The woes of tertiary education in Ghana (Part One)

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• Kofi 1 month ago

  Well written. The president will listen in real time.

  Well written. The president will listen in real time.

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• Kwame 1 month ago

  The majority of the graduates from our tertiary institutions don't have the spirit of patriotism in them, many years after independence we have the majority of our graduates who are tools in the hands of the imperialist. The ...
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  The majority of the graduates from our tertiary institutions don't have the spirit of patriotism in them, many years after independence we have the majority of our graduates who are tools in the hands of the imperialist. The matter is that there is no party that advocates anti-imperialist and anti-neocolonial ideas.
  There are no youth organizations in Ghana and the continent of Africa to promote Pan-Africanism and anti-imperialist ideas.

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• Abdulai Hamza 2 days ago

  What is happening in GTEC? It seems almost all the tertiary institutions are complaining about the current leadership.

  What is happening in GTEC? It seems almost all the tertiary institutions are complaining about the current leadership.

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• Isaac Owusu-Darko, PhD 2 days ago

  I read with deep interest the issues raised in this article on the challenges facing tertiary education in Ghana. It resonates strongly with the lived realities of many of us working within the Colleges of Education. There is ...
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  I read with deep interest the issues raised in this article on the challenges facing tertiary education in Ghana. It resonates strongly with the lived realities of many of us working within the Colleges of Education. There is no doubt that Ghana’s tertiary system is under strain and requires urgent, sustained, and coordinated action.
  
  As Local President of the Colleges of Education Teachers Association of Ghana (CETAG) at SDA College of Education, I see each day how systemic gaps affect both teacher educators and students. Over the past years, we have consistently advocated for the full implementation of binding arbitral awards and negotiated conditions of service that directly impact morale and the quality of instruction in our colleges. These include migration to the public universities’ grade structure and the payment of allowances that have been long overdue; issues that have been at the heart of CETAG’s engagements with stakeholders.
  
  The unresolved conditions of service and delayed implementation of agreements undermine not only staff welfare but also institutional stability, student learning, and academic continuity. When our tutors face inequities in pay and career progression relative to their counterparts in other tertiary institutions, it becomes increasingly difficult to retain experienced educators and maintain high instructional standards.
  
  I also echo concerns about the broader challenges affecting tertiary education; from funding shortfalls and infrastructure deficits to mismatch between graduate output and labour market needs. These systemic issues demand a collaborative and data-driven response from government, regulatory bodies, and education stakeholders.
  
  I urge all stakeholders to move beyond rhetoric and demonstrate genuine commitment to resolving these deep-rooted problems. CETAG remains open to constructive dialogue but insists that negotiated agreements be fully honoured, as this is critical to advancing teacher education and, by extension, Ghana’s human capital development.

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