Ghana’s Education Strategic Plan (ESP), covering the period from 2018 to 2030, is now approaching its final phase (2026-2029).
This ambitious framework was designed to enhance access, equity, quality, and relevance in the education sector.
However, as the country moves forward, there is a critical need to assess the achievements and challenges encountered so far to ensure that future dialogue and strategies yield tangible and sustainable results.
In an exclusive interview with Vaultz News, Former Dean of Students Affairs at St. John Bosco’s College of Education in the Upper East Region, Mr. Apeligiba Atinsunga Patrick has called for sustainable policy reforms in Ghana’s educational system.
He began by highlighting the outcomes of the ESP’s approach in the trajectory of Ghana’s education sector, highlighting key reforms, unresolved challenges, and recommendations for ensuring long-term policy stability. Mr. Apeligeba touted some of the successes of the ending ESP, stating;
“Transforming training colleges [into] Colleges of Education has improved the qualification levels of lecturers and encouraged both academic and non-academic staff to pursue higher education.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
He emphasized that within the last three years, this policy shift has led to a surge in the number of PhD holders among college lecturers, strengthening the intellectual capacity of teacher training institutions. Beyond academic staff, the transformation has created a culture of professional development, inspiring individuals at all levels of the education workforce to upgrade their skills.
“In our college [John Bosco’s] for instance there was a female laborer, who [later became] a security officer, and now she has gone further. And I think it is because of the response that it’s calling for all that. It is pushing everybody to wake up and then go further.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
He cited Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi, where PhD programs are now accessible to everyone who dreams of pursuing higher learning.
“Except for language studies, PhD programs are now available for all science and mathematics disciplines. This reform is gradually transforming our human resource sector to become superb.”
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
Persistent Challenges in the Implementation of the ESP
Despite these achievements, Mr. Apeligeba outlined several bottlenecks that continue to undermine the full realization of the ESP’s objectives. He bemoaned that Infrastructure deficits remain a critical challenge, limiting access to quality of education, especially in rural areas like Pusiga in the Upper East Region, as well as other rural schools in the Upper East Region.
“While the government has prioritized teacher education, inadequate lecture halls, student hostels, and teaching facilities remain a pressing concern in many colleges.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
He affirmed that due to the new policy, which allows all students to be on campus at the same time, it has brought about an infrastructure crisis in a lot of tertiary schools pursuing education programs, notably the University of Winneba, and this situation should be addressed.
Similarly, he emphasized that the current quota system used for admissions in most of the Colleges of Education has been capped and that it has equally caused a lot of restrictions, thereby preventing many students from accessing tertiary education. He proposed that the quota system should be reviewed and uncapped for those schools with adequate infrastructure to allow more students to gain admissions to tertiary education.
”Can you imagine in St. John Bosco’s, more than 3,000 students would apply and they would take just 200, at most 300, not because of infrastructure but due to the quota system?. For John Bocos, we can take up to 1000 students per year because we have infrastructure.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
Moreover, He emphasized that Ghana’s education system has been plagued by policy inconsistencies that disrupt implementation. The frequent alterations in the Senior High School (SHS) duration— where Former President Kuffour made it four years and then Former President Atta Mills later brought it back to three years— this he noted exemplifies the challenges of policy instability. He lamented;
“Each time a new government [comes], we witness new policies that reverse previous efforts. This lack of continuity negatively impacts long-term educational outcomes. Nana Addo has brought free SHS and now this government [Mahama’s administration] has come and it’s also [calling] for review.’’
‘We are now hearing that boarding students may have to pay fees while day students continue to enjoy free education. That can be a cause for alarm.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
To safeguard Ghana’s education system from political disruptions, Mr. Apeligeba reiterated the need for a strong, legally binding framework that ensures educational policies are maintained and improved upon rather than discarded.
Another key concern is the disparity in resource allocation between well-endowed and underprivileged schools, especially within second cycle education in Ghana. He suggested;
“If we categorize schools into A, B, C, and D, then the endowed schools should be open for full fee-paying students, while government support should be concentrated on less-endowed schools, to also develop them.”
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
Bridging Urban-Rural Education Divide
Meanwhile, a critical aspect of the ESP is to ensure equitable access to quality education for students in both urban and rural areas. However, disparities persist, particularly in technical and vocational education. While technical education is gaining prominence, inadequate facilities and limited access to equipment hinder its full potential.
“We have engaged technical schools to assess their needs, but they lack modern equipment [which] has been a major limitation. Students are eager to learn, but they need the right tools to gain hands-on experience.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
He therefore recommended revising the curriculum and assessment methods for technical students to address the issue of industrial competence.
“Their examinations should focus more on practical skills rather than theoretical knowledge. This shift will ensure that graduates are better prepared for industry demands.’’
Mr. Apeligiba Atinsunga Patrick Former Dean of Students Affairs, St. John Bosco’s College of Education
Looking ahead, Ghana’s education policies must be designed for long-term sustainability. Mr. Apeligeba underscored the need for well-structured policies shielded from political interference and grounded in empirical research.
As Ghana moves into the final phase of the ESP (2026-2029), stakeholders—including policymakers, educators, and civil society—must work collaboratively to address existing gaps.
By prioritizing infrastructure development, ensuring policy consistency, and fostering a more equitable education system, Ghana can build a resilient and competitive education sector that meets the demands of the 21st century.
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