Education News from Ghana

The latest education news from Ghana, curated from the country's leading newsrooms and updated through the day. Newest stories first.

Education Minister Haruna Iddrisu sets new target to end SHS double-track system in 2029
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Education Minister Haruna Iddrisu Announces $331 Million Infrastructure Plan to End SHS Double-Track by 2029

The Government of Ghana has secured a significant financial boost for the education sector following parliamentary approval of a $300 million loan from the World Bank’s International Development Association (IDA). This funding is part of a broader $331 million Secondary Education Transformation for Access, Relevance, and Results for Jobs (STARR-J) initiative. Minister for Education Haruna Iddrisu announced that the program is strategically designed to eliminate the double-track system in Senior High Schools (SHS) by a new target date of 2029. The initiative aims to address the infrastructure deficit caused by the surge in enrollment under the Free SHS policy, which currently sees over 1.5 million students in the system. A substantial portion of the project—approximately $257.7 million or 86% of the total budget—is dedicated to infrastructure development. This includes the construction of 10 new community day senior high schools in underserved areas and the rehabilitation of 150 existing institutions. Notable projects include new facilities in Nima, which will specialize in science education, and Kasoa, to accommodate rapid population growth. The program also focuses on upgrading school quality, elevating institutions from Grade C to Grade B and from Grade B to Grade A, while providing classroom blocks and upgrades for 38 Technical and Vocational Education and Training (TVET) schools. Beyond physical structures, the STARR-J program incorporates comprehensive support for students and staff. Approximately $33.8 million is allocated for teacher development and curriculum reforms to align secondary education with modern labor market needs. Additional government commitments include the construction of 50,000 housing units for teachers, the distribution of 12.2 million sanitary pads to female students, and the establishment of a dedicated TVET Fund. These measures are intended to create a more conducive learning environment and improve the overall relevance of the educational curriculum. While the project received strong backing from Majority Leader Mahama Ayariga, who described it as a crucial pillar of ongoing reforms, the Minority Caucus raised concerns regarding the sustainability of the loan and its direct link to the Free SHS policy. Education Minister Iddrisu has assured the public that the government will adhere strictly to value-for-money principles during implementation. By targeting the rehabilitation of 210 educational institutions in total, the government aims to create a unified and efficient school calendar, eventually phasing out the double-track system to ensure all students receive consistent and high-quality instruction.

Dr Clement Abas Apaak, Member of Parliament for Builsa South and Deputy Minister of Education
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Education Minister Haruna Iddrisu Announces 16,000 New Teacher Recruits and 50,000 Housing Units as Ghana Expands Educational Funding and Infrastructure

The Ministry of Education has unveiled a comprehensive strategy to bolster Ghana’s teaching workforce and improve educational access through a massive recruitment drive and unprecedented welfare initiatives. Education Minister Haruna Iddrisu announced that the government will recruit 16,000 additional teachers in two phases starting in November 2026, targeting underserved communities and technical institutions to address acute staff shortages. To further motivate educators, the government is launching a project to construct 50,000 housing units nationwide, aimed at providing affordable and decent accommodation for teachers, particularly those stationed in rural areas. These efforts are being complemented by a planned National Dialogue on Discipline to tackle the rising incidents of vandalism and exam malpractice in schools, emphasizing a holistic approach to education that prioritizes both academic knowledge and character development. In a significant boost for inclusive education, the Ghana Education Trust Fund (GETFund) has allocated GH"100 million to support free education for persons with special needs, removing financial barriers for vulnerable learners. This commitment to equity is mirrored at the local level, where Dr. Clement Abas Apaak, Member of Parliament for Builsa South, has committed GH"331,000 to support 248 financially disadvantaged tertiary students. Infrastructure improvements also remain a priority, as evidenced by the distribution of 760 desks to 26 schools in Nkoranza South by Municipal Chief Executive Godfred Dapaa. However, the urgency for such interventions is highlighted by the dire situation in the Sikpan Electoral Area of Nanumba North, where seasonal flooding and a lack of permanent school facilities continue to disrupt the education of hundreds of children. On the international and research front, Ghana is strengthening its global educational ties through new scholarships and collaborative grants. Russia has allocated 120 scholarship slots for Ghanaian students for the 2026/27 academic year, while Takoradi Technical University has joined the Russian-African Network University to enhance research partnerships. Additionally, Professor Kofi Adu of Penn State University has received his second Fulbright award to develop virtual physics labs for resource-limited Ghanaian institutions, aiming to bridge the urban-rural STEM education gap. These academic advancements are being matched by specialized reforms in health education, where the Ministry of Health has introduced PhD scholarships for nursing instructors and new specialist programs to harmonize entry standards for advanced health training. Furthermore, civil society and international organizations are playing a crucial role in protecting and empowering students through targeted interventions. Challenging Heights, a Ghanaian NGO, was recently selected for the FIFA Global Citizen Education Fund to renovate its recovery center for survivors of child trafficking, providing them with a safe learning environment. In the Upper East Region, FactSpace West Africa and UNICEF have equipped journalists with conflict-sensitive reporting skills to ensure ethical coverage of issues affecting peace and education. As these various initiatives converge, the focus remains on building a resilient and equitable educational system that addresses immediate logistical needs while fostering long-term intellectual and social growth across all regions of Ghana.

NASPA Halts GHS60 Allowance Deduction for Capacity Building as Youth Development Programs Expand
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NASPA Halts GHS60 Allowance Deduction for Capacity Building as Youth Development Programs Expand

The National Service Personnel Association (NASPA) has clarified the controversial GHS60 deduction from service personnel allowances, announcing a suspension of the related capacity-building program. The deduction, which was intended to fund a training initiative aimed at enhancing post-service employability, sparked significant public backlash and concerns among service members. In response, NASPA has engaged with the National Service Authority (NSA) to adjust the payment structure and address the grievances of its members. The association emphasized that the initiative was internally driven by the NASPA council to benefit its members and was not a directive from the NSA itself. According to the association’s leadership, the GHS60 fee was never intended as a one-time lump-sum payment. Instead, the NASPA council had agreed to spread the cost over four months, amounting to GHS15 per month. The program was specifically designed to provide personnel with essential skills to transition into the workforce following their service year. However, misinformation regarding the source and intent of the deduction led to widespread confusion, prompting the association to pause the rollout to allow for further consultation and clarification. To alleviate the financial burden on personnel, NASPA is now exploring alternative funding models to sustain its development programs without relying solely on allowance deductions. The association has expressed a commitment to transparency and continuous support for its members, ensuring that any future training efforts are better communicated and financially accessible. This move is seen as a vital step in maintaining the trust of the thousands of graduates serving across the country while still pursuing the goal of professional development. In a parallel effort to engage the nation’s youth, other institutions are also launching development initiatives. The Evangelical Presbyterian Church, Ghana (EPCG) has announced its National Youth Week for August 2026, themed "Godly and Clean Generation – Building the Church." The week-long event will feature educational talks and fundraising activities to support youth initiatives, highlighting a broader national trend of investing in both the professional skills and character development of the next generation.

Telecel Ghana Enhances Digital Education Through University Lab Infrastructure and Female Engineering Scholarships
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Telecel Ghana Enhances Digital Education Through University Lab Infrastructure and Female Engineering Scholarships

Telecel Ghana has significantly expanded its commitment to national digital transformation by commissioning new information technology infrastructure and awarding scholarships to future female engineers. These initiatives, spanning from basic to tertiary education, underscore the telecommunications giant's strategy to bridge the digital divide and foster a tech-savvy workforce in Ghana. Key recent milestones include the inauguration of a state-of-the-art computer laboratory at the University of Ghana, a refurbished ICT facility in the Eastern Region, and the unveiling of the newest cohort for the company’s flagship female engineering scholarship program. At the University of Ghana, Telecel inaugurated a 42-unit computer laboratory equipped with an 86-inch interactive touchscreen and dedicated high-speed internet connectivity. This facility, which builds on a strategic partnership established in 2010, is designed to enhance research capabilities and improve the overall educational experience through digital inclusion. Complementing this physical infrastructure, the company also announced ten final-year female students as the 2026 cohort of the Female Engineering Students Scholarship Programme (FESSP). Since its inception in 2011, the FESSP has supported over 100 women in STEM fields, providing financial aid, laptops, mentorship, and internship opportunities to prepare them for professional success. At the grassroots level, the Telecel Ghana Foundation's Employee Volunteerism Programme (EVP), part of the "Red Hearts" initiative, recently completed a project in the Asuogyaman District. Employees contributed personal funds to refurbish a 20-unit ICT laboratory for students of Asikuma Presby Primary and neighboring schools. During the commissioning ceremony, Telecel officials and local education leaders, including headmistress Regina Ayikpa, emphasized the importance of practical technology exposure. The new lab is expected to provide rural students with the necessary tools to participate effectively in the digital economy and improve their academic outcomes. These strategic investments reflect a holistic approach to corporate social responsibility, aligning Telecel’s corporate goals with Ghana's national objectives for digital literacy. By providing both the high-end infrastructure required for tertiary research and the foundational support needed in rural primary schools, Telecel Ghana is addressing educational gaps at every level. Company leadership, including CEO Ing. Patricia Obo-Nai, continues to advocate for these partnerships as essential drivers for nurturing local talent and ensuring that the next generation of Ghanaians is globally competitive in an increasingly digital world.

Professor Ladé Wosornu Guides Aspiring Artists at Maiden Schools Arts Mentorship Programme
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Professor Ladé Wosornu Guides Aspiring Artists at Maiden Schools Arts Mentorship Programme

Renowned poet and surgeon Professor Ladé Wosornu headlined the maiden edition of the Schools Arts Mentorship Programme (SAMP) Train on July 17, 2026. Held at the Seeds After The Order of Christ Academy (SATOC), the event provided a rare opportunity for students to engage directly with a figure whose literary works form a core part of their academic curriculum. This initiative marks a significant step in integrating professional mentorship into the Ghanaian educational landscape, specifically focusing on bridging the gap between theoretical study and creative practice. During the interactive session, students participated in a multi-faceted exploration of Professor Wosornu’s life and work. The program featured innovative infographic presentations of his poems, followed by reviews and live performances that brought his written words to life. Beyond the literary analysis, Professor Wosornu shared intimate details about his unique career path in both medicine and literature. He emphasized the necessity of discipline for success in both the arts and sciences, providing students with a holistic view of how professional excellence is achieved across diverse fields. The SAMP Train is a collaborative effort developed by Playhouse.kom in partnership with the Professor Ladé Wosornu Trust and SATOC Academy. By connecting budding creatives with established industry icons, the programme seeks to enrich Ghana's creative arts sector through knowledge sharing and hands-on guidance. Organizers and educators believe that such mentorship platforms are essential for fostering a new generation of Ghanaian talent, ensuring they are equipped with the inspiration and practical advice needed to sustain and grow the nation’s vibrant cultural heritage.

Ghana’s Future Educators Urged to Prioritize Human Empathy Over AI in the Classroom
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Ghana’s Future Educators Urged to Prioritize Human Empathy Over AI in the Classroom

Bosco Aboagye, a lecturer at St Monica’s College of Education, has emphasized that while Artificial Intelligence (AI) is rapidly transforming the educational landscape, it cannot replace the essential human qualities required in teaching. Speaking at the launch of the Social Sciences Students Association (SOSSA) at Agogo Presbyterian Women’s College of Education (APWCE), Aboagye cautioned trainee teachers that the "human touch"—comprising empathy, moral judgment, and ethical reasoning—remains the foundation of effective pedagogy. He argued that while AI serves as a powerful digital tool to enhance learning and manage workloads, it lacks the wisdom necessary to navigate complex human emotions and societal nuances. The establishment of SOSSA is intended to address these very challenges by preparing student teachers for the multifaceted realities of their future careers. Aboagye urged the trainees to look beyond their academic qualifications and develop vital soft skills, such as effective communication, problem-solving, and independent research. By understanding the dynamic nature of societal issues like poverty and corruption, future educators can better serve their communities. SOSSA’s mission, supported by its President Mary Brobbey and Vice President Grace Owusu, is to foster stronger ties between educators and the communities they serve while instilling positive values in the student body. Supporting the initiative, the Principal of Agogo Presbyterian Women’s College of Education, Professor Lydia Aframea Dankyi, stressed the importance of unity and innovation. She noted that associations like SOSSA are vital for producing competent teachers who can adapt to a changing world without losing their moral compass. This sentiment aligns with broader academic shifts where universities are being urged to redesign assessments. As AI becomes more prevalent in university life for drafting essays and summarizing readings, experts suggest that the focus must move away from mere information recall toward prioritizing critical thinking and original intellectual contributions from students. In the evolving educational climate, the consensus among Ghanaian educators is that technology should be leveraged as a learning aid rather than a substitute for intellectual engagement. The goal is to equip the next generation of teachers with the ability to navigate a digital-first world while maintaining the deep interpersonal connections that define the teaching profession. By integrating AI responsibly, educators can focus on mentoring students through the complex social and moral landscapes that technology alone cannot navigate.

Parliament Passes Bill to Establish National Defence University for Ghana Armed Forces
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Parliament Passes Bill to Establish National Defence University for Ghana Armed Forces

Parliament has officially passed a landmark bill to establish the National Defence University, a dedicated institution designed to elevate the academic and professional training of the Ghana Armed Forces (GAF). Announced by the Minister for Education, Haruna Iddrisu, during the Government Accountability Series in Accra on July 20, 2026, the legislation marks the fulfillment of a long-held aspiration by the nation's military leadership. The bill currently awaits presidential assent, which will serve as the final step before the university begins its operational phase. The proposed university is set to become a center of excellence, offering a robust curriculum that includes both undergraduate and postgraduate programs. Key areas of study will encompass defense studies, national security, strategy, and leadership. By integrating academic rigor with professional military training, the institution aims to equip personnel with the strategic insights and research capabilities necessary to address contemporary security threats. Minister Iddrisu emphasized that this initiative is not only about infrastructure but about fostering an intellectual environment that enhances the GAF's operational efficiency. Strategically, the establishment of the National Defence University is intended to position Ghana as the primary hub for military education within the West African sub-region. The government expects the institution to attract security professionals and students from neighboring countries, thereby promoting regional stability and collaborative defense research. Following the formal approval by the President, the Ministry of Education will initiate a tripartite collaboration with the Ministry of Defence and the Ghana Armed Forces to oversee the university's operational setup, including faculty recruitment and the development of specialized training facilities.

Education Minister Haruna Iddrisu Outlines Comprehensive TVET Reforms as Ghana Pivots Toward AI and Vocational Entrepreneurship
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Education Minister Haruna Iddrisu Outlines Comprehensive TVET Reforms as Ghana Pivots Toward AI and Vocational Entrepreneurship

The Government of Ghana has announced a major overhaul of the Technical and Vocational Education and Training (TVET) sector to better align academic outcomes with the demands of a modernizing economy. Education Minister Haruna Iddrisu revealed that the current reforms are centered on integrating digital skills, soft skills, and practical trade capabilities into the national curriculum. To support this transition, the government is making significant investments in infrastructure for Competency-Based Training (CBT), including the construction of two regional TVET Centres of Excellence in Salaga and Kumasi. These facilities are designed to foster innovation and provide environments that mimic real-world work settings, ensuring that graduates are ready for immediate entry into the labor market. Central to the government’s strategy is the Workplace Experience Learning (WEL) initiative, which aims to bridge the gap between classroom instruction and industry application. Minister Iddrisu confirmed that the Ministry has already collaborated with over 1,800 enterprises to facilitate practical training opportunities for students. This collaborative approach is intended to enhance the employability of TVET learners, particularly within the context of a 24-hour manufacturing economy. By prioritizing practical exposure and industry partnerships, the government seeks to reshape the public perception of vocational education as a high-value pathway for career success. Parallel to these national policy shifts, private institutions and local leaders are emphasizing the need for future-ready skills, specifically in Artificial Intelligence (AI). At the 2026 Design and Technology Institute (DTI) Jobs & Opportunities Fair, DTI Founder Constance Swaniker urged the youth to embrace AI and automation, noting that while technology may displace millions of roles, it is projected to create 97 million new jobs globally by 2030. With Ghana’s youth unemployment rate standing at approximately 32.5% for those aged 15-24, stakeholders like the Commission for TVET (CTVET) are increasingly advocating for an entrepreneurial mindset and the adoption of AI-enabled tools to remain competitive in the global labor market. On a grassroots level, these broader educational goals are being translated into direct support for local apprentices. In the Ketu North constituency, MP Eric Edem Agbana recently launched the Ketu North Skills and Apprenticeship Programme (KN-SAP), distributing vocational tools such as sewing machines and hairdryers to 525 beneficiaries. This initiative provides practical resources and financial support to help graduates of vocational training establish their own businesses. These combined efforts—ranging from high-level government reforms and technological advocacy to local equipment distribution—represent a multi-tiered approach to tackling unemployment and fostering a skilled, self-reliant workforce across Ghana.

Prof. Ernest Kofi Abotsi (3rd from right ), Chairman of the Governing Council of the Accra Technical University, after cutting the tape to unveil the School of Business
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Accra Technical University Launches New Business School Amid Growing Calls for Industry-Aligned Education

Accra Technical University (ATU) has officially renamed its Faculty of Business to the ATU Business School, marking a strategic shift toward advancing business education through innovation and disruptive technologies. At the unveiling ceremony, university leaders and industry experts emphasized that the move is more than a name change; it is a repositioning intended to align academic curricula with the rapidly evolving demands of the global corporate landscape. Chairman Prof. Ernest Kofi Abotsi and Vice-Chancellor Prof. Amevi Acakpovi articulated a vision for an industry-oriented institution that leverages artificial intelligence (AI) and strategic leadership to produce graduates capable of competing on an international scale. Renowned marketing scholar Professor Robert E. Hinson, speaking at a symposium during the launch, urged Ghanaian business schools to bridge the persistent gap between academia and industry. He advocated for a research-intensive approach that incorporates emerging technologies like robotics and AI into marketing and procurement programs. Supporting this call for reform, Dr. Daniel McKellen proposed a comprehensive curriculum overhaul that prioritizes practical industry experience over traditional theory. This sentiment was echoed by the Dean of the new school, Prof. Elikem Ocloo, who reaffirmed the institution's commitment to academic excellence and strategic repositioning to meet regional and global standards. The drive for practical business application is already yielding results in the student community, as seen in the recent Tertiary Business Sense Challenge (TBSC). The Kwame Nkrumah University of Science and Technology (KNUST) secured the top spot in the North-Mid Zonal Finals held in mid-July 2026, qualifying for the national finals alongside the University of Energy and Natural Resources (UENR) and Tamale Technical University (TaTU). The competition, which tests students on finance, accounting, and real-world business scenarios, serves as a critical platform for moving beyond rote memorization and preparing students for the rigors of the corporate world. Complementing these academic and competitive shifts, the Bank of Ghana (BoG) has introduced the MPC Educational Observership Programme to demystify monetary policy for university students. Launched during the 131st Monetary Policy Committee meeting by Dr. Johnson Asiama, the initiative provides students—starting with the University of Ghana—direct exposure to the processes behind policy rate setting and inflation management. Collectively, these developments across ATU, the TBSC competition, and the central bank signal a coordinated effort to strengthen the connection between Ghana’s educational frameworks and the practical realities of the national and global economy.

Haruna Iddrisu - Minister of Education
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Education Minister Haruna Iddrisu Announces Coding and AI Integration for Ghana's Basic School Curriculum

The Government of Ghana is set to transform the foundational stages of the nation's education system by introducing coding, artificial intelligence (AI), and electronic subjects into the basic school curriculum. Education Minister Haruna Iddrisu announced that the revised curriculum, which spans from Kindergarten (KG) to Junior High School (JHS), aims to equip students with critical digital skills and technical proficiency from an early age. This initiative is a central pillar of a broader strategy to enhance Science, Technology, Engineering, and Mathematics (STEM) education, fostering literacy and critical thinking to prepare the next generation for a rapidly evolving digital economy. The revised curriculum, developed by the National Curriculum Review Agency (NACA), marks a significant shift in government resource allocation. Minister Iddrisu noted that past investments often focused heavily on secondary education at the expense of foundational learning. The new framework seeks to rectify this by integrating Technical and Vocational Education and Training (TVET), ethics, and electronics into the early years of schooling. By embedding these subjects into the KG-JHS cycle, the government intends to provide a more practical and technology-driven education that addresses the demands of modern industry. Following its development, the curriculum was scheduled for presentation to the Ministry of Education in late July 2026 for subsequent submission to the President and Parliament. Beyond academic reforms, the Ministry is also addressing social barriers to education; as part of a holistic support system, the government has distributed 12.2 million sanitary pads to approximately 2.5 million female students across the country. While the curriculum framework is nearing final approval, specific details regarding the comprehensive training of teachers and a definitive rollout timeline for the new subjects are expected to be announced in the coming months. Complementing these educational reforms, Deputy Minister Mohammed Adams Sukparu has emphasized the necessity of a collaborative approach to sustain Ghana’s digital growth. Speaking at the 2026 E-Learning Awareness Week at the Kwame Nkrumah University of Science and Technology (KNUST), Sukparu urged for stronger synergy between academia, industry, and government. He highlighted that while the new curriculum provides the skills base, the ethical deployment of AI and continued investment in digital infrastructure are vital for national development. This multi-sectoral focus ensures that the integration of technology in schools aligns with the broader goal of building a robust and inclusive digital economy.

Dr. Gideon Boako Calls for Domestic Revenue to Fund Free SHS, Citing Concerns Over Borrowing
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Dr. Gideon Boako Calls for Domestic Revenue to Fund Free SHS, Citing Concerns Over Borrowing

Dr. Gideon Boako, the Deputy Ranking Member on Parliament's Finance Committee, has urged the government to shift the financing of the Free Senior High School (Free SHS) policy from borrowed funds to domestic revenue. Speaking during a parliamentary session, Dr. Boako challenged the Finance Minister on the government's current strategies for generating local revenue, emphasizing that the long-term sustainability of the flagship education program depends on internal financial strength rather than a reliance on loans. His remarks highlight a growing concern over the fiscal path chosen to maintain one of the country's most significant social interventions. During the debate, Dr. Boako questioned the government's ability to mobilize sufficient domestic resources for education, contrasting the current approach with that of the previous administration. He pointed out that the previous government did not resort to borrowing to fund the Free SHS initiative, arguing that the current reliance on external debt is a departure from sustainable fiscal practices. By calling for a more disciplined approach to domestic revenue mobilization, he emphasized the need for the Finance Ministry to prioritize educational funding within the national budget to protect the program from international market volatility and debt pressures. The call for local financing comes at a critical time when Ghana is seeking to stabilize its economy and manage national debt levels. Dr. Boako argued that improving domestic revenue collection is the only viable path to ensure that the Free SHS policy continues to benefit millions of Ghanaian students without compromising the country's broader economic health. He stressed that a dedicated focus on local resource mobilization would provide a more reliable and transparent framework for funding the education sector, which remains a top priority for the nation's development. As the government continues to navigate the complexities of education financing, the focus now turns to how the Finance Ministry will respond to calls for greater fiscal self-reliance. Dr. Boako’s intervention underscores the ongoing parliamentary debate regarding the balance between ambitious social policies and fiscal responsibility. The future of the Free SHS program may ultimately depend on the government's ability to implement the necessary reforms to generate the revenue needed to support Ghana's educational goals internally, ensuring the program remains a permanent fixture of the nation's social contract.

Parliament Approves $300 Million IDA Loan to Upgrade Secondary School Infrastructure and Reform Curriculum
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Parliament Approves $300 Million IDA Loan to Upgrade Secondary School Infrastructure and Reform Curriculum

Ghana's Parliament has sanctioned a US$300 million credit facility from the World Bank’s International Development Association (IDA) to support the Secondary Education Transformation for Access, Relevance and Results for Jobs (STARR-J) Project. This significant financial injection is aimed at transforming the country's secondary education landscape by addressing infrastructure deficits and improving the quality of teaching. The initiative is part of a broader government strategy to upgrade schools from lower-tier performance categories (Grade C) to higher standards (Grade A and B), ensuring more equitable access to quality education across the nation. The bulk of the loan, approximately US$257.7 million (86%), is specifically earmarked for physical infrastructure development. This includes the construction of 10 new secondary schools in underserved areas and the comprehensive rehabilitation of 150 existing institutions. These upgrades are intended to mitigate the challenges of overcrowding and resource shortages that have intensified under the Free Senior High School (FSHS) policy. The remaining US$33.8 million will be dedicated to soft-side interventions, including teacher training and curriculum reforms designed to align secondary schooling with the evolving needs of the labor market. During the parliamentary deliberations, the Majority leadership emphasized that the facility is crucial for the success of ongoing educational reforms. The Minister of Education provided assurances that the implementation of the project would strictly adhere to value-for-money principles to ensure the efficient use of the funds. The government maintains that this investment is vital for fostering a better learning environment and providing students with the skills necessary for national development. However, the approval was met with concerns from the Minority Caucus, who questioned the linkage between the loan and the funding of the Free Senior High School policy. Opposition members suggested that the facility might be used to address operational shortfalls of the FSHS program, citing previous loan facilities used for post-pandemic support. Despite these reservations, the project is set to move forward, with the long-term goal of improving educational outcomes and ensuring that secondary education serves as an effective bridge to employment and higher learning for all Ghanaian students.