The Ghana Education Service (GES) has officially released the academic calendar for the upcoming 2025/2026 academic year, providing a clear roadmap for Kindergarten (KG), Primary, and Junior High Schools (JHS) across the nation.

The detailed schedule aims to ensure academic stability and provide ample preparation time for students, especially those sitting for the crucial Basic Education Certificate Examination (BECE).

In a press statement signed by Daniel Fenyi, the recently appointed Head of Public Relations at GES, the education body outlined the comprehensive dates for reopening, vacations, mid-term breaks, and examination periods for all three terms.

Mr. Fenyi's appointment was lauded for its potential to improve transparency and stakeholder engagement, particularly given past concerns about communication gaps within the GES.

The first term of the 2025/2026 academic year is set to commence on Tuesday, September 2, 2025, and will conclude on Thursday, December 18, 2025.

Students and teachers will then enjoy a Christmas vacation from Friday, December 19, 2025, to Tuesday, January 7, 2026. A mid-term break is also scheduled for October 31 to November 3, 2025, offering a brief respite during the demanding term.

The second term will pick up on Wednesday, January 8, 2026, running until Wednesday, April 1, 2026. This will be followed by an Easter vacation from April 2 to April 20, 2026. The third and final term of the academic year is slated to begin on Tuesday, April 21, 2026, and will officially end on Thursday, July 23, 2026.

BECE timelines and educational context

A critical highlight of the newly released calendar is the scheduling of the Basic Education Certificate Examination (BECE).

This pivotal examination, which marks the completion of junior high school and serves as the gateway to senior high schools and technical institutes in Ghana, has been set to take place from Monday, May 4 to Monday, May 11, 2026.

This timing ensures that candidates receive ample preparation time following the conclusion of their second term, a factor often emphasised by educators and parents.

Ghana's education system operates on a 6-3-3-4 structure (6 years primary, 3 years JHS, 3 years SHS, 4 years university).

The BECE is administered by the West African Examinations Council (WAEC), and its results are crucial for student progression to the senior high school level, where over 375,000 students typically take the exam annually across core and elective subjects.

Historically, BECE performance, especially in English and Mathematics, has been a focus area for educational reforms, with calls for improved foundational learning outcomes.

The new calendar's aim to provide sufficient preparation time implicitly acknowledges the importance of these outcomes.

The GES has further clarified that all public holidays falling within the academic calendar will be duly observed, and a two-day mid-term break will be implemented in each term to provide necessary rest for both students and teachers.

This structured approach is part of the Service's broader commitment to optimising contact hours and ensuring a conducive learning environment.

In its statement, the GES extended appreciation to all stakeholders – including school administrators, teachers, parents, and students – for their collective efforts and dedication throughout the current academic year, which officially concludes on Thursday, July 24, 2025.

The Service urged everyone involved in the education sector to note the new calendar and make all necessary preparations to guarantee a productive 2025/2026 academic year.

This release comes as Ghana's education sector undergoes various strategic reforms. In February 2025, a new Senior High School curriculum began rolling out, emphasising 21st-century skills, critical thinking, and Ghanaian values.

Additionally, Parliament approved a GH¢31 billion education budget for 2025, with plans to waive academic fees for all first-year students in public tertiary institutions, highlighting a comprehensive drive to enhance access and quality across all levels of Ghana's education system.

The timely release of the academic calendar underscores GES's reaffirmed commitment to maintaining academic stability and providing timely information for the effective operation of schools in line with national education goals.

The National President of the Ghana National Association of Teachers (GNAT), Rev. Isaac Owusu, has expressed his heartfelt support to all members as the association kicks off its local conferences nationwide.

The conferences, which began on March 10, 2025, will run until March 31, 2025, providing vital platforms for discussion, decision-making, and leadership elections within GNAT.

In his message, Rev. Owusu, speaking on behalf of the National Officers of GNAT, conveyed his enthusiasm for the ongoing conferences.

He extended his warmest wishes to all the local branches of the association across Ghana, encouraging them to have successful and productive events.

“I wish all the locals in Ghana a successful conference and offer the best of luck to all candidates vying for various positions within the association,” Rev. Owusu stated.

He assured members that the national leadership remains committed to advancing GNAT’s mission and ensuring the association continues to thrive.

The local conferences are a significant aspect of GNAT’s operations, offering members an opportunity to engage, exchange ideas, and elect new leaders who will help shape the future direction of the association.

The Ghana National Association of Teachers (GNAT) Michel Camp Local has elected new executives at the 2025 Local Conference.

As part of the Constitution of the Ghana National Association of Teachers (GNAT), new executives are to be elected after serving a term (2 years).

Based on this constitutional binding, GNAT Michel Camp Local in the Greater Accra Region held their 2025 Local Conference to elect new executives to champion the affairs of the Local for another two (2) years.

At the conference held on the 14th of March 2025, at Michel Camp in the Kpone Katamansu Municipality in Accra, new executives were elected through the ballot method of voting. Notably, Adolf Dameh Akafo emerged victoriously as the Chairman to lead the affairs of GNAT Michel Camp Local for the next two (2) years.

List of new Executives for GNAT Michel Camp Local

1. Adolf Dameh Akafo – Chairman              
2. Christiana Agbolosu – Vice Chair                
3. Jonas  Tenkorang – Secretary                     
4. Stephen Wegbey – Assistant Secretary       
5. Rahmat Afua Arhin – Treasurer                
6. Patrick Boahene – Basic School Coordinator
7. Lydia Gyami – GNATLAS  Coordinator   
8. Diana Arkorful – Youth Coordinator

Dignitaries present at the Local Conference were the Tema Metro GNAT Executives led by the Metro Chairman, Mr. Abednego Nuertey.

Present at the conference was an astute educationalist/columnist, Wisdom Koudjo Klu. He spoke on the theme “Learning for a Sustainable Future: Attracting and Retaining Teachers for Quality Education and Union Participation.” Below are a few highlights from his speech.

Challenges in Attracting and Retaining Teachers

Throughout my (Wisdom Koudjo Klu) journey in education and advocacy, I’ve witnessed the systemic issues that drive many teachers away from their profession. These include low pay, insufficient opportunities for professional development, poor working conditions, and a lack of recognition for the vital contributions teachers make.

Many enthusiastic individuals enter teaching but become disenchanted over time due to unclear career advancement routes and minimal institutional support.

As Henry Adams insightfully noted, “A teacher affects eternity; he can never tell where his influence stops.” Yet, how can we expect teachers to carry such a heavy responsibility when they lack the necessary support and resources?

A major concern is teacher turnover, with qualified educators choosing to leave the profession or look for roles outside of teaching due to dissatisfaction. When experienced teachers depart, it disrupts the continuity of learning and adversely impacts student outcomes. Moreover, the struggle to attract fresh, enthusiastic teachers leads to an aging workforce, teacher shortages, and declining instructional quality. Thus arises the question: how can we enhance the appeal and sustainability of the teaching profession?

Strategies for Retention and Quality Education

1. Creating a Supportive Work Environment

From my experience in various schools, I have observed that teachers who feel supported, respected, and valued are more likely to remain committed to their roles. A collaborative environment that fosters mentorship and emotional well-being significantly boosts teacher satisfaction and productivity.

On the above premise, school leaders must prioritize teacher well-being by ensuring manageable workloads, providing access to mental health resources, and cultivating a culture of appreciation. Leadership in schools, it is vital for us to establish a welcoming atmosphere where our teachers feel safe, heard, and motivated. When teachers encounter indifferent or unsupportive leadership, their enthusiasm tends to wane.

As John Dewey aptly stated, “Education is not preparation for life; education is life itself.” For teachers to see teaching as a lifelong commitment, their work environment must nurture growth, creativity, and a sense of purpose.

2. Investing in Professional Growth

Career advancement opportunities are vital in retaining teachers. Many educators leave not out of disdain for teaching but because they perceive a lack of growth potential.

Access to regular, high-quality professional development is essential for teachers to refine their skills and stay current with Modern teaching methodologies. Furthermore, structured paths for career progression that offer opportunities for specialization, leadership roles, and contributions to policy development are necessary.

Educational institutions should promote teacher-led research, peer learning, and innovative pedagogical practices, creating an atmosphere where teachers feel intellectually engaged and empowered.

Horace Mann once remarked, “A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.” With this in mind, how can teachers inspire their students when they are lacking motivation due to stagnant career prospects? Investing in teachers’ professional development will ensure that, they remain enthusiastic, innovative, and effective in their roles.

3. Strengthening Union Participation

Teacher unions are essential. They advocate for improved working conditions, fair compensation, and policy enhancements. However, many teachers either do not engage in union activities or feel disconnected from them, diminishing their collective bargaining power and leaving them vulnerable to unfavourable policies.

Teachers should be encouraged to participate actively in union affairs, not just during salary negotiations but also in broader discussions about educational policy.
Unions, for their part, must strive to be proactive and responsive to their members’ needs, addressing issues beyond salary, including professional growth, teacher welfare, and job security.

As an indisputable fact, a strong, organized teacher union amplifies the voices of educators in decision-making processes, resulting in policies that foster long-term retention and job satisfaction.

As Malala Yousafzai reminds us, “One child, one teacher, one book, and one pen can change the world.” By empowering teachers through active union engagement, we enable them to advocate for meaningful changes that can transform education.

CONCLUSION

To create a sustainable future for education, we must prioritize valuing and supporting our teachers. Governments must implement teacher-friendly policies, ensure competitive salaries, and invest in ongoing professional development. School leaders must cultivate environments that empower, respect, and motivate teachers.

To my fellow educators, let us commit to lifelong learning, engage actively in union discussions, and advocate for the changes we wish to see. When teachers succeed, students flourish, and society benefits as a whole.

The future of education hinges on the choices we make today. By attracting and retaining passionate, well-supported teachers, we can enhance educational quality and secure a brighter, more sustainable future for generations to come.

The General Secretary of the Ghana National Association of Teachers (GNAT), Thomas Tanko Musah, has called on the government to honour its promises to teacher unions.

Speaking on Joy FM's Midday News on Monday, August 19, Mr. Musah stressed that the government had promised affordable housing for teachers in 2022, yet two years later, the promise remains unfulfilled, yet the promise has been made anew.
According to him, the government needs to revisit this commitment and not make new ones.
"We’ve been here before and I think that we cannot easily progress without looking at what had happened in history. Two years back, we engaged the government and they promised us that they were going to ensure that we get affordable housing.
"When you look at the budget statement, page 105 and paragraph 589 it is there that government will engage the teacher unions specifically NAGRAT to ensure that affordable housing is put in place .. so this is a nice opportunity to give a reminder,” he said.
Mr. Musah also urged the government to expedite action on other promises, such as promoting teachers from the rank of Deputy Director to Director 2 and 1, addressing issues faced by teachers in deprived areas, and delivering on the "laptop per teacher" initiative.
His comments come in response to a recent pledge by Dr. Mahamudu Bawumia, the flagbearer of the New Patriotic Party (NPP), who during the unveiling of the party’s 2024 electioneering campaign manifesto, promised to offer incentives for teachers to purchase vehicles with engine capacities of up to 1,800CC.
While Mr. Musah acknowledged the importance of this initiative—noting that teachers had benefited from similar incentives in the past—he stressed the need for the government to fulfill previous promises before making new ones.
"...But as I said, the other ones they have promised and haven’t been delivered, we are asking of it and we want them to speak to those issues for us.”

Additionally, Mr. Musah called for the establishment of a pre-education funding act to ensure sustained financing for public education, pointing out that basic education in Ghana is currently facing significant challenges.

The leadership of the Pre-Tertiary Teacher Unions have called for calm among teachers who are apprehensive over their appointments being revoked.

Their anxiety stems from a circular issued by the Ghana Education Service (GES) to heads of schools to ensure that the appointments of teachers who were recruited after December 7 are terminated.

In an exclusive interview with 3news on February 19, General Secretary of the Ghana National Association of Teachers (GNAT), Thomas Tanko Musah appealed to the anxious teachers to be calm.

We need to give the employer the benefit of hindsight. To the extent that we have an assurance of engagement for us to find out how we can resolve, together let us work to resolve all the issues. If there are other things, we are not able to resolve we meet our members and decide on the next line of action.

“So, to the extent that dialogue has not broken down and the employer has shown commitment that look, let us work together to resolve the problem” he noted.

The Ghana National Association of Teachers (GNAT) has cautioned that if urgent steps are not taken to curb the rising incidents of violent altercations among senior high school students, authorities may be compelled to establish military barracks within school premises.

This warning follows recent clashes between students, some of whom wielded deadly weapons such as cutlasses and locally manufactured pistols.

The incidents have reignited concerns about discipline and character development within the country’s educational institutions.

Speaking to Citi News, GNAT General Secretary, Thomas Tanko Musah expressed deep concern over the growing indiscipline among students, attributing it to a broader breakdown of respect at the national level.

He criticised the lack of accountability for students involved in violent and criminal activities, warning that their unchecked actions could further erode discipline in schools.

“If care is not taken in the coming days like I have said, we may have to establish military barracks on our campuses so that they will help to maintain law and order.

“That is where we are heading towards. We may need to employ more military men since the students are now coming with weapons, we might need to employ the military people so that we create military barracks on all the campuses so that when the students pull out their weapons, the soldiers will also pull their weapons, then they will square it up there.”

Source : Elizabeth Kabukie Ocansey