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NewsDistance learning students at UEW request Education ministry's involvement in resolving ...

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Distance learning students at UEW request Education ministry’s involvement in resolving graduation dispute


Students enrolled in the Distance Education program at the St. John Campus of the University of Education, Winneba (UEW), expressed their disappointment with the institution’s management and urged the Ministry of Education to intervene and maintain standards.

These students, nearing the completion of their National Service Scheme (NSS) and anticipating graduation later this month, encountered a hurdle imposed by the university’s management.

They were instructed to provide receipts for their school fees spanning from 2019 to 2024 before being cleared for graduation.

This requirement sparked frustration among the students, who saw it as indicative of mismanagement and a lack of leadership on the part of UEW.

They argued that they had already submitted all necessary receipts before their final exams last year, and producing receipts for each academic year over the past four years would be impractical.

The students perceived this demand as unreasonable and potentially discriminatory, given the challenges of retrieving receipts from multiple years.

They insisted that their prior compliance with financial obligations should be sufficient for graduation clearance.

Expressing their concerns, the students emphasized the administrative burden placed upon them by this unexpected requirement, particularly as they approached the culmination of their academic journey.

In response to these grievances, the students called upon the Ministry of Education to intervene and ensure that UEW upholds fairness and transparency in its administrative processes.

They sought a resolution that recognized their prior compliance with financial obligations and facilitated their smooth transition to graduation without undue obstacles.

The dispute underscored broader issues of accountability and student welfare within tertiary institutions, highlighting the need for clear and equitable policies that support student success.

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