The Centre for Democratic Movement (CDM), a civil society organization advocating for democratic accountability and ethical governance, has expressed
The Centre for Democratic Movement (CDM), a civil society organization advocating for democratic accountability and ethical governance, has expressed serious concern over the inclusion of a redefined gender identity concept in Ghana’s Senior High School (SHS) Physical Education and Health (Elective) Teacher’s Manual for Year Two students.
The organization described the development as a breach of national trust, arguing that it undermines Ghanaian cultural, religious, and moral values.
During a press conference convened in Accra, CDM officials stressed that the controversy is not motivated by intolerance or partisan politics but by a perceived failure of state institutions to uphold constitutional and societal norms.
According to CDM, the manual, currently in use in public schools, defines gender identity as “a person’s deeply felt internal experience of gender, which may or may not correspond with the sex assigned at birth… going beyond the binary notion of male and female.”
CDM officials said this definition represents an ideological insertion into the classroom, noting that it explicitly challenges the male-female binary foundational to Ghanaian society.
They argued that such a shift in educational content has occurred quietly, procedurally, and without public consultation, bypassing parents, religious bodies, traditional authorities, and parliamentary oversight.
Institutional Responsibility Under Scrutiny
The organization identified multiple institutional failures in the process. The Ministry of Education, which oversees curriculum development, cannot disclaim responsibility for materials approved and distributed under its authority.
Similarly, the National Council for Curriculum and Assessment (NaCCA), established under Act 1023 to safeguard curriculum integrity, was accused of failing in its mandate.
The Ghana Education Service (GES), responsible for implementing the curriculum nationwide, was also implicated for disseminating the material without adequate review or consultation.
CDM further questioned the role of Parliament, emphasizing that delayed legislative oversight has contributed to public distrust in governance. Officials highlighted a specific anomaly: the presence of Hon. Haruna Iddrisu’s signature on the manual’s foreword.
While government statements claimed the controversial content originated in 2024, the signature suggests approval under the current administration, raising questions about accountability, transparency, and the accuracy of official claims.
Moral and Political Contradictions
CDM also criticized the National Democratic Congress (NDC) for what it called an inconsistency in moral and political positions.
While in opposition, the NDC framed LGBTQ-related issues as urgent moral concerns and promised legislative action. Yet, under its current control of the Executive and legislative agenda, the Human Sexual Rights and Family Values Bill remains unpassed, and the controversial curriculum content has emerged without public debate.
CDM framed this as a breach of public trust, calling attention to the contrast between past rhetoric and present inaction.
Observers note that this development is part of a longer historical context. Comprehensive Sexuality Education policies were first introduced under an NDC government between 2012 and 2016 in collaboration with international partners but were later disowned in 2019.
CDM argues that the current approach—integrating redefined gender concepts into teaching manuals—represents a quiet return to a previously contested agenda.
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