Founder’s Day in Ghana: Honouring the Torchbearer of Our Freedom

Today, Ghana pauses to celebrate Founder’s Day , a day not just marked on the calendar, but etched deep in our national soul. It is a day of reflection, gratitude, and renewal. A day we remember the sacrifices, struggles, and vision of the one who dared to dream of a free and united Ghana.

Founder’s Day, observed on 21st September, honours Dr. Kwame Nkrumah, Ghana’s first President and the principal architect of our independence. Nkrumah’s life was dedicated to a singular mission: breaking the chains of colonialism and inspiring a new dawn for Africa. His fiery call of “self-government now” awakened a generation that refused to be bound by oppression.

But while Nkrumah’s name echoes most loudly, Founder’s Day is also about the collective spirit of countless unsung heroes whose courage paved the path to independence in 1957. Teachers, farmers, traders, market women, workers, and students ,all contributed to the movement that birthed the first free nation in sub-Saharan Africa.

This day calls us not only to remember history but to live it forward. The Ghana our forebears fought for was one rooted in unity, discipline, and service. It was a Ghana envisioned as the Black Star of Africa, leading the continent in freedom, justice, and progress.

As we celebrate Founder’s Day in 2025, we must ask ourselves hard questions:

• Are we protecting the hard-won freedom passed down to us?
• Are we nurturing the values of integrity, patriotism, and selflessness our founder embodied?
• Are we building an economy and society worthy of the sacrifices of those who came before us?

The truest way to honour our founder is not with parades and speeches alone, but with action. Action in our schools to educate with excellence, action in our communities to foster unity, action in our governance to fight corruption, and action in our personal lives to put Ghana first.

Today, let us reignite the torch of patriotism. Let us remind ourselves that freedom is not a finished gift, it is a responsibility to be guarded and expanded. And let us declare together: just as our founder gave us a nation, we will give the next generation a stronger, fairer, and brighter Ghana.

Happy Founder’s Day, Ghana! 
Long live our founder's.
Long live Ghana

UEW Student Develops AI Applications for Inclusive Education

In a remarkable display of innovation and social responsibility, a student of the University of Education, Winneba (UEW), has developed Artificial Intelligence (AI) applications designed to promote inclusive education in Ghana. The initiative comes at a time when technology is increasingly becoming an essential tool in bridging educational gaps among students of diverse backgrounds and abilities.

The student, whose work has already gained attention among peers and lecturers, designed the AI-powered tools to support learners with special educational needs, particularly those with visual and hearing impairments, as well as students who struggle with literacy skills. The applications provide real-time speech-to-text conversion, audio-to-braille translation, interactive sign language support, and personalized learning assistance tailored to individual learning speeds.

According to the developer, the motivation behind the project stems from the challenges faced by many learners in Ghanaian classrooms who are often left behind due to disabilities or learning differences. “Inclusive education is not just about bringing everyone into the classroom—it is about making sure every student has the tools and opportunities to succeed. With AI, we can create solutions that give all learners equal access to knowledge,” the student explained.

Lecturers at UEW have lauded the project as a groundbreaking step towards transforming the education system, especially in line with the university’s mandate of training teachers and promoting educational equity. One lecturer noted that the application, if supported and scaled up, could revolutionize how inclusive education is practiced across the country, making Ghana a leader in educational innovation in Africa.

The development also highlights the growing role of young innovators in shaping the future of education through technology. By leveraging AI, this UEW student has demonstrated that solutions to Ghana’s educational challenges can come from within its own institutions of learning.

The project is currently being refined for pilot testing in selected schools. If successful, it could be adopted by the Ghana Education Service (GES) and integrated into teaching and learning nationwide. Stakeholders in education, disability advocacy, and technology have already expressed interest in collaborating to expand the initiative.

As Ghana continues to push for inclusive and equitable education under the Sustainable Development Goals (SDGs), this breakthrough from UEW signals hope for thousands of learners who may have otherwise been left behind. It is a reminder that when young minds are nurtured and supported, they can create technologies that make education not only smarter but also fairer for all.

Rethinking Weeding as Punishment in Ghanaian Schools: Educational and Developmental Implications

This paper examines the practice of assigning weeding as punishment in Ghanaian schools and its broader implications for student psychology, educational outcomes, and national development. Drawing on disciplinary theories and policy perspectives, the study argues that associating farming activities with punitive measures fosters negative perceptions of agriculture among students. The discussion further highlights the need for alternative disciplinary approaches that reinforce positive values without undermining the agricultural sector, which remains central to Ghana’s economic sustainability.

Introduction

Discipline in education is a fundamental aspect of child development, ensuring that students acquire values such as responsibility, respect, and self-control (Okumbe, 2001). In Ghana, one of the most common disciplinary measures used in basic and secondary schools is weeding, where students are instructed to clear grass or bushes as a consequence of misconduct. Former Chief of Staff Julius Debrah publicly criticized this practice, contending that it discourages young people from pursuing farming as a career (GhanaWeb, 2016). His assertion invites academic reflection on the psychological and socio-economic implications of this disciplinary practice.

Historical and Cultural Context

The use of manual labor as punishment in African schools has colonial roots, where physical tasks such as weeding or cleaning were used to enforce obedience (Boakye, 2019). Over time, the practice became normalized in Ghanaian schools, justified by its dual function of discipline and maintenance of the school environment. While efficient in the short term, such measures have unintended long-term effects on students’ attitudes toward farming.

Psychological and Educational Implications

According to Skinner’s behaviorist theory of punishment, undesirable behavior is reduced by associating it with aversive stimuli (Skinner, 1953). In the case of weeding, however, the aversive stimulus (manual farming-related activity) overlaps with a vital sector of national development. This association fosters negative attitudes toward agriculture, reinforcing perceptions of farming as punishment rather than opportunity. Studies on student attitudes in sub-Saharan Africa confirm that many young people perceive agriculture as “dirty work” and aspire to white-collar professions instead (Afande, Maina, & Maina, 2015).

Furthermore, the self-determination theory (Deci & Ryan, 2000) emphasizes that intrinsic motivation thrives when tasks are perceived as meaningful. When weeding is framed as punishment, its intrinsic value as a productive activity is lost, thereby diminishing students’ motivation to view agriculture positively.

Alternatives to Weeding as Punishment

Progressive educational systems advocate for restorative disciplinary practices, which focus on accountability, reflection, and personal growth (Morrison, 2005). Alternatives that can be adopted in Ghanaian schools include:

Reflective writing on the consequences of misbehavior.

Community service projects that benefit the school without stigmatizing farming.

Peer mentoring and conflict-resolution programs.

Leadership responsibilities that teach accountability.

Such measures build character while preserving agriculture’s dignity.

National Development Implications

Agriculture contributes significantly to Ghana’s GDP and employs a large percentage of the population (World Bank, 2022). Discouraging the youth from farming through negative associations undermines national strategies aimed at agricultural modernization and food security. As Aryeetey and Kanbur (2017) argue, structural transformation in Ghana depends heavily on repositioning agriculture as an attractive sector for the youth. If schools perpetuate farming as a punishment, this vision will be difficult to achieve.

Conclusion

The use of weeding as punishment in Ghanaian schools transcends issues of discipline; it affects national attitudes toward agriculture and long-term development. Julius Debrah’s call to reconsider this practice underscores the need for a shift toward disciplinary approaches that promote respect for farming while still upholding order in schools. By adopting restorative and motivational disciplinary strategies, Ghanaian schools can foster discipline, preserve agricultural dignity, and align education with the nation’s developmental priorities.

References

Afande, F. O., Maina, W. N., & Maina, M. P. (2015). Youth engagement in agriculture in Kenya: Challenges and prospects. Journal of Culture, Society and Development, 7(1), 4–19.

Aryeetey, E., & Kanbur, R. (2017). The economy of Ghana sixty years after independence. Oxford University Press.

Boakye, J. K. (2019). Corporal punishment and discipline in Ghanaian schools: Historical and contemporary issues. African Educational Review, 11(2), 45–60.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

GhanaWeb. (2016, May 17). Julius Debrah calls for end to weeding as punishment in schools. Retrieved from https://www.ghanaweb.com

Morrison, B. (2005). Restorative justice in schools. In E. Elliott & R. Gordon (Eds.), New directions in restorative justice (pp. 26–51). Routledge.

Okumbe, J. A. (2001). Human resource management: An educational perspective. Educational Development and Research Bureau.

Skinner, B. F. (1953). Science and human behavior. Macmillan.

World Bank. (2022). Ghana agriculture sector overview. Retrieved from https://www.worldbank.org

When results are cancelled, dreams are cancelled too. It's time to break the cycle.

 

Each year, the release of the Basic Education Certificate Examination (BECE) results is met with great anticipation across Ghana. For many families, it is a defining moment marking the transition from junior high school to senior high school and determining the future paths of thousands of students. Yet, alongside the excitement, there is often a cloud of anxiety brought about by a recurring issue: the cancellation of results.

A Perennial Problem:

Over the years, the West African Examinations Council (WAEC) has had to withhold or cancel portions of results due to examination malpractices. These may include cases of leaked papers, impersonation, the use of unauthorized materials, or collusion among candidates. Unfortunately, this has become a perennial occurrence. Instead of focusing solely on celebrating the achievements of students, stakeholders are repeatedly confronted with the embarrassment and disruption that result cancellations bring.

Causes Behind the Trend:

1. Weak Examination Security : Despite efforts to safeguard question papers, leaks still find their way into the public domain.

2. High Pressure for Success : Parents, schools, and students often place enormous pressure on securing high grades, sometimes pushing candidates towards malpractice.

3. Lack of Strict Supervision : In some centers, invigilators and officials fail to enforce examination regulations firmly.

4. Commercialization of Education :  Some schools prioritize reputation and rankings over integrity, encouraging shortcuts to ensure their students perform well.

Impact on Students and Families:

Emotional Trauma: Affected candidates experience disappointment, shame, and a sense of injustice.

Educational Disruption: Cancellation of results delays the academic progression of many hardworking students.

Financial Strain: Families often spend years investing in their children’s education only to face setbacks through no fault of their own.

Erosion of Confidence: Constant cancellations cast doubt on the credibility of the examination system itself.

Finding a Way Forward:

To break this perennial cycle, all stakeholders must accept responsibility:

WAEC and MoE: Strengthen exam security through technology, including digital encryption of exam papers and real-time monitoring systems.

Schools: Shift focus from mere results to holistic education : teaching integrity, critical thinking, and real competence.

Parents: Encourage hard work and discipline instead of fueling unhealthy competition and shortcuts.

Students: Understand that true success is built on effort and honesty, not malpractice.

Conclusion:

The cancellation of BECE results should not be an annual headline. Ghana must rise above the cycle of malpractice and results annulment to protect the integrity of its education system. When students are allowed to earn their success honestly, the future of the nation becomes brighter. The “perennial problem” of results cancellation must give way to a perennial culture of discipline, fairness, and excellence.

KETASO is Teaching Ghana a lesson in excellence.

It is about time we studied KETASCO. What kind of magic are they doing that others cannot? From NSMQ to modelling practicals, they keep breaking boundaries. Is it better teachers, smarter students, or just discipline? Other schools must wake up because KETASCO is rewriting the story of excellence in Ghana. If they can do it, why not the rest?

Money Palava

 Greed for Money in Ghana , Our Bane. 

In Ghana today, one of the silent killers of progress is not poverty itself, but the unquenchable greed for money. This dangerous appetite has crept into our politics, business, churches, workplaces, and even family life ,leaving a trail of broken trust, underdevelopment, and moral decay.

From inflated contracts to “chop-chop” in public service, from pastors who fleece their congregations to businessmen who cheat customers, the story is the same  , people chasing money at all costs, even if it means selling integrity for a few coins. Sadly, this greed has eaten deep into our national fabric, making corruption seem normal and honesty seem foolish.

Greed blinds us. It makes leaders forget the people they swore to serve. It makes traders cheat customers with fake goods. It makes workers abandon their duties for side deals. It even makes some youths turn to scams instead of hard work. And while a few get rich overnight, the majority sink deeper into hardship.

If Ghana is to rise, we must confront this greed head-on. We must learn that true wealth is not in the size of our bank accounts but in the value we create, the honesty we uphold, and the legacy we leave behind.

The time has come for every Ghanaian from the flagstaff house to the market square  to choose integrity over ill-gotten riches. Let us reject the “quick money” mentality and embrace hard work, innovation, and service.

For if we continue to feed the monster of greed, it will devour our future. But if we starve it, Ghana will breathe again.

AiNetworks – Inspiring a Better Ghana

In Deep Mourning : A Tragic Helicopter Crash and the Road Ahead for Ghana

 

On August 6, 2025, a military Z-9 helicopter carrying eight officials including Defence Minister Dr. Edward Omane Boamah and Environment Minister Dr. Ibrahim Murtala Muhammed crashed in the forested Adansi Akrofuom District of the Ashanti Region. All on board tragically perished.

This national calamity has plunged Ghana into grief. President Mahama has declared a three-day period of national mourning, with flags flown at half-mast. Local communities, religious bodies including Catholic bishops—and professional organizations have voiced solidarity, mourning the loss of patriots who served the nation.

Lessons for Government: Turning Tragedy into Transformation

1. Launch a transparent, independent investigation

Leading aviation experts have called for a probe by an Independent Accident Investigation Board, not just internal military review, to ensure credibility and alignment with ICAO regulations. Civil society and traditional leaders echo this call, urging full accountability and lessons learned.

2. Strengthen aviation safety protocols and equipment

Prompt recovery of the helicopter’s black box marks an important step. The government should reinforce maintenance checks, pilot training, and weather safety practices especially considering previous incidents like the March 2024 crash in the Western Region.

3. Invest in robust forensic and investigative capacity

This tragedy demands more than victim identification; it calls for deep forensic analysis from fire reconstruction to technical examination. A multi-disciplinary team of forensic experts must be mobilized.

4. Honor the legacies through continued action

The fallen were en route to an anti-illegal mining mission a cause they championed. Ghana must not falter in strengthening environmental enforcement and continuing their vision.

5. Provide healing support for bereaved families and communities

Enhanced counseling, community vigils, and pastoral support as seen in the Volta Region’s planned vigil are needed for communal healing.

A Call to Unity and Action

This disaster is not only a loss of lives , it’s a call for stronger systems, transparent governance, and united resolve. If Ghana responds with integrity and purpose, this tragedy may well forge a safer, more resilient path forward.