Ghana Faces Shortfall of 50,000 Teachers, Education Minister Reveals
The Ministry of Education requires an estimated 50,000 additional teachers to adequately meet staffing demands in schools across the country, Education Minister Haruna Iddrisu has disclosed.
According to him, the ongoing recruitment of 7,000 teachers represents only a small portion of the workforce needed to address teacher shortages and improve educational delivery nationwide.
Speaking in Parliament, Mr Iddrisu explained that the country's educational institutions continue to face significant staffing challenges, adding that tertiary institutions alone require nearly 3,000 lecturers to fill existing vacancies. He noted that future recruitment efforts would largely depend on the government's fiscal capacity.
The minister made the remarks while responding to concerns raised by the Member of Parliament for Prestea-Huni Valley, Robert Wisdom Cudjoe, regarding the increasing dependence on community teachers within schools in the constituency.
Teacher deployment and recruitment
Mr Iddrisu announced that the newly recruited teachers are expected to assume duty from July 1, 2026.
He stated that the Ghana Education Service deploys teachers based on identified needs, fairness in distribution, professional suitability and operational efficiency. Schools experiencing severe staffing shortages, particularly those in rural and disadvantaged communities, are often prioritised during deployment exercises.
The minister further indicated that shortages remain particularly acute in subject areas such as Mathematics, Information and Communication Technology (ICT), Science, Technology, Engineering and Mathematics (STEM), French and Special Education.
He disclosed that a GES assessment conducted in the Prestea-Huni Valley area confirmed the presence of 176 community teachers. The exercise followed concerns raised over the growing reliance on teachers supported by parents and local communities.
Mr Iddrisu stressed that the findings highlight the need for additional interventions to strengthen staffing levels in affected schools.
He added that discussions are ongoing with the Ministry of Finance to determine whether additional recruitment can be accommodated during the mid-year budget review.
Concerns over local language instruction
The minister also drew attention to shortages of Ghanaian language teachers in some parts of the country, particularly within the Greater Accra and Savannah regions.
He emphasised that strengthening local language instruction at the foundational stage remains critical to improving literacy and numeracy among learners, noting that pupils often achieve better educational outcomes when taught in both their mother tongue and English.
Inclusive opportunities for all teachers
Mr Iddrisu further advocated inclusive recruitment within the education sector, stressing that qualified persons with disabilities should be given equal opportunities during employment exercises.
He referenced an appeal made by a visually impaired teacher during the recent May Day celebration, describing it as a reminder of the importance of ensuring fairness and equal access to employment opportunities.
Infrastructure and TVET development
Beyond teacher recruitment, the minister highlighted several initiatives aimed at addressing infrastructure challenges within the education sector.
Among the projects outlined are plans to complete 27 abandoned E-block facilities and expand educational infrastructure through the World Bank-supported STARR-J programme, which will support the construction and upgrading of classrooms, dormitories and laboratories.
He also announced plans to improve selected Category B and Category C senior high schools while extending access to secondary education in districts that currently lack SHSs.
Additionally, Mr Iddrisu reaffirmed government's commitment to advancing Technical and Vocational Education and Training (TVET) through the establishment of a dedicated TVET Fund and the proposed Ghana Institute of Technology, both of which are expected to strengthen practical skills training and contribute to efforts aimed at reducing youth unemployment.