CREP Africa condemns in the strongest terms the National Council for Curriculum and Assessment (NaCCA) for approving curriculum material that creates a legitimate public perception of promoting LGBTQ+ ideological concepts within Ghana’s pretertiary education system. This concern is based on NaCCA’s own approved 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 further reference to gender extending beyond a male-female binary. These definitions are widely recognised as ideological constructs rather than neutral biological explanations.

The issue is not intolerance. It is institutional responsibility. Curriculum authorities exercise enormous influence over how children understand identity, society and self. That influence demands caution, transparency and alignment with national values.

NaCCA failed in this responsibility.

The approval of this material was not an isolated act. It passed through drafting, technical review, validation and final authorisation stages. This points to systemic negligence and raises serious questions about NaCCA’s internal governance and quality control mechanisms.

CREP Africa states unequivocally that all individuals involved in approving this material must be identified and questioned. Public institutions cannot hide behind anonymity when decisions with national consequences are made. Accountability is essential to restoring public confidence.

The withdrawal of the material after public backlash does not absolve NaCCA. It confirms that safeguards failed and that corrective action came only after exposure.

Parents, religious bodies, traditional authorities and Parliament were not adequately consulted before the material was approved. Yet content touching directly on identity development was authorised for classroom use.

CREP Africa calls for an independent review of NaCCA’s curriculum approval processes to ensure that ideologically sensitive material cannot be introduced without broad national consultation and constitutional grounding.

Education policy must reflect Ghana’s cultural context, legal framework and developmental priorities while safeguarding the dignity of all citizens.

CREP Africa will continue to speak firmly and responsibly until curriculum governance in Ghana meets the standards expected by the Ghanaian public.