A Lesson in the Taxi: Rethinking Holistic Education in Ghana On my way home recently, I sat beside a Senior High School student in uniform. He was enjoying his Fan Yogurt ice cream and some bofrot, while I was quietly reading. Moments later, he finished, wrapped the polythene around the packaging, and threw it out of the window. I was honestly stunned. I couldn’t hold back, so I confronted him. He tried to justify himself: “But there’s already rubbish there.” That response hit me hard. I asked him: 🗣️ What kind of education are you receiving if you can’t be an agent of change? 🗣️ If you — an educated individual — can’t educate others by example, where are we going as a country? 🗣️ Wouldn’t you like to see a clean Ghana, where the slightest rain doesn’t cause flooding? The incident left me reflecting deeply. 💭 We spend millions of dollars each year providing free education, an incredible opportunity for every Ghanaian child. But are we focusing enough on holistic education, one that goes beyond passing exams to shaping responsible, socially conscious citizens? Education should not only teach Math, Science, and English, but also values like: • Environmental consciousness 🌱 • Civic responsibility 🇬🇭 • Empathy and community service ❤️ Because what good is a free education if it doesn’t translate into a better society? I’d love to hear your thoughts: 👉 How can we make holistic education a more intentional part of Ghana’s free SHS program? 👉 What practical steps can schools, teachers, and policymakers take to instill civic values early? #Education #Ghana #HolisticEducation #CivicResponsibility #FreeSHS #EnvironmentalAwareness #Leadership #YouthDevelopment #ChangeMakers

🇬🇭 The future of every Ghanaian child is mapped out here. Let’s talk about the Ghana Education Strategic Plan (ESP) 2018-2030. This isn't just a big government paper; it's the national blueprint for how we fix, fund, and improve our entire education system. I spent time diving into it and the plan boils down to three core, simple goals: 🎯 Goal 1: Access for ALL. Making sure every child, no matter where they live or their background, gets into school from nursery to tertiary. It’s all about fairness (equity). 🎯 Goal 2: Quality First. Focusing on what really matters: better reading, better math, and stronger science/tech (STEM) skills. We need good teachers, good books, and a relevant curriculum. 🎯 Goal 3: Smarter Management. Ensuring the system runs efficiently. This means better planning, smarter spending, and holding school leaders and staff accountable. The big focus is clear: Quality education for all, with a strong push for STEM. This plan gives us the roadmap. Now, the real work is in the follow-through, making sure these goals actually translate into better outcomes in the classroom. What one thing from the plan do you think will have the biggest impact on our schools? Share your thoughts below! 👇 #GhanaEducation #EducationPolicy #SDG4 #FutureofLearning

Policy Lessons from My National Service Year (1/4): Bridging the Teacher Gap in Rural Private Schools Following my reflections on True Independence, I begin this October series by sharing a lesson from my national service in the peaceful Kingdom of Agbere, Bayelsa State. There was a term when I handled as many as six subjects in a small private secondary school. It was not out of choice but necessity; there simply were not enough teachers. Interestingly, the public schools faced a similar challenge. I remember a day when my colleagues and I went for a CDS activity in a secondary school (name withheld) and found only one teacher invigilating tests in three classrooms at the same time. That moment made it clear that the teacher shortage in rural communities cuts across both public and private schools. Nigeria’s Universal Basic Education (UBE) Act of 2004 guarantees access to quality education for all. Yet, in practice, many rural schools (public or private) remain underserved. Private schools are rarely supervised or supported, while public ones still struggle with uneven teacher deployment, poor retention, and irregular supervision, giving rise to a high rate of unreported teacher absenteeism. This is more than a question of teacher supply or demand; it is a question of equity. If education is truly the key to national development, then access to competent teachers should not depend on whether a school is public or private, urban or rural. As we continue to reflect on our nation’s development in light of her 65th Independence Day Anniversary, one question lingers for me: How can Nigeria’s education policy better support rural schools (both public and private) that serve low-income communities? #EducationPolicy #RuralDevelopment #PublicPolicy #NigeriaEducation #NYSC #SDG4 #UNAI3

What does it mean to be a different kind of teacher? In fragile education systems, progress is often measured in numbers: More schools, more teachers, more students. But what if the real change we need is not more, but different? In Guinea-Bissau, Oceano Sanha Tchongo, director of the Teacher Training College DNS Bachil, argues that the future of education depends on the kind of teacher who stands in front of a class. At his college, teachers are trained not just to teach, but to lead: to become agents of development, equality and community well-being. One graduate, Fatuma Candé, transformed her classroom and her community: 🎵 Starting lessons with music and play to engage children, 🌱 Launching a women’s literacy group and vegetable garden to improve nutrition and income, 📚 Turning her school into a centre for learning and change. Across the Humana People to People network, similar initiatives are taking root in Mozambique and Malawi, preparing teachers who can adapt to crises, innovate, and strengthen communities. No education system can rise above the quality of its teachers, and no student can thrive without someone who believes in them. ➡️ Explore more in the #WorldEducationBlog by Oceano Sanha Tchongo, director of a teacher training college in Guinea Bissau: https://bit.ly/3Wp2quB #WorldTeachersDay #Teachers #LeadforLearning #SDG4

Nigeria’s education system is crippled by a crisis of value, where teachers are underpaid, underappreciated, and overworked, says human resources and change management expert Yomi Fawehinmi. https://lnkd.in/dNaTh6YT

Policy Lessons from My Service Year (1/4): Bridging the Teacher Gap in Rural Schools Following my reflections on True Independence, I begin this October series by sharing a lesson from my national service in the peaceful Kingdom of Agbere, Bayelsa State. There was a term when I handled as many as six subjects in a small private secondary school. It was not out of choice but necessity; there simply were not enough teachers. Interestingly, the public schools faced a similar challenge. I remember a day when my colleagues and I went for a CDS activity in a secondary school (name withheld) and found only one teacher invigilating tests in three classrooms at the same time. That moment made it clear that the teacher shortage in rural communities cuts across both public and private schools. Nigeria’s Universal Basic Education (UBE) Act of 2004 guarantees access to quality education for all. Yet, in practice, many rural schools (whether public or private) remain underserved. Private schools are rarely supervised or supported, while public ones still struggle with uneven teacher deployment, poor retention, and irregular supervision, giving rise to a high rate of unreported teacher absenteeism. This is more than a question of teacher supply; it is a question of equity. If education is truly the key to national development, then access to competent teachers should not depend on whether a school is public or private, urban or rural. As we continue to reflect on our nation’s development, one question lingers for me: How can Nigeria’s education policy better support rural schools (both public and private) that serve low-income communities? #EducationPolicy #RuralDevelopment #PublicPolicy #NigeriaEducation #NYSC #SDG4 #UNAI3

## A CALL FOR CONCRETE ACTION IN GHANA’S INCLUSIVE EDUCATION MOVEMENT ## This article explores the concept of inclusive education, highlighting its importance for equitable learning opportunities. It examines the main policies of inclusive education in Ghana, the impact they have had on the country's educational system while also exploring their broader socioeconomic implications. In addition, the article examines the key challenges faced in the implementation of inclusive education in Ghana and concludes by offering recommendations for improvement aiming to inform educators, policymakers, and stakeholders about the strategies to promote accessible and equitable education for all students in Ghana.

FG, EU Launch Committee for €40m Education, Youth Empowerment Project The Federal Government of Nigeria, in partnership with the European Union (EU), has inaugurated a National Programme Steering Committee (NPSC) to oversee the €40 million Education and Youth Empowerment in Northwest Nigeria (EYEPINN) project. The programme, being implemented in Jigawa, Kano, and Sokoto States, seeks to reduce the number of out-of-school children, enhance teacher development, and promote youth skills acquisition in the Northwest region. The committee is chaired by the Minister of Education, Dr. Tunji Alausa, and co-chaired by the Minister of Budget and Economic Planning, Senator Abubakar Atiku Bagudu. It will meet annually to provide strategic direction, while the EU Technical Assistance Team (EU-TAT) will serve as its secretariat. Quarterly technical meetings are also planned to ensure close monitoring and accountability. READ MORE 👉 https://lnkd.in/d9MsRTJD #Eu #education #youthempowerment

More countries now use learning data to shape education policies, but big challenges remain. This week, we launched the 2025 results of the Foundational Learning Action Tracker (FLAT) in Accra, together with UNICEF and Ghana’s Ministry of Education. FLAT tracks how low- and middle-income countries are taking action to help every child gain the basics — to read, write, and do simple math. 🎥 Our CEO, Anders Holm, shares why the Foundational Learning Action Tracker is such an important tool for governments to make data-driven decisions, and what the new results tell us about progress in foundational learning. Read the full report: https://lnkd.in/dsZ9afXs #Education #FoundationalLearning UNICEF Danmark Pia Rebello Britto Association for the Development of Education in Africa (ADEA) Albert Nsengiyumva Human Capital Africa VVOB

30 Days(day 12) of Nigeria's Youth Awakening: Youth Igniting Change for a United Future Day 12: Innovation in Education Reform Education remains the bridge between poverty and possibility. Yet, too many bridges in Nigeria are broken, classrooms without teachers, universities crippled by strikes, and students trapped in outdated curricula. Day 12 calls on youth to innovate education beyond the classroom. From e-learning platforms to hybrid skill hubs, young Nigerians are already showing that education can evolve faster than bureaucracy. With digital tools, social media, and open-source learning, we can make knowledge accessible to anyone, anywhere. Tinubu’s administration has promised to strengthen technical education and digital literacy, but progress depends on how fast the youth embrace innovation. Let’s build apps, communities, and mentorship platforms that empower learning for all, especially the marginalized. Knowledge is the ultimate empowerment. Let’s ensure that every Nigerian child, no matter where they’re born, has access to it. The future classroom is not a building — it’s a movement. 📚💡 #NigeriasAwakening #EducationReform #DigitalLearning #InnovationForChange Dayo Israel Seyi Tinubu