The Africa Education Watch has raised concerns regarding the allocation of funds for the education sector, urging the government to take more decisive steps to address persistent gaps in funding, teacher recruitment, and infrastructure development.
According to a press statement issued by Eduwatch, on November 13, Minister for Finance, Dr Cassiel Ato Forson, presented the 2026 National Budget to Parliament, outlining projected public expenditure for the year.
The total public expenditure is projected to be GH¢ 302.5 billion, a 10% increase over the previous year. Of this, GH¢ 49 billion (equivalent to 16.2% of total public expenditure and 3.1% of GDP) has been earmarked for education.
While this allocation meets the lower end of the UNESCO benchmark (15-20% of national expenditure), Eduwatch pointed out that it falls short of the 4-6% of GDP recommended for ensuring equitable access to quality education, as outlined by global standards.
In its analysis of the education budget, Eduwatch raised concerns that while the budget allocation shows a commitment to education, it still fails to meet the minimum international financing target of 4-6% of GDP. UNESCO recommends this level of spending to ensure adequate financing for the education sector, particularly basic education, where inequalities are most acute.
“While the allocation for education is substantial, it remains inadequate to meet the broader goal of equitable access and improved learning outcomes,” Eduwatch stated in its press release.
The group called for a more robust funding strategy to ensure that educational disparities, especially in underserved areas, are effectively addressed.
A significant portion of the 2026 education budget, GH¢ 2 billion, has been allocated for the construction of 200 Junior High Schools (JHSs), 200 Primary Schools, 200 Kindergartens (KGs), as well as 400 teachers’ bungalows and places of convenience in underserved communities.
In addition, GH¢ 1.4 billion has been earmarked for the construction of 261 KGs, Primary Schools, and JHSs, and GH¢ 700 million for the procurement of school furniture.
While Eduwatch welcomed these efforts, it sought a comprehensive update on the progress of similar infrastructure projects funded in the 2025 budget, including the construction of 261 schools and the procurement of school furniture.
The group also sought clarity on whether the allocations from the District Assemblies Common Fund (DACF) and the GETFund were distinct, or if there was overlap in these commitments.
Additionally, Eduwatch raised concerns about the quality and durability of the school furniture being procured, recommending that all contracts for school furniture should come with a minimum one-year manufacturer’s warranty, in line with best continental practices.
Another major concern raised by Eduwatch was the acute shortage of trained teachers in the country, particularly in deprived districts.
Despite the significant number of unfilled vacancies, the 2025 budget had failed to address teacher recruitment, leaving an estimated 30,000 classrooms without trained teachers. This shortage is particularly pronounced at the kindergarten (KG) and Primary school levels, where 21,000 vacancies remain.
Eduwatch urged the Ministry of Education (MoE) and the Ghana Education Service (GES) to prioritise teacher recruitment in the 2026 budget, highlighting the need for teacher rationalisation to ensure surplus teachers in urban schools are deployed to rural and peri-urban areas.
This, the group argued, would help alleviate the teacher deficit in areas that need it most.
The 2026 budget allocates a significant portion of the GETFund—GH¢ 4.2 billion, or 42%—to support the Free Senior High School (SHS) programme, an increase from GH¢ 3.5 billion in 2025.
However, Eduwatch raised concerns about the heavy reliance on GETFund for recurrent expenses, such as food and accommodation, and warned that this could undermine funding for tertiary education infrastructure.
The group also questioned the adequacy of the government’s allocation for the No-Fee-Stress Policy, which is intended to cover the academic fees of first-year tertiary students. With an estimated 200,000 new students entering public tertiary institutions in the 2025/26 academic year, GH¢ 537 million was considered insufficient to meet the policy’s needs.
Eduwatch called for an additional GH¢ 300 million to ensure the policy is adequately funded and effectively implemented.
Eduwatch welcomed the government’s commitment to TVET, with plans to construct six regional TVET Centres of Excellence and train an additional 10,000 master craftsmen.
However, the group emphasised that the current level of funding for TVET was insufficient to meet the needs of Ghana’s youth, especially given that 300,000 secondary school graduates each year face unemployment due to a lack of relevant skills.
The group called for a substantial increase in the share of students pursuing TVET from the current 10% to 20% in the medium term, alongside a commitment to allocate at least 5% of the education budget to TVET.
Eduwatch urged the government to improve funding for practical training in TVET, given that the current allocation of GH¢ 32 per student for practical work is inadequate to support meaningful hands-on learning.
The 2026 budget allocates GH¢ 50 million for special schools and an additional GH¢ 25 million for the implementation of free tertiary education for persons with disabilities.
While Eduwatch commended these efforts, it noted that only 65% of the budgeted funds for special education were released in the past, leading to significant shortfalls in resources for students with disabilities.
The group called for full and timely disbursements to ensure that special schools receive the resources they need to operate effectively.
While the 2026 education budget reflects some positive steps towards achieving equitable access and inclusive education, Eduwatch highlighted several critical areas in need of improvement.
These include adequate teacher recruitment, increased investment in TVET, better infrastructure financing, and innovative funding mechanisms for tertiary education.
“While the education budget meets the minimum financing benchmark, it still falls short of addressing the persistent gaps in the sector,” Eduwatch stated.
The group called for more expedited releases of funds, stronger value for money measures, and greater investment in quality education to ensure that all children, regardless of their background or location, have the opportunity to succeed.