47% of teachers in Sissala East District are pupil teachers

The Ghanadot office in Accra has received credible information revealing that almost half of the teachers in the Sissala East District, Upper West Region, Ghana are pupil teachers with low academic qualifications. According to reports, the teacher-pupil ratio in the district is 1:80, which is double the Ghana Education Service's standard of 1:40.

During the 2009 ActionAid Girls Camp and the Sissala East District Science, Technology and Mathematics Clinic at Tumu, the district capital, the District Chief Executive for Sissala East, Madam Alijata Sulemana, expressed concern about this situation, stating that it was denying many brilliant children the opportunity to receive an excellent education.

Madam Sulemana emphasized that "We shall labour in vain if we do not have the necessary human resource, qualified teachers, to impart knowledge, skills and attitudes to our children." She lamented that the 21 newly trained teachers posted to the district this year did not include a Science teacher, which would not promote effective teaching and learning of the subject.

The girls who participated in the training program were selected from Junior High Schools from Tumu, Wellembelle, Bujan, Nabulo, and Kunchogu Circuits. Madam Sulemana announced that the assembly would introduce incentive packages for teachers who accept postings to rural schools and appealed to ActionAid Ghana and other non-governmental organizations, as well as public-spirited individuals, to support the assembly's initiative.

Mr. Francis Avousige, Sissala East District Director of Education, said that Science, Technology, and Mathematics education would help push Ghana's development and growth faster. He said the goal of the education sector was to provide relevant education for all Ghanaians to enable them to acquire skills that would make them functionally literate and productive to facilitate poverty reduction and promote wealth creation.

Mr. Avousige expressed hope that Science, Technology, and Mathematics education intervention strategies would be pursued to promote economic growth for the country. He emphasized that Ghana's failure to recognize the importance of Science and Technology Education had adversely affected the development of a scientific culture.