NaCCA apologises to Ghanaians, recalls teachers’ manual over gender controversy

The National Council for Curriculum and Assessment (NaCCA) has apologised to Ghanaians following public backlash over the definition of gender identity contained in a Senior High School Physical Education and Health teachers’ manual.

The apology was issued by NaCCA Board Chairman, Professor Vincent Assanful, who admitted that the inclusion of the controversial definition was an oversight and assured the public that the manual has been withdrawn for review.

According to Professor Assanful, NaCCA has directed that all hard copies of the teachers’ manual currently in circulation be withdrawn, while a comprehensive review of the content is undertaken.

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The controversy erupted after the Assin South Member of Parliament and Ranking Member on Parliament’s Defence and Interior Committee, Rev. John Ntim Fordjour, accused the NDC government of covertly introducing LGBTQ-related content into Ghana’s school curriculum.

The teachers’ manual defines gender identity as a person’s deeply felt internal experience of gender, which may or may not correspond to the sex assigned at birth. It further suggests that gender may include being male, female, or a blend of both, moving beyond a strictly binary understanding. These definitions triggered strong reactions from sections of the public, religious bodies, and political actors.

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Responding to the concerns in an interview on Adom FM, Professor Assanful acknowledged that the content should not have passed through the approval process unnoticed.

He stressed that the ongoing review would not be limited to the gender identity section alone but would cover the entire manual to ensure clarity, cultural sensitivity, and appropriateness for Ghanaian schools.

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Professor Assanful further disclosed that he had instructed the Director-General of NaCCA to formally apologise to the public and clarify the Council’s position.

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NaCCA’s response appears aimed at calming public concerns and reaffirming the Council’s commitment to transparency and national values in curriculum development, as debates over education content and social issues continue to attract heightened public scrutiny.