passed through official quality assurance channels. Therefore, the blame cannot be shifted solely to previous administrations or unnamed individuals; the system itself appears to have failed to filter out content that contradicts national consensus.

Practical Advice

For educators, parents, and students navigating the fallout of this controversy, here are actionable steps to ensure educational integrity:

For Teachers

Verify All Materials: Before teaching any sensitive topic, especially in Social Studies or Physical Education, review the manual and syllabus provided by NaCCA. Ensure you are using the most recently revised editions.

Report Irregularities: If you encounter content that contradicts national values or the official curriculum standards, report it immediately to your local GES office or through your teacher association (NAGRAT, GNAT, etc.).

For Parents

Stay Informed: Engage with school Parent-Teacher Associations (PTAs) to stay updated on curriculum changes.

Review Student Notes: Periodically review the notes and textbooks your children bring home to understand what they are being taught.

For Students

Critical Thinking: If you encounter conflicting information or topics that seem out of place, discuss them with your teachers and parents.

Respect National Values: Understand that education in Ghana is designed to promote national cohesion, cultural heritage, and moral discipline.

FAQ

Conclusion

The revelation by NAGRAT that NaCCA allegedly knew of controversial content prior to public outcry is a significant development in Ghana’s educational sector. It highlights the need for rigorous, transparent, and culturally sensitive vetting processes for all educational materials. While NaCCA has taken steps to rectify the error by withdrawing and revising the manual, the incident has eroded trust between teacher unions and the curriculum body.

Ultimately, the protection of Ghanaian cultural values within the educational system remains a priority for stakeholders. As the country moves forward, the collaboration between NaCCA, teacher associations, and the public will be essential to ensure that future curricula support both academic excellence and national identity.