Neglect of rural educational infrastructure leaves teachers struggling in Afram Plains
The government's investment in educational infrastructure, particularly in rural areas, has come under scrutiny. One of the most pressing concerns is the lack of adequate teacher accommodation in deprived communities, forcing many teachers to abandon schools in under served districts, leading to significant teacher shortages.
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The Samso District Assembly Basic School in the Sekyere Afram Plains District of the Ashanti Region is a stark example of the issue.
Teachers posted to the school struggle to find decent housing, with those opting to stay enduring overcrowded and dilapidated living conditions.
They are crammed into old, bat-infested quarters, with multiple teachers sharing small rooms.
Others, with no other option, have resorted to using classrooms as makeshift homes—sleeping and cooking in the very spaces where they teach.
While none of the teachers were willing to speak on camera for fear of retribution, many expressed their deep frustration and disappointment at the treatment of teachers in rural Ghana.
“We are facing serious challenges here. There’s no proper accommodation. About 27 of us are crammed into small, old quarters, with four people sharing a room. Some teachers have no choice but to live in classrooms, cooking and sleeping in the same space they teach in,” one teacher shared anonymously.
Malam Amadu Seidu, the Secretary of the School Management Committee (SMC) for Samso D/A Basic School, echoed these concerns in an interview with Graphic Online's Simon Unyan.
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He criticised successive governments for neglecting the community, pointing out that the absence of basic services like electricity and mobile networks makes it difficult for teachers to remain in the area.
“Lack of electricity and mobile networks affects us in so many ways,” Seidu explained.
“Even in emergencies, we struggle to call for help. We can’t send or receive mobile money here, so we’re forced to travel long distances, spending as much as GH¢70 just to access basic services in Agogo. This is a heavy burden on our community—we need urgent assistance.”
Students, too, are feeling the impact of the lack of infrastructure. Sulemana Mohammed, a form-one student, shared how the absence of electricity hinders their studies. “We have to rely on torches for light, and it’s expensive to maintain. We also can’t learn ICT or do any digital research, even though we have computers, because there’s no power.”
Mohammed called on the government to take action. “ICT is a key part of education, but we’re missing out. We want the government to give us electricity and mobile networks so we can learn and compete with students in other parts of the country.”
The Ghana National Association of Teachers (GNAT) has urged the government to prioritize investment in rural educational infrastructure.
They argue that without such investment, it will be impossible to retain teachers in remote areas, which in turn negatively impacts learning outcomes for students.
