Energy sector analyst and senior researcher at Institute of Energy Security, Smith Prosper Boateng has called for the adoption of a Public-Private Partnership (PPP) model in the management of the Electricity Company of Ghana (ECG) to help address persistent revenue leakages and operational losses.

According to Mr. Boateng, Ghana must prioritiZe energy security while implementing measures to improve ECG’s efficiency and financial sustainability. In an interview on the Kessben Maakye show in Accra,
he said government should be commended for measures introduced to shield the energy sector from external shocks, but stressed the need to tackle the persistent revenue challenges confronting ECG.

Mr. Boateng argued that every serious government would find ways to stop revenue leakages and stabiliZe ECG’s operations, even if the utility does not generate direct profits.

He noted that ECG is currently unable to generate enough revenue from electricity supplied by Independent Power Producers (IPPs), resulting in government interventions through subsidies or loans to settle power sector obligations.
He further supported efforts to bring in private-sector participation, saying a properly structured PPP could improve management efficiency and revenue collection.

However, he cautioned that the arrangement must be carefully designed to prevent excessive increases in electricity tariffs, which could trigger complaints from consumers and businesses.
Mr. Boateng also called for an upgrade of Ghana’s transmission infrastructure to reduce technical losses and improve the reliability of power distribution.
He stressed that PPP should not be confused with outright privatization, arguing that the concept must be properly communicated to stakeholders to build public understanding and confidence.

According to him, the focus should be on using private-sector expertise and investment to strengthen ECG while protecting the interests of consumers and the state.

By Maurice Otoo

A discussion about the fate of 2026 Basic Education Certificate Examination (BECE) candidates who failed Mathematics and English Language and could not secure school placement has reignited the debate over the perception of Technical and Vocational Education and Training (TVET) in Ghana.

The discussion focused on possible alternatives for affected candidates to ensure that they do not drop out of school.

Out of concern for the young people, a contributor suggested that candidates who failed could be channelled into TVET institutions to acquire practical skills while continuing their formal education.

The suggestion, however, generated a brief but revealing exchange over the long-standing public perception that TVET is meant for academically weak students.

A Principal of a TVET institution responded politely to the suggestion, asking:

“Respectfully, why TVET?”

Mr Addo Andrews Sarfo, an IT Facilitator at J. G. Knol Technical Institute, also expressed concern about the mindset surrounding technical and vocational education.

“2026, and some people still have this mindset that TVET is meant for academically weak students. We need proper education on this as a country,” he said.

The reaction appeared to stem from the widespread belief that directing candidates who had failed English Language or Mathematics towards TVET suggests that technical education is a second-choice option or a destination for academically unsuccessful students.

However, the contributor who made the initial suggestion quickly clarified that this was not his intention.

Responding to the Principal, he said:

“Boss good evening, please I did not mean TVET schools are not academically good, my senior colleague was suggesting that those learners can learn a trade by the roadside but, I was of the view that TVET schools can give them the requisite skills and at the same time academic excellence. Thank you boss.”

The clarification has brought renewed attention to the need for public education about TVET and its role in Ghana’s educational system.

According to Seth Afum A. Dankwah of the J. G. Knol Technical Institute, the contributor’s intention was not to portray TVET as inferior but to advocate for a structured educational pathway for young people who may struggle academically or fail to secure placement.

The concern, he explained, was to ensure that such young people do not drop out of school or end up learning trades informally without access to structured training and academic progression.

The contributor believed that TVET institutions could provide learners with practical skills while also offering them opportunities to pursue academic excellence.

Mr Dankwah said the incident should therefore be used as an opportunity to address the misconception surrounding TVET rather than attack the contributor.

For many years, technical education has been wrongly portrayed in some Ghanaian homes as an option for children who do not perform well academically.

Parents have often warned their children with statements such as, “If you don’t learn hard, you will go to technical school.”

This perception has contributed to the belief that Technical and Vocational Education and Training is a dumping ground for students who fail subjects such as English Language, Mathematics and Integrated Science.

However, the official admission requirements for the 49 Public Colleges of Education for the 2026/2027 academic year show that TVET is part of Ghana’s recognised academic and tertiary education system.

Applications for the 2026/2027 academic year were invited from suitably qualified applicants to pursue four-year Bachelor of Education programmes at the 49 public Colleges of Education in Ghana.

Under the TVET admission category, applicants can qualify through a number of recognised routes.

One of the requirements states that an applicant must have TVET Certificate II Examinations with Lower Credit (C-) or better in six subjects, made up of three core subjects, including English, Mathematics and Integrated Science or Social Studies, as well as three relevant elective subjects.

Other recognised pathways include Certificate II qualifications in relevant trade areas awarded by the Technical Examinations Unit (TEU), National Vocational Training Institute (NVTI), City & Guilds and NABPTEX.

Applicants may also qualify through the National Certificate II qualification in Competency-Based Training (CBT) in a relevant trade area under the National TVET Qualification Framework.

The admission requirements also show that WASSCE applicants seeking admission into the Colleges of Education must obtain credit passes in six subjects comprising three core subjects, including English Language, Core Mathematics and Integrated Science or Social Studies, as well as three relevant elective subjects.

The requirements challenge the long-held perception that TVET is simply an educational option for students who cannot cope with academic work.

TVET applicants who gain admission into the public Colleges of Education are also pursuing recognised four-year Bachelor of Education (B.Ed) degree programmes.

Students can specialise in several subject areas, including Building Technology, Electrical Technology, Wood Technology, Visual Arts and Home Economics, among others.

Eight Colleges of Education have also been listed as institutions that offer TVET-related specialisations.

They are:

Mampong Technical College of Education

Ada College of Education

Akatsi College of Education

Bagabaga College of Education

N.J. Ahmadiyya College of Education, Wa

St. John Bosco College of Education

Wiawso College of Education

Komenda College of Education

The institutions are affiliated with public universities, with students pursuing recognised academic programmes and qualifications.

The 2026/2027 admission process also recognised both WASSCE and TVET Certificate II applicants, while candidates who were yet to write their examinations could apply as awaiting-results applicants.

Applicants were required to pay an application fee of GH¢350, while the deadline for applications was August 31, 2026.

The discussion surrounding the BECE candidates has therefore brought renewed attention to the need to change the way Ghanaian society talks about technical and vocational education.

The contributor at the centre of the discussion maintained that his suggestion was not intended to describe TVET schools as academically inferior.

His argument was that young people who do not secure placement should not be abandoned or left to drop out of the education system.

Instead, he believed that TVET institutions could provide them with the requisite practical skills while giving them opportunities for academic development and progression.

The debate has also renewed calls for parents and teachers to stop presenting technical education as a punishment for poor academic performance.

Rather than telling a child, “Your grades are low, so go to technical school,” the conversation should focus on the abilities, interests and talents of the learner.

Young people who enjoy creating, building, repairing, designing and innovating can pursue technical and vocational education as a meaningful educational pathway.

TVET combines theoretical knowledge with practical application and requires technical competence, creativity, discipline and problem-solving skills.

The ability to correctly wire a building, design and construct furniture or develop practical solutions requires knowledge, training and specialised skills.

The growing need for skilled professionals in technology, construction, manufacturing, agriculture and other sectors has also made technical and vocational education increasingly important to national development.

The exchange, according to Mr Dankwah, should therefore serve as an opportunity for public education.

The contributor clarified that his intention was to advocate for both skills development and academic excellence, particularly for young people who may otherwise be left without opportunities after failing to secure placement.

The central message is that TVET should not be viewed as a dumping ground for academic failures.

Instead, Ghana must begin to recognize technical and vocational education as an important pathway for developing skilled, innovative and productive young people for the future.

Dr Ayew Afriyie has delivered a blunt response after being asked about popular preacher Rev. Owusu-Bempah, dismissing the question with a sharp reference to the pastor.

The exchange has attracted attention because of the unusually strong language used by Dr Ayew, who appeared unwilling to engage extensively on the matter.

‘Forget About That False Prophet’

Responding to the question about Rev. Owusu-Bempah, Dr Ayew reportedly said:

“Forget about that false prophet.”

The comment immediately stood out, with the description of the preacher likely to generate further discussion among supporters and critics of both men.

Dr Ayew Refuses to Dwell on Owusu-Bempah

Rather than offering an extended response about Rev. Owusu-Bempah, Dr Ayew used the opportunity to distance himself from the subject.

His brief but pointed reaction has since become a talking point, particularly because of the direct nature of the remark.

Controversial Comment Sparks Attention

The exchange comes amid the continuing public interest in statements and predictions made by prominent religious figures in Ghana.

Dr Ayew’s choice of words is expected to fuel further debate, with some likely to question the basis for his description while others may view it as a firm rejection of the preacher’s views.

For now, however, his message appears clear: he does not want the discussion about Rev. Owusu-Bempah to distract from the issue at hand.

A Ghanaian pastor has sparked a heated debate after questioning the priorities of adults who continue to play PlayStation games, particularly those who are approaching their 40s.

The preacher’s comments, directed at the lifestyle of a 38-year-old who still plays PlayStation at home, have triggered strong reactions on social media, with many debating whether gaming in adulthood should be considered a waste of time.

‘At 38, You’re Still Playing PlayStation?’

In remarks shared online, the pastor questioned why a person who has reached the age of 38 would still spend time playing PlayStation games.

He reportedly declared:

“At age 38 you still play PlayStation games at home, your life is a joke.”

The blunt statement has quickly gained attention, with clips and posts containing the remarks circulating across social media platforms.

Pastor’s Message Sparks Heated Debate

The preacher’s comments appear to be part of a broader message urging young people to focus more on their responsibilities, ambitions and personal development.

However, the sweeping criticism of PlayStation gaming has not gone down well with everyone.

Some social media users have questioned the idea that age should determine whether someone can enjoy video games, arguing that gaming can simply be a form of entertainment and relaxation.

‘Your Life Is a Joke’ Remark Divides Opinions

Others, however, have backed the pastor’s underlying message, arguing that adults should prioritise building their careers, businesses and families rather than spending excessive amounts of time on entertainment.

The controversy has therefore shifted beyond PlayStation itself to a bigger question: At what point does entertainment become an unproductive distraction?

Social Media Erupts

The comments have continued to generate reactions online, with some users describing the pastor’s remarks as unnecessarily harsh, while others say his message should be understood as a challenge to people who may be neglecting their responsibilities.

For now, one thing is clear — the pastor’s blunt warning has opened another fiery debate about adulthood, priorities and the place of video games in modern life.

A former teacher has revealed how financial hardship pushed him out of the classroom and into commercial motorcycle riding, a move he says has enabled him to build a two-bedroom house.

In a striking account of the struggles facing some workers, the former teacher said his decision to abandon teaching was not driven by a lack of passion for education but by the difficulty of meeting his basic needs.

‘I Lived on Borrowed Food’

According to the former teacher, life had become so financially challenging during his time in the teaching profession that he sometimes had to depend on others for food.

His blunt revelation — “I lived on borrowed food” — paints a painful picture of the economic pressures that influenced his decision to leave the profession.

Rather than remain trapped in a situation where he struggled to survive, he decided to explore another source of income.

From Classroom to Okada

The former teacher eventually turned to Okada riding, joining the growing number of people who rely on commercial motorcycle operations to make a living.

Although the job came with its own risks and challenges, he said the income he earned from riding gave him an opportunity to improve his financial situation.

What started as an alternative means of survival would eventually help him achieve something he had struggled to accomplish while teaching.

Okada Earnings Help Build Two-Bedroom House

One of the most remarkable aspects of his story is that he has reportedly used his earnings as an Okada rider to build a two-bedroom house.

The achievement has sparked conversations about the economic realities confronting workers and the difficult choices some people make when their regular employment fails to provide enough income.

For the former teacher, leaving the classroom may have been a difficult decision, but his experience demonstrates the lengths to which individuals can go when searching for financial stability.

A Bigger Conversation About Teachers’ Welfare

His story has also renewed questions about the welfare and remuneration of teachers, particularly those who struggle to meet their basic needs despite working in an important profession.

While teaching is widely regarded as a noble calling, financial pressure can force some educators to reconsider their career choices.

The former teacher’s journey from the classroom to an Okada motorcycle — and eventually to owning a two-bedroom house — is therefore more than a personal success story.

It is also a reflection of the economic pressures that can push skilled professionals to seek opportunities outside their chosen careers.