Teacher distribution is a problem – Jirapa MP on poor WASSCE results

The Member of Parliament for Jirapa, Cletus Seidu Dapilah, has attributed the sharp decline in performance in the 2025 WASSCE core subjects to inadequate and uneven distribution of teachers across basic schools in the country.

Speaking on Metro TV’s Good Morning Ghana on December 2, 2025, he said the lack of trained teachers at the foundational level has weakened learning outcomes, which later reflects in the poor performance of students at the senior high school level.

Dapilah recounted his own experience, recalling that after completing training college, he was posted to a school where he was the only trained teacher managing an entire primary department.

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“When one teacher handles the whole of the basic department, how do you expect a good output? Meanwhile, other schools have about 12 teachers for just basic school,” he stated.

He further noted that some schools do not even have nursery classes, describing the situation as a major structural issue that must be urgently addressed.

Dapilah warned that weak foundations inevitably lead to poor academic performance at higher levels.

He proposed that teacher postings should prioritise regional origin so that teachers are placed in areas where they are more likely to stay and communicate effectively with students.

“If you are from the Eastern Region, you should be posted to Koforidua; if you are from the north, you should be posted to a school in the north,” he suggested.

Dapilah also called for the removal of partisan politics from the education sector, stressing that the nation’s development depends heavily on the strength of its educational system.

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His comments come in the wake of the release of the provisional 2025 WASSCE results, which shows a significant rise in failure rates across all four core subjects.

Data from the West African Examinations Council (WAEC) indicate that failures in Core Mathematics increased from 6.10% in 2024 to 26.77% in 2025, while Social Studies failures rose from 9.55% to 27.50% within the same period.

The sharp rise in F9 grades signals a downturn in foundational knowledge among the 461,736 candidates who sat for the examination, with Core Mathematics recording the steepest jump in failures.

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