Education News from Ghana

The latest education news from Ghana, curated from the country's leading newsrooms and updated through the day. Newest stories first.

Prof. Ernest Kofi Abotsi (3rd from right ), Chairman of the Governing Council of the Accra Technical University, after cutting the tape to unveil the School of Business
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Accra Technical University Launches New Business School Amid Growing Calls for Industry-Aligned Education

Accra Technical University (ATU) has officially renamed its Faculty of Business to the ATU Business School, marking a strategic shift toward advancing business education through innovation and disruptive technologies. At the unveiling ceremony, university leaders and industry experts emphasized that the move is more than a name change; it is a repositioning intended to align academic curricula with the rapidly evolving demands of the global corporate landscape. Chairman Prof. Ernest Kofi Abotsi and Vice-Chancellor Prof. Amevi Acakpovi articulated a vision for an industry-oriented institution that leverages artificial intelligence (AI) and strategic leadership to produce graduates capable of competing on an international scale. Renowned marketing scholar Professor Robert E. Hinson, speaking at a symposium during the launch, urged Ghanaian business schools to bridge the persistent gap between academia and industry. He advocated for a research-intensive approach that incorporates emerging technologies like robotics and AI into marketing and procurement programs. Supporting this call for reform, Dr. Daniel McKellen proposed a comprehensive curriculum overhaul that prioritizes practical industry experience over traditional theory. This sentiment was echoed by the Dean of the new school, Prof. Elikem Ocloo, who reaffirmed the institution's commitment to academic excellence and strategic repositioning to meet regional and global standards. The drive for practical business application is already yielding results in the student community, as seen in the recent Tertiary Business Sense Challenge (TBSC). The Kwame Nkrumah University of Science and Technology (KNUST) secured the top spot in the North-Mid Zonal Finals held in mid-July 2026, qualifying for the national finals alongside the University of Energy and Natural Resources (UENR) and Tamale Technical University (TaTU). The competition, which tests students on finance, accounting, and real-world business scenarios, serves as a critical platform for moving beyond rote memorization and preparing students for the rigors of the corporate world. Complementing these academic and competitive shifts, the Bank of Ghana (BoG) has introduced the MPC Educational Observership Programme to demystify monetary policy for university students. Launched during the 131st Monetary Policy Committee meeting by Dr. Johnson Asiama, the initiative provides students—starting with the University of Ghana—direct exposure to the processes behind policy rate setting and inflation management. Collectively, these developments across ATU, the TBSC competition, and the central bank signal a coordinated effort to strengthen the connection between Ghana’s educational frameworks and the practical realities of the national and global economy.

Haruna Iddrisu - Minister of Education
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Education Minister Haruna Iddrisu Announces Coding and AI Integration for Ghana's Basic School Curriculum

The Government of Ghana is set to transform the foundational stages of the nation's education system by introducing coding, artificial intelligence (AI), and electronic subjects into the basic school curriculum. Education Minister Haruna Iddrisu announced that the revised curriculum, which spans from Kindergarten (KG) to Junior High School (JHS), aims to equip students with critical digital skills and technical proficiency from an early age. This initiative is a central pillar of a broader strategy to enhance Science, Technology, Engineering, and Mathematics (STEM) education, fostering literacy and critical thinking to prepare the next generation for a rapidly evolving digital economy. The revised curriculum, developed by the National Curriculum Review Agency (NACA), marks a significant shift in government resource allocation. Minister Iddrisu noted that past investments often focused heavily on secondary education at the expense of foundational learning. The new framework seeks to rectify this by integrating Technical and Vocational Education and Training (TVET), ethics, and electronics into the early years of schooling. By embedding these subjects into the KG-JHS cycle, the government intends to provide a more practical and technology-driven education that addresses the demands of modern industry. Following its development, the curriculum was scheduled for presentation to the Ministry of Education in late July 2026 for subsequent submission to the President and Parliament. Beyond academic reforms, the Ministry is also addressing social barriers to education; as part of a holistic support system, the government has distributed 12.2 million sanitary pads to approximately 2.5 million female students across the country. While the curriculum framework is nearing final approval, specific details regarding the comprehensive training of teachers and a definitive rollout timeline for the new subjects are expected to be announced in the coming months. Complementing these educational reforms, Deputy Minister Mohammed Adams Sukparu has emphasized the necessity of a collaborative approach to sustain Ghana’s digital growth. Speaking at the 2026 E-Learning Awareness Week at the Kwame Nkrumah University of Science and Technology (KNUST), Sukparu urged for stronger synergy between academia, industry, and government. He highlighted that while the new curriculum provides the skills base, the ethical deployment of AI and continued investment in digital infrastructure are vital for national development. This multi-sectoral focus ensures that the integration of technology in schools aligns with the broader goal of building a robust and inclusive digital economy.

Dr. Gideon Boako Calls for Domestic Revenue to Fund Free SHS, Citing Concerns Over Borrowing
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Dr. Gideon Boako Calls for Domestic Revenue to Fund Free SHS, Citing Concerns Over Borrowing

Dr. Gideon Boako, the Deputy Ranking Member on Parliament's Finance Committee, has urged the government to shift the financing of the Free Senior High School (Free SHS) policy from borrowed funds to domestic revenue. Speaking during a parliamentary session, Dr. Boako challenged the Finance Minister on the government's current strategies for generating local revenue, emphasizing that the long-term sustainability of the flagship education program depends on internal financial strength rather than a reliance on loans. His remarks highlight a growing concern over the fiscal path chosen to maintain one of the country's most significant social interventions. During the debate, Dr. Boako questioned the government's ability to mobilize sufficient domestic resources for education, contrasting the current approach with that of the previous administration. He pointed out that the previous government did not resort to borrowing to fund the Free SHS initiative, arguing that the current reliance on external debt is a departure from sustainable fiscal practices. By calling for a more disciplined approach to domestic revenue mobilization, he emphasized the need for the Finance Ministry to prioritize educational funding within the national budget to protect the program from international market volatility and debt pressures. The call for local financing comes at a critical time when Ghana is seeking to stabilize its economy and manage national debt levels. Dr. Boako argued that improving domestic revenue collection is the only viable path to ensure that the Free SHS policy continues to benefit millions of Ghanaian students without compromising the country's broader economic health. He stressed that a dedicated focus on local resource mobilization would provide a more reliable and transparent framework for funding the education sector, which remains a top priority for the nation's development. As the government continues to navigate the complexities of education financing, the focus now turns to how the Finance Ministry will respond to calls for greater fiscal self-reliance. Dr. Boako’s intervention underscores the ongoing parliamentary debate regarding the balance between ambitious social policies and fiscal responsibility. The future of the Free SHS program may ultimately depend on the government's ability to implement the necessary reforms to generate the revenue needed to support Ghana's educational goals internally, ensuring the program remains a permanent fixture of the nation's social contract.

Parliament Approves $300 Million IDA Loan to Upgrade Secondary School Infrastructure and Reform Curriculum
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Parliament Approves $300 Million IDA Loan to Upgrade Secondary School Infrastructure and Reform Curriculum

Ghana's Parliament has sanctioned a US$300 million credit facility from the World Bank’s International Development Association (IDA) to support the Secondary Education Transformation for Access, Relevance and Results for Jobs (STARR-J) Project. This significant financial injection is aimed at transforming the country's secondary education landscape by addressing infrastructure deficits and improving the quality of teaching. The initiative is part of a broader government strategy to upgrade schools from lower-tier performance categories (Grade C) to higher standards (Grade A and B), ensuring more equitable access to quality education across the nation. The bulk of the loan, approximately US$257.7 million (86%), is specifically earmarked for physical infrastructure development. This includes the construction of 10 new secondary schools in underserved areas and the comprehensive rehabilitation of 150 existing institutions. These upgrades are intended to mitigate the challenges of overcrowding and resource shortages that have intensified under the Free Senior High School (FSHS) policy. The remaining US$33.8 million will be dedicated to soft-side interventions, including teacher training and curriculum reforms designed to align secondary schooling with the evolving needs of the labor market. During the parliamentary deliberations, the Majority leadership emphasized that the facility is crucial for the success of ongoing educational reforms. The Minister of Education provided assurances that the implementation of the project would strictly adhere to value-for-money principles to ensure the efficient use of the funds. The government maintains that this investment is vital for fostering a better learning environment and providing students with the skills necessary for national development. However, the approval was met with concerns from the Minority Caucus, who questioned the linkage between the loan and the funding of the Free Senior High School policy. Opposition members suggested that the facility might be used to address operational shortfalls of the FSHS program, citing previous loan facilities used for post-pandemic support. Despite these reservations, the project is set to move forward, with the long-term goal of improving educational outcomes and ensuring that secondary education serves as an effective bridge to employment and higher learning for all Ghanaian students.

Education Minister Haruna Iddrisu sets new target to end SHS double-track system in 2029
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Education Minister Haruna Iddrisu Unveils $331m Infrastructure Plan to End SHS Double-Track System by 2029

The Minister for Education, Haruna Iddrisu, has announced a landmark $331 million infrastructure program aimed at eliminating the double-track system in senior high schools (SHSs) by 2029. This initiative, known as the Secondary Education Transformation and Resilient Reform (STAR-J) program, has received Cabinet approval and is backed by the World Bank. The program is designed to address the significant infrastructure deficit caused by the surge in enrollment following the implementation of the Free SHS policy, which now sees over 1.5 million students in the secondary education cycle. While the new 2029 target represents a shift from the previous administration's goal of 2027, the Minister emphasized that the investment will provide a sustainable solution to current capacity challenges. As part of the STAR-J initiative, the government will undertake the rehabilitation and upgrade of 210 educational institutions, including 112 senior high schools and 38 technical and vocational education and training (TVET) schools. A key component of this expansion includes the construction of two new community day senior high schools in Nima, Accra, and Kasoa in the Central Region. The Nima facility is expected to specialize in science education to meet local academic demand, while the Kasoa project will address the rapid population growth in that enclave. By prioritizing community day schools over boarding conversions, the Ministry aims to maximize student access while managing operational costs. Beyond physical infrastructure, Minister Iddrisu detailed a comprehensive suite of educational reforms and welfare projects. This includes the establishment of a dedicated TVET Fund, the construction of 50,000 housing units for teachers, and the distribution of 12.2 million sanitary pads to female students to improve school attendance. The Minister also confirmed that the 2026 Basic Education Certificate Examination (BECE) results are expected to be released by July 31, following briefings from the Director-General of the Ghana Education Service. Furthermore, a revised basic education curriculum is being introduced to place a stronger emphasis on foundational learning and new subject areas. To ensure the long-term success of these investments, the Ministry has launched a sample national standardized test involving approximately 16,000 learners from Kindergarten Two through Primary Six. This assessment exercise, monitored by the Minister at several centers in Accra, marks a transition toward a cohort-based learning model. By tracking the same group of students throughout their educational journey, the government aims to generate reliable data to identify learning gaps and refine teaching strategies. These integrated efforts reflect a broader strategy to move beyond crisis management toward a high-quality, data-driven educational system for all Ghanaian children.

Andrea De Bono Sant Cassia (left), Malta’s Deputy High Commissioner to Ghana, Ronald Micallef (2nd from left) Malta’s High Commissioner to Ghana, Haruna Iddrisu (3rd from left), Minister of Education, and Feranmi Iyanda (right), the Director of Programmes at Step Up Nigeria, during the launch of Project ETHICS
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Ghana Advances Educational Quality Through Digital Literacy, Ethical Training, and Improved School Feeding Accountability

Ghana’s educational landscape is undergoing a significant transformation as the government, international partners, and private entities launch a series of initiatives aimed at modernizing classroom tools and strengthening institutional integrity. Central to these efforts is the introduction of advanced technology and digital monitoring systems designed to improve both learning outcomes and the management of social interventions. From the implementation of digital tracking in the national school feeding program to the provision of robotics equipment in local schools, these developments signal a multi-pronged approach to preparing Ghanaian youth for the demands of a 21st-century global economy. In a significant move toward digital inclusion, OmniBSIC Bank Ghana Limited, in partnership with the Rotary Club of Accra-Cantonments East, donated 20 computers to the Prince of Peace International School in Accra. This contribution facilitates the launch of a 'Teacher in a Box' digital learning and robotics station, alongside the inauguration of an Interact Club to foster youth leadership. George Tetteh Ocansey of OmniBSIC Bank emphasized that this donation is a strategic investment in Ghanaian innovation, aiming to bridge the digital divide and equip students with essential technical skills. This corporate contribution aligns with broader calls from the Ghana Journalists Association (GJA) for increased corporate impact and responsible citizenship to drive sustainable community development across the country. Parallel to technological upgrades, the government has partnered with Malta to launch 'Project ETHICS' (Empowering Tomorrow’s Heroes with Integrity, Citizenship & Service). This initiative targets approximately 2,000 students across 30 pilot schools, utilizing storytelling and digital tools to instill moral foundations and critical thinking. By focusing on ethical awareness, the project aims to help students navigate the complexities of modern technological advancements while fulfilling their roles as responsible citizens. Representatives from both Ghana and Malta highlighted that establishing a strong moral compass in the youth is essential for confronting global challenges and ensuring the long-term stability of the nation’s democratic institutions. Furthermore, the Ghana School Feeding Programme (GSFP) has reported notable improvements following the rollout of the 'School Connect System,' a digital platform focused on enhancing transparency and meal delivery monitoring. During a recent evaluation at Kwabenya Atomic Primary Schools, National Coordinator Hajia Fati Forgor and partners from the World Food Programme (WFP) and Korea International Cooperation Agency (KOICA) expressed satisfaction with the system’s data management capabilities. While WFP Country Director Aurore Rusiga praised the progress in meal consistency, she also urged a continued focus on nutritional standards. Together, these infrastructure, ethical, and logistical advancements represent a cohesive effort to create a more resilient and equitable educational system for the next generation of Ghanaians.

Bole SHS Teacher Claims Student in Viral Video is Girlfriend, Expresses Intent to Marry
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Bole SHS Teacher Claims Student in Viral Video is Girlfriend, Expresses Intent to Marry

A science teacher at Bole Senior High School, Yaseer Arafat, has come forward to address a scandal involving a viral video featuring himself and a female student. Following the public circulation of the compromising footage, Arafat has defended his actions by claiming that the relationship was consensual and rooted in a personal commitment. In a public statement regarding the incident, he asserted that the student in question is his girlfriend and that he intends to marry her, suggesting that their connection preceded the recording of the video. The teacher's admission has ignited a debate regarding the nature of relationships between educators and students within the Ghanaian school system. By framing the encounter as part of a serious romantic relationship, Arafat appears to be attempting to shift the narrative away from allegations of exploitation or professional misconduct. However, his claims of matrimonial intent have not silenced the significant backlash from the community and education stakeholders, who view the incident as a clear violation of the trust placed in teaching staff. From an institutional perspective, the situation highlights the strict boundaries set by the Ghana Education Service (GES) regarding professional conduct. The GES code of ethics generally prohibits romantic or sexual relationships between teachers and students, regardless of claims of consent or long-term intentions, due to the inherent power imbalance. The teacher's public declaration of marriage does not exempt him from the administrative and legal scrutiny that typically follows such high-profile breaches of school regulations and moral standards. As the investigation into the matter continues, the school administration and local education authorities are expected to determine the appropriate disciplinary measures. The case serves as a stark reminder of the ongoing challenges in maintaining professional boundaries within academic environments and the impact that social media can have in exposing such controversies. The final resolution of this case will likely set a precedent for how similar incidents of teacher-student relationships are handled in the future, emphasizing the priority of student protection and institutional integrity.

Lawrencia Bazal Darko (seated 2nd from left), Founder of KASA Academy and Bazal studios, with the participants
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Ghanaian Professionals and Youth Urged to Prioritize Practical Skills and Integrity for Economic Transformation

Ghana’s professional landscape is undergoing a significant transformation as various institutions and industry leaders ramp up efforts to equip the youth and workforce with specialized skills. Recent events, ranging from the induction of new supply chain experts to intensive training for creative entrepreneurs and digital literacy advocates, highlight a national shift toward practical education. These initiatives aim to bridge the gap between academic qualifications and market demands, ensuring that Ghanaians are prepared to drive national development in an increasingly competitive global economy. At the forefront of institutional development, the Chartered Institute of Supply Chain Management (CISCM) recently inducted 194 new members during its 7th Induction and Investiture Ceremony at Fanaka International University in Accra. Under the theme "Integrated Supply Chain Management - The Catalyst of Development," the institute recognized four Fellows and 40 Subject Matter Experts. Patience Baffoe-Bonnie, Director-General of the Ghana Prisons Service, underscored the critical role of supply chain professionals, urging them to redefine their positions as central to institutional growth and national stability. This drive for excellence is set to gain further momentum as Ghana prepares to host the IFPSM World Summit in October 2023. Complementing this institutional growth are grassroots initiatives focused on the creative and digital sectors. The KASA Africa Academy of Creative Excellence recently concluded its inaugural Creative Entrepreneurship Fellowship (CEF) in Accra, where 27 participants were trained in essential business structures. Founder Lawrencia Bazal Darko noted that while talent is vital, creative success depends on a blend of business knowledge and professional discipline. Similarly, the AI4Africa Initiative has launched a 120-day "AI Revolution" to empower students with artificial intelligence skills. Adeola Eka of the initiative stressed that students must graduate with market-ready skills like AI literacy to generate daily income and remain competitive even before formal graduation. However, as technical and creative skills become more accessible, industry leaders are also sounding the alarm on the need for ethical focus and perseverance. Samuel Clottey, CEO of Sam Creatives, has urged the youth to prioritize hard work and authentic self-improvement over the deceptive lifestyles often portrayed on social media. He cautioned against seeking shortcuts to success, advocating for a focused approach to professional goals rather than comparing oneself to curated online personas. Collectively, these developments signal a holistic approach to education in Ghana—one that combines specialized technical expertise, creative entrepreneurship, and a steadfast commitment to personal integrity as the foundation for sustainable national growth.

The engineers of CR5 with teachers and students of the school
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Chief Justice and International Partners Launch Major Educational Initiatives in Law, STEM, and Engineering

Educational institutions across Ghana have received a significant boost through a series of multi-sectoral initiatives aimed at fostering legal literacy, environmental innovation, and engineering excellence. From the inauguration of Justice Clubs in the Eastern Region to high-stakes STEM competitions and international engineering outreach, these programmes reflect a concerted effort to equip the next generation with the diverse skill sets required for national development. These developments highlight a growing trend of integrating practical leadership training and technical expertise into the traditional school curriculum. In a landmark move to promote the rule of law, Justice Paul Baffoe-Bonnie inaugurated five-member executive teams for newly established Justice Clubs across ten senior high schools in the Eastern Region. Speaking on behalf of the Judicial Service, he emphasized that these clubs are designed to instill values of integrity, accountability, and discipline among students. The initiative, supported by Judicial Secretary Musah Ahmed and Justice Professor Olivia Anku Tsede, seeks to create a pipeline of legally aware citizens and advocates for justice. By engaging youth in the mechanics of the legal system, the program aims to demystify the judiciary and encourage students to aspire to leadership roles regardless of their socio-economic backgrounds. Simultaneously, the focus on technical education reached a peak as St Augustine’s College emerged victorious in this year’s STEM Plastic Waste Management Challenge for the Southern Belt. Competing against fellow Catholic senior high schools, St Augustine’s secured 77% of the vote with innovative technological solutions for plastic waste. The event, organized by the Konrad-Adenauer-Stiftung (KAS) and the Catholic Education Unit, marked a significant shift from traditional craft-based projects to sophisticated technology-oriented entries. KAS Country Director Anna Lena Sabroso-Wasserfall noted that the competition serves as a critical platform for addressing Ghana's plastic waste crisis while aligning with environmental stewardship goals. Further strengthening the ties between industry and education, China Railway No. 5 Engineering Ghana Limited (CR5) partnered with the Confucius Institute at the University of Ghana for an outreach program at Zenaddo International School in Accra. This initiative sought to inspire future engineers through hands-on bridge-building activities and exposure to engineering-related Chinese language lessons. Beyond the classroom experience, CR5 donated essential resources including a smart TV and STEM materials, while the Confucius Institute provided Chinese literature. School headmistress Zenobia Annum-Addo and Institute Director Liu Baijun underscored the importance of such international collaborations in broadening students' horizons and preparing them for the global engineering landscape. These diverse initiatives collectively underscore a shift toward a more holistic educational model in Ghana, where academic learning is bolstered by civic responsibility, environmental consciousness, and global industrial insights. By bridging the gap between professional sectors and the classroom, these programs ensure that Ghanaian students are not only academically proficient but also socially responsible and technically innovative. The continued success of these interventions suggests a promising future for the country’s youth as they transition from students to national problem-solvers.

GES Navigates SHS System Reforms and Funding While Facing Private School Resistance Over Graduation Ban
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GES Navigates SHS System Reforms and Funding While Facing Private School Resistance Over Graduation Ban

The Ghana Education Service (GES) is managing a series of significant administrative and structural shifts across the country's education landscape, ranging from systemic reforms in the Ashanti Region to critical funding allocations for senior high schools. While the service moves to streamline public education through the phasing out of the double-track system and the timely release of funds for student welfare, it simultaneously faces a legal challenge from the private sector. The Ghana National Council of Private Schools (GNACOPS) has openly defied a GES directive banning graduation ceremonies, sparking a fresh debate over the limits of the service's regulatory authority over non-state institutions. In the Ashanti Region, a major milestone has been reached with 59 Senior High Schools (SHS) successfully transitioning from the double-track model to a full single-track system. This shift, confirmed by Mr. Henry Osei Boateng of the GES, allows entire year groups to attend classes simultaneously, easing the logistical burden on students and faculty. However, the full transition remains heavily dependent on infrastructure. While many schools have seen improvements in dormitory and classroom capacity, others remain on a transitional schedule due to space constraints. The Ashanti Regional Minister has requested a comprehensive report on these infrastructure needs to ensure the necessary resources are allocated to complete the phase-out of the double-track system across the region. Complementing these structural changes, the GES has also moved to address the immediate logistical needs of schools by initiating the transfer of funds for perishable food items. This disbursement, directed by Deputy Director-General Dr. Munawaru Issahaque, specifically covers SHS 2 and 3 students for the period between March 1 and September 4, 2026. Regional Directors have been instructed to ensure school heads issue official receipts and submit them through Regional Accountants to the GES Director-General. This proactive funding is intended to stabilize school operations and maintain the quality of student welfare as schools navigate the current academic calendar. Despite these internal administrative advances, the GES is currently locked in a jurisdictional dispute with the private education sector regarding end-of-year celebrations. GNACOPS National Executive Director Enoch Gyetuah has asserted that private institutions will proceed with their graduation ceremonies, arguing that the Pre-Tertiary Education Act of 2020 limits the GES's mandate primarily to the implementation of public education. While the GES maintains its ban is necessary to prevent financial strain on parents and maintain school discipline, GNACOPS views the directive as an administrative overreach. This friction underscores the ongoing challenges in balancing centralized regulatory oversight with the operational independence of private educational institutions in Ghana.

Christopher Awuku Shares Transformative Lessons from UBA Ghana Corporate Banking Internship
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Christopher Awuku Shares Transformative Lessons from UBA Ghana Corporate Banking Internship

Christopher Awuku’s internship at United Bank for Africa (UBA) Ghana’s Corporate Banking Division serves as a compelling case study on the value of experiential learning in the financial sector. Assigned to the high-stakes Energy Desk, Awuku discovered that while academic foundations are essential, the true nuances of the banking profession—such as corporate discipline, relationship management, and professionalism—are best mastered through direct engagement. His reflection highlights that some of the most profound career lessons are found not in textbooks, but in the daily rhythms of a professional environment. During his tenure, Awuku distinguished himself through a proactive approach to task management and professional growth. He developed a personal checklist system to maintain efficiency and ensure that no detail was overlooked within the complex operations of corporate banking. Beyond his immediate responsibilities, he demonstrated significant initiative by engaging with various teams across the division. This cross-functional interaction provided him with a holistic view of the bank’s operations, reinforcing the importance of collaboration and curiosity in navigating a corporate hierarchy. A defining moment of the internship was a pivotal conversation with the Executive Director, which fundamentally shifted Awuku’s perspective on success. The Director challenged him to stop measuring his progress by local or regional benchmarks and to instead aspire to global standards. This encounter served as a catalyst for a mindset shift, encouraging him to adopt a world-class work ethic and to view his career trajectory through an international lens. It emphasized that true professional excellence requires a commitment to standards that transcend geographic boundaries. Ultimately, the experience at UBA Ghana has profoundly shaped Awuku’s professional identity and future aspirations. He concludes that the internship taught him to prioritize reflection over assumption, instilling lasting principles of discipline and continual learning. As he prepares for the next phase of his career, Awuku credits the mentorship and the challenging environment of the bank with providing him with the clarity and confidence needed to pursue a career in the global financial landscape. His story underscores the critical role that well-structured internships play in bridging the gap between student life and professional excellence.

Markin-Newsome Family and Hopeful Sights Foundation Launch Chess Initiative at Jack and Jill School to Boost Critical Thinking
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Markin-Newsome Family and Hopeful Sights Foundation Launch Chess Initiative at Jack and Jill School to Boost Critical Thinking

Educators and philanthropists are calling for the formal integration of chess into Ghana's school curricula to sharpen the cognitive abilities of young learners. This advocacy was highlighted during a special event at the Jack and Jill School in Accra, where the Markin-Newsome Family and the Hopeful Sights Foundation donated chess sets and learning materials to establish a dedicated school chess club. The initiative aims to use the game as a strategic tool to improve academic performance and foster essential life skills such as problem-solving and decision-making from an early age. Mrs. Rebecca Nana Esi Amounua Markin Newsome, a primary advocate for the project, emphasized that making chess accessible is vital for building confidence and discipline among children. In an era where digital distractions and excessive screen time are increasingly impacting children's attention spans, chess is being positioned as a constructive alternative. Faculty members, including tutor Adelaide Dagbeshie, noted that the game encourages independent thinking and deep concentration, skills that are often eroded by the fast-paced nature of modern digital entertainment. Supporting this vision, Kojo Qwakye, the Managing Director of Jack and Jill School, asserted that chess serves as a powerful educational instrument rather than a mere pastime. This perspective was echoed by the students themselves, with pupil Harry Sarkodie sharing how the game has already enhanced his strategic thinking and helped him build stronger social bonds with his peers. By engaging in the game's complexities, students are learning to anticipate consequences and plan several steps ahead, which organizers believe will translate directly into their academic and personal lives. Looking forward, the Hopeful Sights Foundation plans to scale the program nationwide. Co-founder Mr. Lamon R’shad Newsome revealed that the foundation intends to expand its reach to more schools across the country to expose a larger demographic of children to the educational benefits of the game. By fostering a culture of strategic play, the organizers hope to equip the next generation of Ghanaians with the creativity and resilience needed to become focused and responsible future leaders.