Gov’t pledges to complete abandoned teacher training projects– Apaak

Deputy Minister of Education, Dr. Clement Apaak, has reaffirmed the government's commitment to completing all stalled infrastructure projects in teacher training institutions across Ghana.

Speaking at the 5th graduation ceremony of St. Vincent College of Education in Yendi, in the Northern Region, Dr. Apaak emphasised the vital role colleges of education play in shaping the country's future.

He acknowledged that inadequate infrastructure, such as lecture halls, hostels, and staff accommodation—continues to hamper effective teaching and learning.

“Some of these challenges are caused by stalled projects that have remained incomplete since 2016. I wish to reassure you that the government is committed to completing these projects, not only here but across other colleges and campuses in the country,” he stated.

The ceremony, held under the theme “Addressing the Falling Standards of Education in Ghana: The Role of Colleges of Education,” brought attention to growing concerns about declining academic performance and increasing incidents of examination malpractice, particularly during the ongoing West African Senior School Certificate Examination (WASSCE).

Dr. Apaak highlighted that improving teacher education remains a government priority. He stressed the importance of providing adequate resources and support to colleges of education to ensure the training of competent, dedicated, and well-qualified teachers.

“Our education system can only be as good as the teachers we produce,” he noted. “We are committed to equipping teacher trainees with the tools and skills necessary to raise educational standards.”

Addressing the graduating students, Dr. Apaak urged them to approach the teaching profession with passion, integrity, and a sense of national responsibility.

He stated that the influence goes far beyond the classroom which helps in shaping the minds and future of Ghana.

Ghana’s education sector continues to face significant challenges, including inadequate teaching resources, weak supervision, low morale among teachers, and concerns about the preparedness of teacher trainees. These issues have fueled calls for systemic reforms aimed at restoring quality and trust in the country’s education system.