University of Ghana orders students with CGPA below 1.00 to withdraw

The University of Ghana has issued a directive requiring undergraduate students who finish the 2025/2026 academic year with a Cumulative Grade Point Average (CGPA) below 1.00 to withdraw from their respective programs. The move aligns with established university academic regulations, which do not provide for academic probation for students failing to meet this minimum threshold. The university maintains that these measures are necessary to ensure academic progression and uphold institutional standards.

According to the Academic Affairs Directorate, the directive will take effect following the official release of all grades for the academic period. Affected students have been instructed to verify their academic standing on the university's Management Information System (MIS). Once their status is confirmed, they must initiate their withdrawal through the Student and Staff (STS) Portal. To assist those impacted by the decision, the university has announced that support services will be available through the Careers and Counselling Directorate.

The policy has met with opposition from some former student leaders and educational advocates. Benjamin Akyena Brantuo, a former Junior Common Room (JCR) President of Commonwealth Hall, urged the university to reconsider the dismissals. Brantuo argued that the strict enforcement of the CGPA requirement fails to account for external factors that influence student performance, such as the quality of instruction and individual personal challenges. He further contended that denying students the opportunity to continue their studies could be seen as undermining the constitutional right to education.

Educational analysts note that the enforcement of such standards reflects a broader trend among African universities seeking to preserve academic integrity and quality control amid rising enrollment figures. While the University of Ghana emphasizes that the policy is a standard application of its existing regulations, critics continue to advocate for a more developmental approach that prioritizes student support and remediation over immediate withdrawal.