Civil Society Organisations (CSOs) in Ghana's education sector demand an immediate shift to equity-based education financing. These organisations also call for urgent teacher redistribution to ensure deprived communities receive adequate support. This push aims to tackle persistent inequalities in resource allocation across the nation's schools.
The CSOs highlight significant disparities in teacher deployment, school infrastructure, and learning outcomes. These issues continue to undermine efforts to provide quality basic education for all Ghanaian children. They made their call at a Dialogue and Joint Advocacy Planning Session held in Tamale, organised by School for Life and the Northern Network for Education Development (NNED).
Ghana's education sector faces a critical challenge in ensuring equitable access and quality. Despite an increase in the 2026 education allocation to GHS 49 billion from GHS 42 billion in 2025, resources often do not reach the most vulnerable. This situation perpetuates a cycle of educational disadvantage, particularly in rural and underserved regions. The CSOs' advocacy aligns with broader national goals of inclusive development and human capital formation.
“Persistent inequalities in teacher deployment, school infrastructure, learning outcomes, financing, inclusion and curriculum implementation continue to undermine efforts to provide quality and equitable basic education for every child,” stated the CSOs in their joint advocacy. This statement underscores the systemic nature of the challenges. It also emphasizes the need for comprehensive policy reforms rather than piecemeal solutions.
The government must now respond to these calls by implementing transparent, data-driven policies for resource allocation and teacher deployment. Decision-makers will need to consider how to effectively channel the GHS 49 billion education budget to address critical infrastructure deficits and teacher shortages. Markets and international development partners will closely watch Ghana's commitment to equitable education, as it impacts long-term economic stability and social mobility.
A major concern raised by the CSOs is the uneven distribution of teachers nationwide. They noted that some areas have a surplus of teachers, while rural and deprived communities face severe shortages. This imbalance creates significant differences in education quality depending on a child's location. The CSOs advocate for a transparent, data-driven system for deploying and redistributing teachers. Priority must go to districts and schools experiencing critical shortages. They also want strengthened decentralised teacher postings. Incentives and accommodation for teachers in deprived areas are crucial for attracting and retaining staff.
School infrastructure also emerged as a critical issue. Reports indicate that about 10,600 schools operate under trees, sheds, or other unapproved structures. This particularly affects children in deprived communities. Inadequate infrastructure, furniture, and water, sanitation, and hygiene (WASH) facilities create unequal learning conditions. These challenges disproportionately affect girls, children with disabilities, and learners in remote areas. The CSOs call for school-level monitoring of minimum education inputs. This includes teachers, textbooks, desks, WASH facilities, and Capitation Grants. The evidence from such monitoring should inform engagement with the Ministry of Education and local authorities.
The adequacy and distribution of education financing were heavily discussed. The CSOs acknowledged the increase in the 2026 education allocation to GHS 49 billion. However, they stressed that increased overall funding does not guarantee resources reach schools with the greatest needs. They demand greater attention to allocative equity, budget execution, and value for money, especially in deprived districts. The organisations urge the Ministry of Finance, GETFund, and District Assemblies Common Fund to incorporate deprivation, infrastructure deficits, and enrolment into resource allocation decisions. Improved predictability and timely release of education funds are also essential for school operations and vulnerable learners.
To address teacher distribution, the CSOs propose repurposing teacher trainee allowances. These funds could support teacher rationalisation, improve teacher welfare, and provide incentives for teachers in rural areas. They argue that financing mechanisms must align with the sector's most pressing challenges. This includes correcting the imbalance between areas with teacher surpluses and those with persistent shortages. Learning outcomes must also become central to education accountability. The CSOs call for systematic tracking of disparities in learning outcomes. Targeted interventions are needed for areas with consistently poor performance. Expanding access to education must ensure children acquire necessary knowledge and skills. They also advocate for incorporating mother tongue learning at the basic school level to improve outcomes.