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Former President and flagbearer of the National Democratic Congress (NDC), John Dramani Mahama, has lambasted the ruling New Patriotic Party (NPP) for its failure to distribute textbooks to students following the revision of the educational curriculum.
Mahama, speaking at the launch of the Ghana National Association of Private Schools Week under the theme “2024 Elections: The Private Education Manifesto,” expressed concern over the inadequate provision of essential school materials for basic education students.
Reflecting on his own upbringing, Mahama emphasized the importance of a solid educational foundation, stating, “I believe I am who I am because my father gave me a good foundation to attend Achimota Primary School to become what I have become.”
However, he pointed out the disparity between the opportunities afforded to students in urban areas compared to those in rural schools, where resources are often lacking. He highlighted the pressing need to address educational equity and increase investment in underprivileged rural schools.
Mahama raised the issue of the prolonged absence of textbooks despite changes in the curriculum over the past four years, questioning the government’s commitment to providing essential learning materials. He emphasized the detrimental impact of this deficiency on both students and teachers.
The former President’s remarks echo longstanding appeals from stakeholders in the educational sector for the government to prioritize the provision of textbooks to facilitate effective teaching and learning.
In response to these criticisms, Minister of Education, Dr. Yaw Osei Adutwum, previously stated that there were sufficient textbooks and copies available for all regions. He assured that the ministry was collaborating with Regional Heads of Stores to address any deficits in textbook distribution.
Despite reassurances from the government, Mahama’s remarks underscore the ongoing challenges faced by many students and educators in accessing essential educational resources, highlighting the need for sustained efforts to bridge the gap in resource distribution across the education system.
