Ghana to teach fire safety in primary schools as GNFS launches nationwide curriculum push

Ghana is set to introduce fire safety education as a formal component of its basic school curriculum in a significant public safety initiative. The Ghana National Fire Service (GNFS) has partnered with the Ghana Education Service (GES), the National Council for Curriculum and Assessment (NaCCA) and Ulster University to develop and integrate comprehensive fire safety training into the learning materials taught to primary and junior secondary students across the country.

The collaborative programme is being championed by Chief Fire Officer Daniella Mawusi Ntow Sarpong and aims to instil essential fire prevention knowledge, safe behaviour practices and emergency response skills in children from an early age. By normalising fire safety awareness during formative school years, proponents argue the initiative will create a generation of Ghanaians better equipped to recognise hazards, respond to emergencies and prevent avoidable fire disasters.

How the curriculum will work

The fire safety education programme has been developed through careful consultation between the GNFS and Ulster University, with refinements made following detailed engagements with education specialists and fire safety experts. The curriculum has now been formally presented to the Chief Fire Officer for final consideration and implementation planning. While specific details of the content and rollout timeline have not yet been publicly disclosed, the programme is expected to cover practical competencies rather than theoretical knowledge alone, ensuring students gain actionable skills they can apply in real-world situations.

Why it matters for Ghana

Fire incidents remain a persistent public safety challenge in Ghana, with preventable fires causing loss of life, injuries and significant economic damage each year. Most fire disasters stem from poor awareness, negligence or inadequate emergency response at community level. By introducing fire safety education in schools, Ghana can interrupt this cycle and build a culture of prevention from childhood.

The initiative also reflects a broader global shift towards embedding disaster risk reduction and public safety into school curricula—a practice strongly advocated by international development organisations and the United Nations. Countries that have implemented similar programmes have reported measurable improvements in community fire safety behaviour and reductions in domestic fire incidents over time.

For Ghana specifically, this curriculum addition carries particular significance given rapid urbanisation, growing informal settlements, and limited fire prevention infrastructure in many communities. Early education creates multiplier effects: children who learn fire safety often share knowledge with family members and peers, amplifying the reach of public health messaging beyond formal schooling.

The involvement of Ulster University—a recognised institution in fire safety research and education—suggests the Ghanaian curriculum will meet international standards whilst being adapted to local contexts and building types. Partnership with NaCCA ensures the content aligns with Ghana's existing educational framework and assessment structures, improving the likelihood of sustainable implementation.

As the programme moves toward rollout, key questions remain around teacher training, resource availability, and how fire safety content will be balanced within an already-full curriculum. These operational details will likely emerge as GES and GNFS formalise implementation plans in coming months.