Energy security expert Prince Lumor has welcomed government’s latest fuel price adjustment, describing it as a timely intervention that offers much-needed relief to consumers while removing any basis for transport fare increases.

Speaking to Kojo Preko Dankwa on Kessben Maakye show in Accra, he explained that the government’s decision to abolish the GH¢2 levy and reduce the price of diesel demonstrates that authorities are responding to public concerns over the rising cost of living.

He argued that with fuel prices now reduced, transport operators who had earlier threatened to increase fares no longer have any justification to do so.
“With the current intervention, there is no justification for anyone to increase transport fares,” he stressed.

Prince Lumor, however, cautioned that government cannot sustain fuel price interventions indefinitely through budgetary support alone, warning that such an approach could worsen the country’s debt burden.
He called for urgent reforms within the energy sector, particularly the settlement of outstanding debts owed to Independent Power Producers (IPPs), to ensure long-term stability.

He further explained that the Energy Sector Levies (Amendment) Act, commonly referred to as the “Esla levy,” was introduced to guarantee a constant fuel supply and help clear legacy debts in the petroleum sector.
Describing the removal of the GH¢2 levy on diesel as a significant consumer protection measure, Prince Lumor said the move is expected to ease pressure on households and businesses while supporting broader economic recovery.

The Minister for Food and Agriculture has challenged a new crop of Ghanaian graduates trained in agribusiness in Russia to stay home and spearhead the country’s agricultural transformation, insisting that their expertise is critical to achieving food security and reducing Ghana’s dependence on food imports.

Speaking at a ceremony to welcome the graduates, the Minister noted that the 118 students completed their studies at RUDN University in Russia under a scholarship programme funded by the Japong Group in partnership with the African Agribusiness Consortium (AAC).

He said Ghana urgently needs highly skilled, innovative and committed young professionals who can apply modern agricultural science, technology and management practices to boost productivity across the sector.
“I have no doubt that the knowledge you’ve acquired abroad will contribute significantly towards achieving our national objectives,” the Minister told the graduates.

He stressed that agriculture remains at the heart of government’s transformation agenda through the Feed Ghana Agenda, which seeks to improve food security, create sustainable employment, promote agribusiness development and reduce the country’s reliance on imported food.

According to the Minister, unlocking Ghana’s agricultural potential requires the right mix of skilled human resources, investment, innovation and strategic partnerships.

As part of government’s support, he pledged the Ministry’s readiness to facilitate access to irrigation support, land development initiatives and strategic partnerships to help the graduates establish successful agribusiness ventures.
The Minister also disclosed that the Ministry has reached an agreement with the African Agribusiness Consortium (AAC), under which 750 acres of irrigated land at Konadu have been allocated to support agricultural production.
Under the partnership, AAC will provide logistics, establish a vegetable production hub and pay irrigation water fees to ensure the sustainable use of the irrigation infrastructure.

He described the collaboration as a major step toward accelerating sustainable agricultural growth, adding that both parties will work together across the entire agricultural value chain, including cultivation, processing, storage, value addition, marketing and commercialization.
The Minister expressed confidence that the partnership would help build a new generation of agribusiness entrepreneurs capable of driving Ghana’s agricultural and economic transformation

Entrepreneurship education is becoming one of the most discussed topics in modern education as governments, educators, and industry leaders look for ways to prepare young people for a changing job market.

For many years, schools have focused mainly on preparing students for traditional careers. However, with rising unemployment challenges and the growth of self-employment opportunities, there is increasing demand for students to learn skills such as business planning, financial management, innovation, leadership, and problem-solving.

Supporters of entrepreneurship education argue that teaching students how to create and manage businesses can help them become more independent and develop a mindset focused on creativity and innovation. They believe these skills can encourage young people to identify opportunities and contribute to economic growth.

Entrepreneurship lessons can also help students understand important real-life skills, including budgeting, teamwork, communication, and decision-making. These abilities can benefit students whether they choose to start businesses or work in established organisations.

However, some critics argue that schools already have many academic responsibilities and adding entrepreneurship as a compulsory subject could increase pressure on students and teachers. Others believe entrepreneurship skills can be learned outside the classroom through family businesses, mentorship programmes, and personal experiences.

Education experts suggest that schools can virtually introduce entrepreneurship by combining classroom lessons with projects, competitions, internships, and partnerships with business professionals.

As the world of work continues to change, the question remains whether schools should focus only on preparing students to seek jobs or also teach them how to create opportunities for themselves.

AI tools in education are transforming the way students learn, research, and complete school assignments. Technologies such as ChatGPT, Google Gemini, and Microsoft Copilot are making it easier for students to access information, improve their writing, and understand complex subjects. While many educators believe these tools can enhance learning, others worry they may encourage academic dishonesty and weaken critical thinking skills.

Why AI Tools in Education Are Beneficial

Supporters of AI tools in education argue that artificial intelligence can make learning more effective and accessible. Students can receive instant explanations, generate study guides, summarise lengthy texts, and improve their writing with AI-powered assistance.

AI can also provide personalised support for students with different learning needs, including those who face language barriers or learning difficulties. Many teachers believe AI should be used as a learning aid, similar to calculators or online research tools, rather than as a replacement for independent thinking.

Concerns About AI Tools in Education

Despite the benefits, AI tools in education have raised concerns among teachers and parents. One major issue is that some students may rely too heavily on AI to complete assignments without fully understanding the subject matter. This makes it more difficult for educators to assess students’ actual knowledge and abilities.

Another concern is that AI-generated information is not always accurate. Artificial intelligence can occasionally produce incorrect or outdated responses, making it essential for students to verify information using reliable academic sources.

Promoting Responsible AI Use

Instead of banning AI tools in education, many experts recommend teaching students how to use them responsibly. Schools can establish clear policies that allow AI for brainstorming, research, and revision while requiring students to demonstrate their own understanding and original thinking in assignments and examinations.

Teaching digital literacy and ethical AI use can help students develop valuable skills that will be important in higher education and future careers.

The Future of AI in Education

As artificial intelligence continues to evolve, AI tools in education are expected to become a permanent part of modern classrooms. The challenge for schools is to balance innovation with academic integrity by encouraging students to use AI as a tool for learning rather than a shortcut to completing assignments.

When used ethically and responsibly, AI has the potential to improve education, increase student engagement, and prepare learners for a technology-driven future.

 The West African Examinations Council (WAEC) has officially released the provisional results of candidates who sat for the 2026 Basic Education Certificate Examination (BECE) for School Candidates.

In a press release, WAEC announced that the results will be dispatched to schools through the various Metropolitan, Municipal and District Directors of Education. Candidates can also access their results online via the Council’s official website.

2026 BECE Statistics

According to WAEC, a total of 620,243 candidates from 20,789 schools registered for the examination. The figure comprises:

• 304,415 males
• 315,828 females

The examination was conducted at 2,237 centres across Ghana.

The Council also disclosed that the candidates included:

• 136 candidates with visual impairment
• 282 candidates with hearing assessment needs
• 510 candidates requiring other test accommodation

Out of the total number of registered candidates, 3,601 were absent during the examination.

Examination Malpractice

Following investigations into reported examination irregularities, WAEC’s 37th Meeting of the Final Awards and Examiners’ Appointment Committee for BECE 2026 approved the following sanctions:

• 496 candidates had their subject results cancelled.
• 105 candidates had their entire results cancelled.
• 119 candidates had their subject results withheld.
• 48 candidates had their entire results withheld.

In addition, the subject results of 2,722 candidates from 229 schools have been withheld pending further investigations.

WAEC stated that the withheld results will either be released or cancelled after investigations are completed by August 31, 2026.

Candidates Advised to Check Status Online

The Council urged candidates whose results have been cancelled or withheld to visit the WAEC irregularities portal to check the reasons for the decision and receive further instructions. Heads of schools and proprietors may also use their result-listing logins to verify the status of affected candidates.

WAEC Warns Against Fraudsters

WAEC cautioned candidates and the general public against individuals who claim they can upgrade examination results for a fee.

According to the Council, its results are secure and can be authenticated, urging candidates not to fall victim to scammers.

WAEC expressed gratitude to the Ministry of Education, the Ghana Education Service, the security agencies, heads of schools, supervisors, invigilators, examiners and all stakeholders for their support in ensuring the successful conduct of the examination and the timely release of the results.