Judul : Ministry and Partners Drive Ethical AI in African Education
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Ministry and Partners Drive Ethical AI in African Education
The future of learning enhanced by artificial intelligence
The Ghanaian Ministry of Education is embarking on a transformative journey—shaping the future of Artificial Intelligence (AI) within African education. Central to this change is an innovative, Africa-driven strategy for incorporating AI into schools, characterized by responsibility and relevance to local contexts.
The initiative is being led by the National Council for Curriculum and Assessment (NaCCA) – the Ministry's department tasked with curriculum development and quality control, ensuring that AI tools correspond with Ghana's educational goals and principles, along with the Centre for Distance Learning and Open Schooling (CENDLOS)
In October 2024, the Ministry of Education, via NaCCA, launched a revised Senior High School (SHS) curriculum that emphasizes understanding over memorization.st21st century skills and abilities, personal growth, and Ghanaian traditions. This represented the first instance in Ghana where a curriculum was created with the clear goal of fostering national pride and equipping young people to play a significant role in the nation's progress.
The revision of the curriculum was daring—but it presented a challenge: how to train 68,000 teachers to implement this ambitious program for 1.4 million students. The Ministry of Education introduced a strategic approach that integrated local leadership with international cooperation.
In collaboration with Playlab.ai, a US-based nonprofit focused on digital infrastructure, Transforming Teaching, Education & Learning (T-TEL), a Ghanaian non-profit organisation, and the Mastercard Foundation, the Ministry of Education aimed to create AI-driven tools designed for Ghana's educational system.
The program was provided with subsidized funding from AWS and Anthropic to offset AI-related expenses, allowing educators to use the Apps at no cost. The expenses for PLC training, teacher guide, and learner resource development are being covered by T-TEL, with assistance from the Mastercard Foundation, under an ongoing grant agreement with the Ministry of Education that began in 2021.
The most accurate portrayal of this is a narrative centered on Ghanaian control, where artificial intelligence is employed to enhance the knowledge of educators and assist in implementing a curriculum that embodies Ghana's national values, identity, and ambitions. To achieve this, each Subject Specific App was created by a group of Ghanaian curriculum specialists, and each App showcases Ghanaian culture, principles, perspectives, and educational ideology.
Rigorous Testing Before Scale
The Department of Education has emphasized strict quality control to guarantee that AI applications are strong and trustworthy. A four-stage testing process ensures that each app satisfies high standards:
- Technical Accuracy Review– Ensures that the AI application's outputs are consistent with the curriculum. At least 80% of the apps must achieve an accuracy rate of at least 80% over 20 consecutive tests before moving forward.
- Educational Quality Review– Course designers evaluate the teaching effectiveness of the content, moving attention from technical aspects to educational outcomes.
- User Experience Review– Educators in trial schools assess the practical effectiveness of the applications, examining both precision and ease of use in the classroom.
- Regional Testing– Evaluates the infrastructure and operational preparedness across 40 schools.
This organized strategy fosters confidence and reliability, making sure that only validated resources arrive in educational settings.
Integration, Not Disruption
One of the most groundbreaking features of Ghana's strategy is the smooth incorporation of AI into current systems. The tools are not standard; they are created and trained using locally developed content, such as teacher manuals, student materials, national values, and gender equality principles. This leads to a collection of applications that assist educators in developing tests and lesson plans more quickly, precisely, and in a manner that connects with Ghanian students.
The implementation and training of these tools build on Ghana's current professional learning framework—weekly school-based Professional Learning Community (PLC) sessions. Launched by the Ghana Education Service (GES) in May 2023, all 712 Senior High Schools conduct 90-minute PLC meetings weekly. These gatherings offer a space for Ghana’s 68,000 SHS teachers to work together, receive instruction, and enhance their teaching methods. Nationally, 84% of teachers participate in PLC sessions every week. They have evolved into the core of teacher professional growth and an ideal setting for introducing AI tools. GES is now utilizing these PLCs to train educators on app usage, exchange feedback, and work collaboratively. QR codes linking to the curriculum microsite:www.curriculumresources.edu.ghand application resources are included in PLC handbooks, ensuring effortless access.
Initial Outcomes: Educators Welcome the Transformation
In July 2025, at the beginning of the app creation process, 29 NaCCA personnel received training to develop Subject-Focused Applications aimed at aiding curriculum design, evaluation, and teaching resources. These applications were subsequently evaluated by 71 educators throughout Ghana, encompassing more than 30 disciplines. The response was largely favorable:
- 95% saidinstructional preparation was considerably quicker.
- 99% foundno errors in the content produced.
- 93% of teachersreported satisfaction and intention to keep using the applications after PLC.
A teacher put it this way:
For the first time, I am ready to present the curriculum as planned. The application does not take the place of my knowledge; it enhances it.
A Framework for the Continent
With Ghana set to implement a nationwide initiative in October 2025, the effects will go beyond its own territory. Nations such as Sierra Leone, Kenya, and Rwanda have shown interest in adopting the same approach, acknowledging its ability to tackle comparable issues.
Ghana's method provides a model that can be duplicated by other African countries:
- Scalable– The infrastructure is already established.
- Culturally sensitive– AI is developed using local languages and principles.
- Cost-effective– Utilizes current teacher training frameworks.
- Sustainable– Inherent content management and feedback mechanisms guarantee sustained effectiveness.
This effort seeks to demonstrate that AI can be implemented in an ethical, responsible manner, while taking into account local conditions. It highlights that African governments can drive innovation, rather than merely following it, and Ghana's model could potentially serve as the basis for a widespread change across the continent.
Regarding the implementation of subject-specific apps and the integration of AI in Ghana's education system, the Director General, Prof. Bekoe stated, "NaCCA, in collaboration with the Ministry of Education and other organizations, is working on various AI and app initiatives like L4H, Code Raccoon, and others to create more applications that support teaching and learning in our schools."
We are also urging all EdTech firms in Ghana that are interested in creating applications to support teaching and learning to reach out to NaCCA for instructions and authorization prior to releasing them to the general public.
Source: MoE PR Department
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