Accra Academy

Accra Academy is a boys' high school located at Bubuashie near Kaneshie in the Greater Accra Region, Ghana. It admits both boarding and day students. Founded as a private school in 1931, it gained the status of a Government-Assisted School in 1950. It is the oldest existing high school to have been founded in the Gold Coast without prior involvement of a religious society, the government or a chiefdom..

The academy runs courses in business, general science, general arts, agricultural science and visual arts, leading to the award of a West African Senior School Certificate....

The academy's founders provided tuition to students who wanted a secondary-grade education but who did not have financial support to enable them do so.. The first principal and co-founder, Kofi Konuah periodically travelled to some of the major towns in each region of the country to organize entrance examinations for students, so as to offer the brilliant but needy among them the opportunity of education in the Accra Academy. The academy no longer offers special admission to brilliant but needy students but, as per a 2005 general directive from the Ghana Education Service, admits its students through a school selection placement system.

Accra Academy was ranked 8th out of the top 100 high schools in Africa by Africa Almanac in 2003, based upon quality of education, student engagement, strength and activities of alumni, school profile, internet and news visibility. Amongst its achievements include; being the first school to have produced successive Chief Justices of Ghana, and the only school to have produced successive Ghanaian Speakers of Parliament. It is also the first school to have produced a head of government and a deputy head of government in the same Ghanaian government.

History

The K. G. Konuah Era (1931 – 1952)

Accra Academy was founded by Messrs. Kofi George Konuah, Samuel Neils Awuletey, Gottfried Narku Alema and James Akwei Halm-Addo on 20 July 1931, at Mantse Agbonaa, a suburb of James Town in Accra. They founded the academy with an initial capital of £200 pooled from their individual contributions. Their aim of founding the academy was to democratize access to quality education for students from disadvantaged backgrounds who could not enroll at elite institutions due to financial constraints. For this reason, the founders instituted a fee installment policy to encourage and support these disadvantaged students to enroll at the academy.

The academy's founders operated the school from a one-storey house that provided classrooms for the students. The facility was named Ellen House after its leaser, Ellen Buckle. Ellen was the widow of Vidal J. Buckle, a lawyer and Gold Coast elite, who built the property.Michael R. Doortmont, '' The Pen-Pictures of Modern Africans and African Celebrities by Charles Francis Hutchison: A Collective Biography of Elite Society in the Gold Coast Colony'', Brill, 2005, p. 491 . The academy began work with a student enrolment of 19, distributed into Forms 1 through to 3. The founders of the academy together with two others, M. F. Dei-Anang and S.S. Sackey, comprised the pioneer teaching staff of the school. The founders doubled as administrators and teachers and they offered their services on gratis to sustain operations of the school. The academy operated as a day-school till it began accommodating students in Claremont House in 1935, a single-storey building adjoining Ellen House, also a property leased out by Ellen Buckle.

In December 1932, the academy presented its first batch of ten students for the Junior Cambridge School Certificate Examination, seven out of whom passed the examination. By 1935, several privately operated secondary schools had been established in Kumasi, Koforidua, Sekondi, and Accra. While their overall quality did not seem to be particularly high, Accra Academy stood out as a well-organized institution, boasting an enrollment of 469 students. In the annual report for the academic year 1938–39, Accra Academy received positive recognition. The report described it as a well-funded institution that is effectively administered, with a student body of 469 boys. In 1939, the academy presented 45 students for the Senior Cambridge School Certificate Examination, out of whom 42 students passed, with 10 students obtaining exemption from the London Matriculation Examination.Frederick Hadaway Hilliard, ''A Short History of Education in British West Africa'' New York/London: Thomas Nelson, 1957, p. 96.

The curriculum entailed core subjects like English, Mathematics, Science, Business Studies, and Agriculture. The founders placed a strong emphasis on character formation through morning devotions, hymns, and ethical teachings which underscored Christian values. Extracurricular activities including drama and an Inter-House sports system also helped to foster teamwork amongst students. The early years of the academy were fraught by financial instability as the founders had to rely on their personal funds and the generosity of some patrons in the community to sustain it. Teacher turnover was also high due to better opportunities elsewhere. The academy was also plagued by infrastructural limitations and a noisy environment. Nonetheless, these hurdles fueled a culture of resilience, high morale, and academic rigor.

By the year 1945, the academy had established itself as a stable institution and had achieved a level of effectiveness that set it apart from other secondary schools that did not receive assistance from the Government. As of the start of 1946, there were 467 male students attending the school.

In 1947, a recommendation was made to the director of education to grant the academy the status of a Government Assisted School.Hilliard (1957), p. 108. The recommendation was approved, and the academy begun operating as a Government Assisted school from 1 January 1950. Course departments were formalized, staff training programs were instituted, and staff of the academy were guaranteed a pension. In 1950, the academy also won the prestigious Aggrey Shield at its first Inter-Collegiate Sports Meeting.

By the time of K.G. Konuah’s departure in 1952, Accra Academy stood as a beacon of academic and institutional excellence. His leadership of the academy cemented its ethos of excellence, discipline, and a holistic education. His successor, Allotei Kobina Konuah, inherited a thriving institution that had evolved into a profitable venture with national acclaim.

The A. K. Konuah Era (1953 – 1967)

Allotei Kobina Konuah’s tenure as headmaster of Accra Academy heralded an era of transformative growth, innovation, and resilience. Building on the foundation laid by his predecessor and half-brother, A.K. Konuah prioritized academic rigor, infrastructural expansion, and sports. Under his visionary leadership, Accra Academy evolved into a modern institution. His commitment to academic excellence began with a bold overhaul of the curriculum. Recognizing Ghana’s shifting economic landscape, he emphasized science, mathematics, and business education, equipping students with skills critical to the nation’s development. In 1957, the introduction of the Sixth Form programme marked a milestone, preparing graduates for university education and professional careers. To elevate teaching quality, he established specialized roles for subject experts and fostered collaborations with international institutions, bringing expatriate educators to the school. Quarterly staff meetings and inspections became cornerstones of his administration, ensuring adherence to high standards while professional development programs empowered teachers with new pedagogical strategies.
Determined to expand the academy’s policy of democratizing education, A.K. Konuah personally traveled to Konongo and Kumasi to conduct entrance examinations. This outreach broadened the demographic of the student body by drawing talent from outside the capital city. He thus embedded inclusivity as one of the ethos of the academy.

Due to a steady increase in the number of applicants applying for enrolment in the academy, the academy's administrators began preparations to relocate the academy to a larger and permanent site. The initial site acquired to relocate the school was situated at Kokomlemle; however, this site had to be abandoned as a result of a prolonged litigation concerning the ownership of the land. A second site, which was located at Korle Gonno, was also given up because of its remote location. The search for a new school site ended in 1956 when J. A. Halm-Addo succeeded in lobbying the Convention People's Party government to relocate and expand the academy as part of its accelerated development plan. Owing to his efforts, Accra Academy was offered a 37-acre plot of land at Bubuashie, off the Winneba Road.

James Cubitt, Scott and Partners were the initial architects for the school building but the project was later transferred to Barnes, Hubbard & Arundel who were the architects and planners of the University of Ghana campus. J. Monta & Sons was awarded the contract to develop the new school site in October 1959, and by July 1961, presented the newly developed site with new buildings to the school administrators. In September 1961, the academy relocated from Ellen House to the present site at Bubuashie, funded by the CPP government. The new site featured modern classrooms, a well-stocked library, and science laboratories, thus dramatically expanding the academy's capacity. A ceremony to officially open up the new buildings was held on 3 February 1962 and A. J. Dowuona-Hammond, Minister for Education and incidentally an old student, unveiled a commemorative plaque. The first dormitory block to serve as a residential facility for students was completed later in 1966.

The academy acquired the nickname Little Legon shortly after the new school site was commissioned, when some students from the Western Region who had gained admission into the University of Ghana, reported at the academy instead of the University of Ghana, apparently confused by the close similarity between the infrastructure of both educational institutions.

A.K. Konuah’s leadership was defined by a profound commitment to equity. He offered bursaries and scholarships to cover tuition, books, and living expenses for underprivileged students, while orphans found guardianship under the watchful care of Form Masters. He also introduced a pioneering work-study programme that allowed poor students to offset fees through school maintenance roles, which also instilled in them a sense of responsibility and self-reliance. His pastoral approach also included home visits by staff members to assess the living conditions of non-performing students in other to offer them tailored assistance. In a historic move, Accra Academy also admitted its first female students during his tenure. Beyond academics, A.K. Konuah cultivated a vibrant school culture which enriched campus life. The academy also continued to be a domineering force in sports born out of its spirited inter-house competitions. A student-exchange program with Hampton Grammar School in the UK was also instituted to broaden the horizon of students and to foster cross-cultural integration.

A.K. Konuah’s journey was not without obstacles. Initial resistance from staff loyal to J. A. Halm-Addo led to resignations and temporary staffing shortages. Funding delays and insufficient government grants stalled projects like a school canteen. Yet, A.K. Konuah’s emphasis on discipline, equity, and academic excellence laid the groundwork for his successor, J. K. Okine, to further elevate the stature of the academy.

The J. K. Okine Era (1967 – 1986)

The J. K. Okine Era stands as a transformative period in the history of Accra Academy, marked by significant academic diversification, infrastructural growth, and a strengthened school identity. Under the leadership of J. K. Okine, the school not only expanded its academic offerings but also increased the physical infrastructure necessary to accommodate a rapidly growing student body.
One of the most pivotal changes during this era was the introduction of Business Education at the Sixth Form level and the construction of a Business Administration Block. This allowed students to specialize in Commerce and Accounting, placing Accra Academy among the few schools in Ghana offering such specialized business programs.

Infrastructurally, J. K. Okine oversaw the construction of several key facilities that enhanced both the academic and residential experiences for students. New dormitories were completed and students who had previously been housed in Mamprobi were relocated to Bubiashie. J.K. Okine also saw to the construction of a 4-unit, two-story Science Block which expanded the school's capacity to offer quality science education. Additionally, a Kitchen and Dining Hall Block was constructed to support the growing boarding system. To improve security and define the school’s boundaries, the northeastern and southeastern perimeters were also fenced.

J. K. Okine’s era was also one of athletic and extracurricular growth. Accra Academy’s success in sports was exemplified when the school won the Table Tennis Shield at the Greater Accra championships. The introduction of numerous clubs and societies gave students ample opportunities to explore interests outside the classroom and developed their leadership skills.

The academic staff composition also evolved during this period. J. K. Okine made a significant impact by employing an entirely Ghanaian teaching staff which was intended to reflect the increasing pool of qualified local educators. The curriculum of the academy was also expanded to include various subjects and it transitioned into a 4-stream institution which allowed it to admit more students and offer an even broader range of educational opportunities. These moves were instrumental in preparing students for a variety of career paths and ensuring that the academy was aligned with the evolving demands of education in Ghana.

A key development under J.K. Okine’s leadership was the revival of the Parent-Teacher Association (PTA) in 1973. The PTA played a crucial role in fostering stronger cooperation between parents and educators, helping to address student welfare and academic performance. Despite the economic challenges of Accra Academy demonstrated remarkable resilience. The academy was affected by the financial difficulties that engulfed the country in the 1970s and early 1980s but under J.K. Okine’s leadership, it managed to thrive and continue its mission of academic excellence.

In 1981, the academy celebrated its golden jubilee with a student enrolment of 900 and a teaching staff of 52. This anniversary birthed the School Song and School Anthem which solidified the academy’s identity and fostered a deep sense of pride and unity among students, staff, and alumni. Historian Robert Addo-Fening, as part of celebrations, of the golden jubilee documented the early history of the Accra Academy for publishing as a Golden Jubilee Brochure. This source was to serve as an important reference point for the first history book on the school published in 2021 titled ''Accra Aca Bleoo: The History of the Accra Academy from Jamestown to Bubuashie'' authored by Simon Ontoyin, an alumnus.

While the J. K. Okine Era was a period of remarkable progress, it was not without its challenges but J.K. Okine’s focus on fostering academic and infrastructural growth, along with his ability to navigate these challenges, left a lasting impact on the academy. His leadership helped solidify Accra Academy’s position as a leading educational institution in Ghana and the achievements of this era laid a firm foundation for the academy’s continued growth and success in the years to come.

The V. B. Freeman Era (1986 – 1996)

The V. B. Freeman Era marked a pivotal period in the modernization and growth of Accra Academy. His leadership style steered the academy toward becoming a trailblazer in various fields including integrating ICT into secondary education. V.B. Freeman also reinforced the academy’s long-standing commitment to discipline and excellence.

One of V.B. Freeman’s most notable achievements was the establishment of the Computer Science Department. Under his guidance, Accra Academy became one of the first schools in Ghana to introduce Computer Science as a core subject. This move positioned the school at the forefront of ICT education, offering students valuable skills for an increasingly technology-driven world.
Discipline and leadership were also central to V. B. Freeman’s administration. He revitalized the Cadet Corps, re-establishing it as a key part of the school’s extracurricular activities. The re-inauguration of the Corps was not only a celebration of the school’s traditions but also a mechanism to instill important values of leadership, responsibility, and discipline among students. This program would go on to shape the character of countless Accra Academy students, equipping them with skills that extended far beyond the classroom.

Infrastructure development was another cornerstone of Freeman’s tenure. He oversaw the renovation of the Halls of residence and the construction of additional infrastructure to augment the growing student population. These new facilities provided students with a more comfortable and conducive environment for academic success.

V.B. Freeman also made significant strides in enhancing the school’s financial sustainability by launching an Endowment Fund. This initiative provided a stable source of funding for school projects, allowing Accra Academy to invest in long-term improvements without being reliant on fluctuating government support. The Endowment Fund marked a forward-thinking approach to securing the school's future and ensuring its continued growth and development.

The academy’s cultural and historical preservation was equally important during the V.B. Freeman era. A bust was erected in honour of Dr. K. G. Konuah, the school's founding father, to commemorate his legacy and vision. This tribute served as a lasting reminder of the values upon which the school was built. V.B. Freeman also spearheaded the renaming of three halls of residence and other key facilities, thus aligning them with the school's rich history. These acts reinforced the importance of maintaining a deep connection to the academy’s traditions in a fast-evolving world. Additionally, the large intake of female students promoted inclusivity and diversity, reflecting the evolving educational landscape of Ghana. This move also helped foster a more balanced and dynamic student body. The V.B. Freeman era was impacted by government educational reforms that transitioned the O-level and A-level systems to the Senior Secondary School (SSS) system.

The V.B. Freeman era saw the establishment of several new initiatives. The Accra Academy Foundation Lectures were introduced as a platform for intellectual discourse. The introduction of a student exchange program with Thomas Alleyne’s High School was another key milestone in promoting cross-cultural learning amongst the student body. It also provided students with opportunities to engage in thoughtful discussions with experts and thought leaders. The establishment of a School Sickbay as part of a PTA Block improved healthcare delivery in the school. In 1995, the introduction of laminated student ID cards streamlined the easy identification of students. The introduction of the Science Resource Centre was another significant development, further strengthening Accra Academy’s capacity to deliver high-quality science education. Additionally, the formation of a School Band and School Orchestra enriched the school’s cultural and artistic landscape, providing students with outlets to explore their musical talents. The establishment of a piggery also added a practical dimension to the school’s agricultural education program, promoting self-sufficiency and practical learning.

Despite these remarkable advancements, V. B. Freeman also faced challenges during his tenure. Limited government funding available for infrastructural projects placed constraints on the school and prevented it from achieving all its desired goals. Nevertheless, the V. B. Freeman Era was a transformative and progressive period for Accra Academy. This era saw the school embrace modernity while remaining grounded in its traditions. The era was characterized by a successful blend of technological advancements, discipline, cultural enrichment, and infrastructural growth, ensuring that Accra Academy remained a leading institution in Ghanaian education.

The Beatrice Lokko Era (1996 – 2005)

Mrs. Beatrice Lokko was initially appointed as Acting Headmistress of Accra Academy in November 1996 while a search was conducted for an alumnus to assume the role of Headmaster. After a year-long search proved unsuccessful she was confirmed as the first Headmistress of Accra Academy in November 1997 and became the first Ghanaian woman to head a boys’ senior secondary school. During her tenure, she implemented several initiatives aimed at enhancing the school's infrastructure, academic performance, and student welfare.

A key achievement of Mrs. Lokko’s tenure was the provision of internet connectivity to the school. Under her leadership, the school’s first website was launched in 2002. In addition to academic reforms, Mrs. Lokko focused on the financial sustainability of the school. One of Mrs. Lokko’s notable achievements was tackling infrastructural challenges. Through her leadership, an Endowment Fund Campaign was successfully launched to support ongoing infrastructural projects such as the completion of the school’s boundary wall to thwart encroachment and secure the school's land from unauthorized developers. She also initiated the construction of the school's first canteen in 2001 and renovated other existing facilities.

She introduced targeted scholarship programs for bright but economically disadvantaged students. She oversaw the introduction of school crest outlines to distinguish students by their various Forms. The period also saw major advancements including the introduction of a Guidance and Counselling Department in 2000 to address student misconduct and academic performance concerns. She established peer counselling programs and organized career and leadership seminars. She also introduced an orientation program for new students. Accra Academy’s participation in extracurricular activities flourished during this time as the school won the maiden VALCO Soccer Tournament in 1997 and performed admirably in national quizzes and debates.

In 2001 under her leadership, Accra Academy celebrated its 70th Anniversary. This milestone was marked by a series of events including the first homecoming reunion of the 21st century, a float to Ellen House, a Founders’ Day durbar, and a grand Speech and Prize-Giving Day graced by President John Agyekum Kufuor. The anniversary also saw the introduction of the school’s Hall of Fame and the establishment of the K. G. Konuah and J. A. Halm-Addo Awards to honour distinguished alumni for their contributions to the school’s development.

The Samuel Ofori-Adjei Era (2005 – 2017)

Under the leadership of Mr. Samuel Ofori-Adjei, Accra Academy experienced a period of remarkable growth and transformation from 2005 to 2017. The 75th Anniversary celebrations during the 2005–2006 academic year marked the beginning of this transformative period. Mr. Ofori-Adjei put in place efforts to address challenges with soil erosion while improving the landscaping of the campus. The Anniversary celebrations featured a series of events, including a health walk, Founders’ Day lectures, and a Speech and Prize-Giving Day ceremony. Vice-President Aliu Mahama, who was the special guest of honour, pledged ¢500 million for the construction of a new dormitory block.
The introduction of the Computerized School Selection Placement System (CSSPS) in 2005 by the government was intended to streamline admissions into government secondary schools even though it also brought about challenges such as the placement of underperforming students from deprived communities in top schools like Accra Academy. The Old Boys’ dormitory project was rejuvenated by Nana Akuoko Sarpong by way of government intervention and the Ghana Education Trust Fund (GETFund) eventually stepped in to construct a new dormitory block for the school.

The school achieved a 98.9% pass rate in the West African Senior Secondary School Certificate Examination (WASSCE) in 2006, following the transition from the SSSCE. The school also inducted final-year students into the Old Boys’ Association for the first time which was intended to emphasize their importance in the future development of the school and the growth of the alumni association.
In 2007, Mr. Ofori-Adjei was appointed National President of the Conference of Heads of Assisted Secondary Schools (CHASS). Inspired by a visit to China, he initiated the creation of an arboretum at the Interact Square. However, this idea was subsequently replaced by an Assembling Point whose construction was supported by donations from some alumni and year groups. Educational reforms by the government in 2007 extended the duration of senior secondary education from three to four years and the renaming of secondary schools as high schools. These changes sparked public debate with different stakeholders arguing the merits and demerits of the policy change.

The 80th Anniversary in 2010 was another major milestone, marked by a thanksgiving service and the unveiling of a bust of Mr. Samuel Neils Awuletey. The school also signed a memorandum of understanding with the German Government for a student exchange program. In 2012, Philips installed a solar-powered LED lighting system at the school’s football park, making Accra Academy the first institution in West Africa to use this technology. The school also celebrated the Golden Jubilee of its Bubiashie campus as part of its 81st Founders’ Day celebrations. The 83rd Founders’ Day in 2014 saw the inauguration of four new halls of residence named after distinguished alumni: Nana Akuoko Sarpong, Rt. Hon. Peter Ala Adjetey, Nana Wereko Ampem II, and Nana Awuah-Darko Ampem I. A FIFA standard astroturf pitch was commissioned for the school on 18 July 2017 and sponsored by Asamoah Gyan, an alumnus of the school and a former captain of the Senior National team – the Black Stars. The pitch was commissioned by former President Jerry John Rawlings. The event also saw Asamoah Gyan inducted into the School’s Order of Platinum and becoming the second alumnus of the school to be so honoured.

Mr. Samuel Ofori-Adjei retired in September 2017 following the appointment of Rev. William Garr, previously the Headmaster of O’Reilly Senior High School, as the next headmaster of Accra Academy. The Samuel Ofori-Adjei Era left a lasting legacy at Accra Academy, characterized by infrastructural development, academic excellence, and increased alumni engagement.

The W. F. Garr Era (2017 – 2020)

Under the leadership of Rev. William Foli Garr, an alumnus and the first Reverend Minister to head the school, there was a strong emphasis on discipline, academic improvement, and the revival of traditions.

Rev. Garr assumed leadership of Accra Academy in 2017, overseeing a staff strength of 134, comprising 85 permanent teaching staff, 50 non-teaching staff, and 21 National Service Personnel. At the time, the student population stood at 2,058, with 1,158 boarders and 900 day students. Having witnessed the school's evolution since his student days, Rev. Garr was particularly pleased with the construction of new classroom blocks, an Assembly Point, and three new halls of residence. His appointment was met with enthusiasm from alumni, who expressed pride in having an old student lead the institution.In recognition of the contributions of Mr. Samuel Ofori-Adjei, who had served as headmaster for 12 years, the Interact Square was renamed the Samuel Ofori-Adjei Ceremonial Square.

The W. F. Garr era was characterized by significant infrastructural advancements. The Science Laboratories were refurbished, and the water distribution system for the labs was overhauled. The Janet Konuah Dining Hall underwent an expansion, increasing its seating capacity from 900 to 1,250. This $170,000 project was financed through a crowdfunding initiative, voluntary contributions, and corporate donations. The iconic Clock Tower, known as the Michigan Tower, was also repaired, though its restoration proved short-lived. Additionally, a GH¢173,000 dual-purpose basketball and lawn tennis court was constructed, providing students with modern sports facilities. To address financial challenges, a Sachet Water Production Plant was established, producing “Bleoo” branded water on a small scale with plans for expansion. The plant not only generated revenue but also served the school community.

Further improvements included the refurbishment of the Arch Gate and staff common room, the commissioning of a new fountain, and the introduction of an E-Library to enhance students’ access to digital learning resources. The school also benefited from the government’s “Year of Roads” initiative, which saw the asphaltation of the school’s roads and the ceremonial square. Several tree-planting exercises were carried out to beautify the campus and enrich its ecosystem. Additionally, the Ministry of Education, with funding from the Kuwait Fund for Arab Economic Development, began refurbishing the four traditional halls: Ellen Hall, Awuletey Hall, Alema Hall, and Halm-Addo Hall. This project aimed to restore the common rooms to their original purpose after nearly 50 years.

The era also saw the introduction of the Double-Track School Calendar by the Ghana Education Service (GES) to address overcrowding in senior high schools due to the Free SHS Policy. The system divided students into two tracks—Green and Gold—alternating school and vacation periods to maximize infrastructure use. While proponents argued that the system increased teacher-student contact hours and reduced class sizes, critics called for better infrastructure and teacher recruitment.

On the alumni front, the Accra Academy Old Boys’ Association (AAOBA) launched its quarterly newsletter, “AAOBA News”, to keep alumni informed about the association’s activities and year-group projects. Spearheaded by the AAOBA President, Mr. Emmanuel Bruce-Attah, the initiative also included orientations for newly admitted students, which AAOBA took over from Bleoo ’97. The association held its first Annual General Meeting on March 24, 2018, under the theme, “What will be your Bleoo Legacy?” During the meeting, Mr. Bruce-Attah launched the Bleoo Legacy Fundraising Initiative (BLFI), aiming to raise GH¢1 million through lifetime contributions from alumni to support the school’s long-term development. The BLFI sought to address financial challenges arising from the Free Senior High School Policy and other underfunded government programs by creating a sustainable revenue stream. Funds raised would be invested, with the interest generated providing a consistent source of income for the school.

Extracurricular activities flourished during this period. The annual Inter-Hall cross-country race, discontinued due to funding challenges, was revived under the auspices of Bleoo ’94. The event promoted a healthy lifestyle and nurtured athletic talent, with Peter Ala Adjetey Hall emerging victorious in the maiden race. Rev. Garr also initiated a reading program to cultivate a reading culture among students. Piloted in late 2017, the program involved students reading *Animal Farm* or *Black Boy* and participating in quizzes to test their comprehension. Its success led to a full launch the following year. In sports, the school maintained its dominance by winning the Zone One Greater Accra School Sports Association Inter-Colleges competition for the sixth consecutive year.

In May 2018, the British High Commissioner, Mr. Iain Walker, visited the school as part of the ‘British Day’ program, aimed at promoting British culture and the English language. During an interactive session, Master Gerald Mensah impressed Mr. Walker with a proposal to reduce plastic waste, earning him an invitation to experience a day as High Commissioner. This visit marked the beginning of a series of mentorship programs designed to inspire students and prepare them for future careers.

Despite these achievements, the era was not without challenges. Weekend disturbances caused by events hosted on campus, such as rentals of the Assembly Hall and Interact Square, as well as classes for distance learning students from the University of Education, disrupted the boarding school environment. A devastating fire outbreak in Alema Hall further tested the school’s resilience. Despite efforts by students, staff, and the Ghana National Fire Service, the hall was engulfed in flames and had to be razed. The incident prompted nationwide fire safety audits and training programs for staff and students. In response, alumni groups, corporate bodies, and the PTA donated trunks, toiletries, garments, provisions, stationery, and relief items for the 179 affected students. The AAOBA President Mr. Emmanuel Bruce-Attah launched a fundraising campaign to complete the Alumni-PTA dormitory block, raising over GH¢53,726 by March 9, 2020, with contributions from Bleoo ’92, Bleoo ’73, Bleoo UK, Bleoo USA, and Bleoo ’74.

The COVID-19 pandemic added another layer of complexity. On March 12, 2020, Ghana recorded its first cases, prompting President Akufo-Addo to order the closure of schools and suspend public gatherings. The Ghana Education Service introduced online learning platforms, and schools were disinfected in preparation for reopening. Final-year and Gold Track students returned to school on May 31, 2020, under strict health protocols, including the provision of reusable facemasks.

Rev. William Foli Garr retired as headmaster on May 26, 2020, despite efforts to extend his tenure. Madam Monica Ankrah, the Greater Accra Regional Director of Education, assumed the role of acting headmistress. The W. F. Garr era was marked by significant milestones, including infrastructural improvements, academic excellence, the revival of traditions, and strengthened alumni engagement. Despite challenges such as the fire outbreaks and the COVID-19 pandemic, the dedication of Rev. Garr, the support of alumni, and the resilience of the school community ensured that Accra Academy continued to uphold its legacy of excellence and innovation.

The E. O. Fiemawhle Era (2020 – Present)

The appointment of Mr. Emmanuel Ofoe Fiemawhle as headmaster of Accra Academy on June 2, 2020, heralded a new era for the school. Mr. Fiemawhle, a seasoned educationist with a distinguished career, brought a wealth of experience from his previous leadership roles at Tema Senior High School, Ashaiman Senior High School, and St. John’s Grammar School. His appointment was met with enthusiasm, particularly from alumni who valued his vast wealth of experience as an educationist.

The school reopened fully on June 22, 2020, following the government’s directive to resume academic activities amid the COVID-19 pandemic. Strict health protocols were implemented, including social distancing, mandatory facemasks, and reduced class sizes. While the government provided personal protective equipment (PPE), shortages necessitated additional support from stakeholders. Alumni groups, including the Accra Academy Old Boys’ Association (AAOBA) and ACASMA, stepped in with donations of PPEs, ensuring the safety of students and staff.

The Founders’ Day celebration on July 20, 2020, was held virtually for the first time, amidst the pandemic. The AAOBA President, Mr. Emmanuel Bruce-Attah, delivered a lecture on reviving patriotism and selflessness among students and emphasizing the importance of upholding the school’s founding principles. Despite the suspension of extracurricular activities, such as the Inter-Hall sports competition, due to social distancing restrictions, the school continued to thrive under Mr. Fiemawhle’s leadership. His proactive approach enabled Accra Academy to navigate the unprecedented challenges of the pandemic while maintaining its legacy of excellence.
A significant milestone during this period was the completion of the new Administration, Library, and ICT block which had stalled for several years. This state-of-the-art facility was expected to significantly enhance the school’s administrative capabilities and provide modern resources for students and staff.

Under Mr. Fiemawhle’s stewardship, Accra Academy demonstrated resilience and adaptability, overcoming the disruptions caused by the pandemic and continuing to uphold its reputation as one of the foremost secondary educational institutions in the country.

Overview

Insignia

Governance

Academics

Admission

Being a senior high school for boys, the academy offers admission to boys only. Gaining entry into the academy is competitive, and open to students who have completed Junior high school. Prior to writing their Basic Education Certificate Examination (BECE), final year Junior High School students, register for senior high school through a computerized school selection and placement system (CSSPS) which was introduced by the Ghana Education Service in 2005..

Unlike in the previous grading system in which a candidate's overall academic performance in the Basic Education Certificate Examination was obtained by computing the aggregate on the candidate's best six subject scores, the raw scores obtained by a candidate in the Basic Education Certificate Examination determines the candidates overall academic performance in the exam under the computerized school selection and placement system. Because the computerized school selection and placement system uses a deferred-acceptance algorithm which ensures that Junior high school applicants are admitted strictly based on academic merit, administrators of the academy use raw scores obtained in the Basic Education Certificate Examination to admit applicants from Junior High School.

Curriculum

The programmes run in the academy are: general arts, general science, agriculture, business and visual arts. As part of their computerized school selection and placement system registration, final year junior high school applicants select four elective courses. Unlike elective courses, core courses are offered to all students, irrespective of their programme of study.. The academy's core courses are: English language, core mathematics, social studies, integrated science, ICT (core) and physical education, however, students are only examined both internally and externally as well, in the first five aforementioned courses.

The academy's curriculum like that of other senior high schools in Ghana, operates in a three-year academic cycle, from form one to form three. The beginning of the first academic year marks the enrolment of the student in the academy, while the ending of the third academic year marks the graduation of the student.

Academic performance

The academy maintains a high academic standard and has over the years been ranked among the best performing senior high schools in Ghana. In 2009, the academy was listed among six other schools in the Greater Accra Region, which had 60% or more of its candidates qualifying for tertiary education. In a survey, the academy was listed among secondary schools in Ghana that contribute 50% or more of its students to universities.

In 2012, a former student was adjudged by WAEC as the best candidate in Business at the previous year WASSCE. In 2017, a former student was adjudged as the second overall best candidate and the second best candidate in General Science for the previous year WASSCE in Ghana.

In 2018, 676 students of the school sat the WASSCE. 640 students of this number passed in all 8 courses taken (i.e. obtained grades between A1 to C6). This represented a percentage pass of 94.7% and percentage of students of qualified academic enrolment status into a university programme in Ghana. In 2020, 672 students of the school sat the WASSCE. 633 students of this number had passes in 6 courses (i.e. 4 core courses and 2 elective courses). This represented a percentage pass of 94.2% in relation to passes in 6 courses.

Student life

Facilities

In 2015, Asamoah Gyan, an alumnus and captain of the senior side of the male national football team, announced he will be funding the construction of an astro turf football pitch facility for the school. The facility became the first football astro turf facility to be constructed in a Ghanaian school and only one of a few in the country at its completion in 2017. The construction of the pitch was done by Wembley Sports Construction, a company owned by Robert Coleman, an alumnus. Coleman went on to put up many more astro turf facilities in the country on government contract. In 2019, the class of 1982 donated a multipurpose court for the games of basketball and lawn tennis.

In 2017, Tullow Ghana completed a refurbishment of the school's science laboratory block. During the refurbishment, the class of 1990 provided and fitted interactive projectors and smartboards to laboratories within the refurbished block. In 2023, the class of 1986 opened up a newly built edifice for an ICT laboratory in fulfillment of a promise the group had made in 2017 at the school's speech and prize-giving day.

Halls of residence

The academy has eight halls of residence. The first four of these halls were inaugurated as part of the school's 1967 Annual Speech and Prize Giving Day activities. Among the four, three were later renamed after founding fathers of the school, with the exception of Kofi Konuah, while the fourth is named after Mrs. Ellen Buckle. The remaining four halls were inaugurated as part of the school's 83rd Founders' Day Celebration in 2014. They are named after alumni; Nana Akuoko Sarpong, Peter Ala Adjetey, Nana Wereko Ampem and Nana Awuah Darko Ampem.

Each hall is supervised by a hall-master while a senior hall-master serves as a liaison between all four halls of residence. Hall-prefects assist hall-masters in the performance of their official duties and have a general responsibility to maintain order in their halls.

Hall-masters are not resident in the halls they supervise but rather housed in staff bungalows on the school's premises, on the other hand, hall-prefects reside in the halls in which they exercise jurisdiction. Each hall of residence contains a bedroom, storage room, ironing room, prefects' cubicle and a washroom.

Each academic year, the administrators of the academy organize athletics competitions between the members of the four Halls of Residence as a way of building up rapport among students. These inter-Hall athletic competitions also serve as an avenue for the academy's sports trainers to select students with outstanding sports qualities who can represent the academy in external sports competitions.

Regulations and sanctions

The Accra Academy maintains strict rules on discipline.. A student undertaking a mild punishment is asked to carry out cleaning, scrubbing, sweeping, weeding or disposing of refuse. A student who commits a grievous school offence is made to proceed on an indefinite suspension or is dismissed from the academy, a notable example of which is the dismissal of Chuckie Taylor

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