Civil Society Platform on SDG4 position paper on the rebranding of public basic schools in Ghana

Education in Ghana is at a crossroads. While strides have been made in expanding access to schooling, significant challenges persist that threaten the quality and effectiveness of the education system. As we navigate these critical junctures, it is imperative that we focus our efforts and resources on addressing the root causes of these challenges rather than diverting attention to cosmetic changes. As members of the CSOs Platform on Sustainable Development Goal 4, deeply committed to the welfare and education of Ghanaian children, we appreciate the government's efforts to improve the educational landscape. However, we believe the recent proposal by the Hon. Yaw Osei Adutwum, Minister of Education, to repaint public basic schools and change school uniforms to blue and white overlooks critical issues that urgently need attention.

We deem the proposed nationwide rebranding of Public Basic Schools as a misplaced priority. The focus on superficial changes such as painting buildings with blue and white colors and changing school uniforms to blue and white fails to address the fundamental challenges faced by the education sector. While aesthetics play a role in creating a conducive learning environment, they should not take precedence over urgent and critical needs.

The education sector in Ghana is grappling with several pressing challenges that require immediate attention.

Inadequate Infrastructure: The primary concern facing many schools across Ghana is the dire state of infrastructure. A significant number of children are forced to learn under trees or in overcrowded classrooms, posing serious challenges to their education. Repainting schools will not address the fundamental issue of inadequate infrastructure, which undermines the quality of education and the well-being of students.

Shortage of Desks: Another pressing issue is the acute shortage of desks in schools. Many learners are forced to sit on the floor or share limited desk space, hindering their ability to focus and engage in learning activities. Redirecting resources towards repainting schools would be futile without addressing the critical need for sufficient desks to accommodate all students.

Lack of Learning Materials: Furthermore, the lack of essential learning materials such as textbooks, stationery, and educational resources severely hampers the quality of education in many schools. Investing in the procurement and distribution of learning materials should take precedence over cosmetic changes such as repainting schools and changing uniforms.

Inadequate Feeding Programmes: Nutrition plays a crucial role in children's cognitive development and academic performance. However, many schools lack adequate feeding programmes, leaving learners hungry and unable to concentrate in class. Redirecting resources towards improving feeding programmes would have a far greater impact on learners’ well-being and educational outcomes than repainting schools.

Teacher Training and Support: Lastly, the quality of education is heavily dependent on the competence and dedication of teachers.

However, many teachers lack adequate training and support to effectively deliver quality and inclusive education. Investing in teacher training programmes and providing ongoing support and professional development opportunities should be prioritised over cosmetic changes to school infrastructure.

Considering the challenges mentioned above, we urge the Ministry of Education to prioritize Infrastructure Development, Desks Provision, Access to Learning Materials, Improved Feeding Programmes, Teacher Training and Support.

In conclusion, while the government's commitment to improving education in Ghana is commendable, we urge a reevaluation of priorities. While well-intentioned and may have aesthetic appeal, the proposed nationwide rebranding of Public Basic Schools fails to address the pressing issues of inadequate infrastructure, shortage of desks, lack of learning materials, inadequate feeding programmes, and teacher training and support. As stewards of education, it is our collective responsibility to ensure that every child in Ghana has access to a quality education that equips them with the knowledge, skills, and opportunities needed to thrive in an ever-changing world.

We, therefore, urge the government to prioritise investments in these critical areas to ensure that every Ghanaian child has access to quality and inclusive education and the opportunity to reach their full potential. Let us embark on this journey of critical reflection and action, guided by the principles of equity, inclusivity, and excellence in education.

Signed:

CSOs Platform on Sustainable Development Goal 4

Mr. Joseph Tettey Afangbe, Convener (0247502614)

Mrs. Harriet Nuamah – Agyemang Co-Convener (0244982439)

Mr. Richard Kasu Co-Convener (0248640364)

Mr. Auberon Jeleel Odoom Co-Convener (0242381376)

Mrs. Gloria Cann Co-Convener (0597039447)

Cc:

Ministry of Education

Parliamentary Select Committee on Education

Ghana Education Service