President John Dramani Mahama’s First Year in Office: A Critical Review of Ghana’s Education Sector

By
Ferdinand Ellis
-
President John Dramani Mahama’s First Year in Office: A Critical Review of Ghana’s Education Sector
President John Dramani Mahama’s First Year in Office: A Critical Review of Ghana’s Education Sector

Ferdinand | EducationGhana | January 07 | President John Dramani Mahama’s First Year in Office: A Critical Review of Ghana’s Education Sector

By Ellis Ferdinand One year into office, President John Mahama has launched a major reset of Ghana’s education sector. This review examines funding increases, Free SHS reforms, teacher welfare, infrastructure gaps, and what must change next.

One Year On: Why Education Has Become the Defining Test

President John Dramani Mahama was elected on December 7, 2024, and sworn into office on January 7, 2025. Twelve months later, education has emerged as one of the most closely watched sectors under his administration.

 

With Hon. Haruna Iddrisu as Minister for Education, the government framed 2025 as a year of reset and renewal. The ambition was clear: stabilise a strained system, restore confidence, and shift attention from access alone to quality and sustainability.

 

This review assesses the progress made, identifies areas where gaps persist, and outlines the practical steps needed to strengthen Ghana’s education system.

 

Key Achievements in the Education Sector

1. Education Reset Backed by Record Funding

One of the clearest signals of intent has been budgetary prioritisation.

  • Basic education received GHC 9.1 billion in 2025, the highest allocation in over 50 years
  • Funding targets classroom infrastructure, sanitation, learning materials, and teacher support
  • The 2026 Budget allocates GHC 33.3 billion to education, an 18 percent increase from 2025

This shift reflects renewed focus on foundational learning, long identified as Ghana’s weakest link.

 

2. Reframing Free SHS From Access to Quality

The Mahama administration has retained the Free Senior High School (Free SHS) policy while openly acknowledging its quality challenges. Key interventions include:

  • Reallocation of GETFund resources to stabilise Free SHS financing
  • A stated commitment to abolish the double-track system, which reduced contact hours
  • Infrastructure upgrades planned to support single-track learning

The policy direction signals a move away from enrolment-first expansion toward learning quality and sustainability.

 

3. Curriculum Reform and Technology Orientation

The government has announced a 2026 curriculum direction that places stronger emphasis on:

  • Practical digital skills
  • Robotics, electronics, and basic coding
  • Applied learning linked to labour market needs

In parallel, AI-powered learning applications for SHS students and teachers are being piloted with both online and offline functionality. International support has reinforced this agenda, including a US$2.23 million Global Partnership for Education grant implemented with UNICEF to strengthen policy planning.

 

4. Renewed Attention to Teacher Welfare

Teacher engagement has been a central feature of the year. Key commitments include:

  • Review of teacher pension and retirement security
  • Assurance to integrate qualified UEW graduates into GES, though implementation remains incomplete
  • GHC 500 million committed in 2026 to a revolving housing fund for teachers
  • Additional GHC 1 billion planned for 2027 under a GNAT partnership housing scheme

These measures reflect recognition that education reform cannot succeed without motivated teachers.

 

5. Language Policy and Foundational Literacy

The administration has renewed emphasis on local language instruction at the basic level to strengthen early literacy and comprehension. While not entirely new, the policy push signals intent to deepen implementation beyond preschool and align instruction with learners’ linguistic realities.  

Persistent Weaknesses and Unresolved Challenges

1. Infrastructure Deficits and Placement Bottlenecks

Despite higher funding, infrastructure gaps remain acute.

  • Overcrowding persists in many SHSs
  • Demand for Category A and B schools far exceeds available spaces
  • Dormitory and classroom shortages continue to limit quality delivery

Execution delays, not policy intent, remain the core problem.

 

2. Policy Implementation Gaps

Several flagship commitments remain unfinished:

  • Double-track system still operational in many schools
  • Textbook supply remains inconsistent across regions
  • Infrastructure timelines lag behind enrolment pressures

These gaps weaken public confidence in reform outcomes.

 

3. Teacher Workforce Pressures

Teacher morale remains constrained by:

  • Delays in promotions and recruitment
  • Large class sizes
  • Slow administrative processes

While commitments are clear, delivery has not yet matched expectations.

 

4. Public Concerns About Learning Outcomes

Public discourse increasingly questions whether rising expenditure is translating into better learning. Common concerns include:

  • Weak literacy and numeracy foundations
  • Insufficient textbooks
  • Overstretched teachers

Without visible gains in outcomes, reform credibility remains fragile.  

RELATED ARTICLES
  1. President Mahama Promises Teacher Pay Review and Pension Reforms Amid Rising Calls for Welfare Improvements
  2. 5 Ways President Mahama Plans to Modernise Ghanaian Education in 2026
  3. Ghana’s 2025 Education Budget: Progress or Regression? A Contextual Analysis Across Education Levels
  4. Free SHS vs. TVET: Balancing Ghana’s Education Budget for Sustainable Impact
  5. How TVET Can Support Ghana’s Youth Employment Agenda: A Strategic Shift Towards Skills for Jobs
 

Practical Recommendations for Stronger Impact

1. Accelerate Infrastructure Delivery

Introduce performance-based contracts, public tracking dashboards, and tighter project timelines to ensure infrastructure spending translates into usable classrooms.

 

2. Deepen Teacher Professional Support

Move beyond recruitment to:

  • Continuous professional development
  • Clear promotion pathways
  • Digital teaching support tools

Retention and quality depend on professional dignity.

 

3. Reform SHS Placement for Equity

Expand capacity in underserved districts and explore structured partnerships with private schools under Free SHS to reduce placement pressure.

 

4. Measure Success by Learning Outcomes

Institute annual, independent literacy and numeracy assessments to evaluate reform impact beyond budget figures.

 

5. Strengthen Community Engagement

Parents, teachers, and local leaders should be actively involved in refining curriculum relevance, language policy execution, and school accountability.

 

Conclusion: A Year of Intent, a Test of Delivery

President John Dramani Mahama’s first year in office reflects a serious commitment to resetting Ghana’s education sector. Record funding, curriculum reform, renewed teacher focus, and policy honesty mark a clear departure from denial-driven governance. However, infrastructure gaps, execution delays, and quality concerns continue to limit visible impact. The next phase must move decisively from policy intent to classroom reality. With disciplined follow-through and outcome-focused leadership, the current momentum can still deliver lasting gains in equity, quality, and national competitiveness.

 

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