Eduwatch Urges MPs to Address Rural-Urban Education Divide at Post-Budget Workshop: A Call for Inclusive Education Funding

By
Ellis Ferdinand
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Eduwatch Urges MPs to Address Rural-Urban Education Divide at Post-Budget Workshop: A Call for Inclusive Education Funding

Ferdinand | EducationGhana |  March 16| Eduwatch Urges MPs to Address Rural-Urban Education Divide at Post-Budget Workshop: A Call for Inclusive Education Funding

 


Eduwatch Executive Director, Kofi Asare, addresses MPs at a Post-Budget Workshop, urging for inclusive education budgeting to bridge the rural-urban divide, especially in northern Ghana, and advocating for critical infrastructure support for schools.

 

Eduwatch Calls for Inclusive Education Budgeting to Address Rural-Urban Divide at Post-Budget Workshop

 

Kofi Asare, the Executive Director of Eduwatch, delivered a compelling presentation today at the Post-Budget Workshop for Members of Parliament (MPs) in Parliament House. His focus was on the deepening rural-urban divide in education access and quality in Ghana, which he believes is largely exacerbated by an inclusion-blind budgeting system. He urged MPs to take immediate action to ensure a more inclusive allocation of the education budget in order to bridge this gap and create equitable access to education for all Ghanaian children.

As Ghana continues to make strides in its educational development, the issue of geographical disparity remains a significant challenge, particularly in the northern regions of the country. Asare’s remarks come at a crucial time when significant funding cuts and resource constraints are affecting many schools, especially in rural areas.

The Growing Rural-Urban Divide in Education

 

Kofi Asare emphasized that the rural-urban divide in basic education has become a critical issue that needs urgent attention. He pointed out that over 1,200 deprived schools in northern Ghana are in dire need of targeted support. This support includes teaching and learning resources, furniture, and adequate infrastructure to ensure that children in these areas receive a quality education.

Many of these schools still operate under trees or in dilapidated structures, leading to poor learning environments and low academic performance. Asare stressed that inclusion-blind budgeting — where the needs of rural schools are often neglected in favor of better-resourced urban schools — is contributing significantly to this educational imbalance.

The current education budgeting system has failed to take into account the unique challenges faced by rural communities, which often lack basic amenities like ICT facilities, adequate desks, and furniture. As a result, thousands of children in rural areas are left behind, unable to access quality education that can prepare them for future opportunities.

The Need for Targeted Support in Northern Ghana


Asare also pointed out the looming funding gap as USAID reduces its support for education in the country. With the USAID funding withdrawal, more than 1,200 schools in northern Ghana are at risk of being further marginalized. He recommended a more targeted approach to funding for these schools, urging MPs to consider specific allocations in the education budget that address the infrastructure deficits and lack of resources in this region.

To combat this issue, he called for increased support to equip these schools with essential teaching and learning resources, as well as furniture to ensure that students have a conducive learning environment. Asare argued that the government needs to focus its efforts on infrastructure development in the north to ensure that the educational disparity is addressed.

Capitation Grant: Time for a Structural Shift

In his presentation, Kofi Asare also discussed the Capitation Grant, which has been a vital source of funding for basic education in Ghana. However, he raised concerns about the GH¢145 million allocation for this fund, specifically the delays in its release, which often affects its impact.


He recommended migrating the Capitation Grant from the Consolidated Fund to GETFund to avoid the usual delays and ensure timely disbursement to schools. This change would enable schools to better plan their activities and reduce the negative impact of delays on education delivery. Asare’s suggestion of transferring the grant to GETFund could also help increase the efficiency and effectiveness of the funds.

 

Uncapping GETFund: A Step Toward Supporting Free SHS and Tertiary Education

Applauding the government’s decision to uncap GETFund, Asare expressed optimism that the significant resources from the fund could be allocated to support critical non-infrastructure budget lines, such as the Free SHS and Free Tertiary Education programs. He acknowledged that while these initiatives are crucial for expanding access to education, they must not come at the expense of infrastructure development at all levels of the education system.

 

While Free SHS has made secondary education more accessible, Asare warned that the infrastructure deficits at all levels of education — from basic schools to tertiary institutions — remain a major challenge. He urged MPs to ensure that GETFund’s uncap helps to balance the priorities between access to education and infrastructure development.

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The Impact of ABFA Funding Withdrawal

A significant concern raised by Kofi Asare was the withdrawal of over GHC 2 billion of ABFA (Annual Budget Funding Amount) funding for education. This withdrawal, according to Eduwatch, has a detrimental effect on the country’s ability to fund educational initiatives, especially at the basic level. Asare appealed to the Minister of Finance, urging the government to redirect the ABFA funding to support rural education infrastructure.

Eduwatch’s report revealed that at the basic education level, 5,300 schools are still operating under trees or in temporary shelters. These schools face significant challenges, including the lack of basic teaching tools, desks, and classrooms. Additionally, the ICT gap in rural areas further exacerbates the challenges faced by students.

 

According to Eduwatch, there is an infrastructure financing gap of over US$3 billion that needs to be addressed in the medium term (2025-2030). This gap is preventing schools in rural areas from accessing the necessary resources to provide quality education. Asare’s call for redirecting ABFA funding into infrastructure is a critical step to closing this gap.

Conclusion: A Call for Action

Kofi Asare’s remarks at the Post-Budget Workshop have shed light on the stark realities faced by rural schools in Ghana, especially in the northern regions. The growing rural-urban divide in education is a direct result of an inclusion-blind budgeting system, which has left many students in rural areas without the resources they need to succeed.

Asare’s calls for targeted infrastructure investment, the migration of Capitation Grant to GETFund, and the redirection of ABFA funding into rural education are all steps in the right direction. However, it is essential that MPs and the government take immediate and tangible action to bridge the gap in education equity and provide the necessary resources to support all students, regardless of where they live.


The future of Ghana’s education system depends on inclusive and equitable investment in education, with particular focus on addressing the needs of the most disadvantaged communities. By ensuring that all students have access to quality education, we can help create a stronger, more prosperous nation.

 

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