CREP Condemns NaCCA Over Negligent Curriculum Approval and Demands Accountability
CREP Africa issues a firm and unequivocal condemnation of the National Council for Curriculum and Assessment (NaCCA) for approving curriculum material that reasonably creates a public perception of promoting LGBTQ+ ideological concepts within Ghana’s pre‑tertiary education system. This concern arises directly from NaCCA’s own sanctioned content.
In the Physical Education and Health Teachers’ Manual for Senior High Schools, gender identity is defined as “a person’s deeply felt internal experience of gender which may or may not correspond to the sex assigned at birth,” with additional references suggesting gender extends beyond the male–female binary. These definitions are widely recognised as ideological interpretations rather than neutral, biological descriptions.
The issue at stake is not intolerance—it is institutional responsibility. Curriculum authorities shape how young people understand identity, society and self. Such influence requires caution, transparency and fidelity to national values.
NaCCA failed in this responsibility.
The approval of this material was not a simple oversight. It passed through drafting, technical review, validation and final authorisation. This sequence points to systemic negligence and raises serious concerns about NaCCA’s internal governance and quality‑control processes.
CREP Africa insists that every individual involved in approving this content must be identified and questioned. Public institutions cannot operate behind a veil of anonymity when decisions with national implications are made. Accountability is essential to restoring public trust.
The subsequent withdrawal of the material following public backlash does not absolve NaCCA. Rather, it confirms that institutional safeguards failed—and that corrective action occurred only after public exposure.
Parents, religious bodies, traditional authorities and Parliament were not adequately consulted prior to approval, despite the material addressing issues central to identity formation. Yet it was still authorised for classroom use.
CREP Africa therefore calls for an independent review of NaCCA’s curriculum approval processes to ensure that ideologically sensitive content cannot be introduced without broad national consultation and constitutional grounding.
Education policy must reflect Ghana’s cultural context, legal framework and developmental priorities while upholding the dignity of all citizens.
CREP Africa remains committed to speaking firmly, responsibly and consistently until curriculum governance in Ghana meets the standards expected by the Ghanaian public.