When Teachers Don’t Show Up: The Silent Crisis Destroying Education in Gushegu

By Simba Ghana
Supported by CDD-Ghana with funding from the Flora William & Hewlett Foundation
Published: September 19, 2025

A new education monitoring report by Simba Ghana, under the I Am Aware (IAA) Project, reveals that teacher absenteeism and weak school governance structures are among the leading factors undermining learning outcomes in the Gushegu Municipality of Northern Ghana.

The report was compiled after field monitoring across 11 basic schools, including both primary and junior high levels. The exercise was conducted by trained Social Action Groups (SAGs) using data tools supported by the Gushegu Municipal Education Directorate.

Key Findings

1. Low Student Performance

Only 17.5% of students in the municipality passed the 2023 Basic Education Certificate Examination (BECE)—a worrying indicator of declining education quality. The findings highlight systemic challenges such as inadequate supervision, limited resources, and teacher absenteeism.

2. Teacher Absenteeism

Teacher absenteeism remains a critical challenge, with some schools recording over 130 days of cumulative absences within a term. Absenteeism was most frequent on Fridays and often unplanned, disrupting instructional continuity and directly affecting learning outcomes.

3. Weak School Governance

While most schools have Parent-Teacher Associations (PTAs) and School Management Committees (SMCs), functionality is low.

• Only 40% of schools kept records or minutes of PTA meetings.
• Several SMCs have fewer than 3 active members, limiting oversight capacity.
  This weakens accountability and reduces community participation in managing education delivery.

4. Enrollment Disparities

Enrollment is highest at lower primary levels but drops sharply at upper primary and JHS. Schools such as Nasiria E/A and Catania E/A recorded over 500 pupils, while smaller rural schools like Nakogu M/A and Bogu M/A had fewer than 70 pupils.
The report also identified low female enrolment, especially in rural areas, due to socio-economic and cultural barriers.

5. Structural and Resource Gaps

Monitors found that many schools operate in dilapidated structures with inadequate desks, textbooks, and teaching materials. These conditions discourage attendance and contribute to poor performance.

Recommendations

Simba Ghana and partners propose the following actions:

1. Address Enrollment and Gender Gaps
   • Implement targeted rural enrollment campaigns focusing on girls.
   • Strengthen the school feeding program and provide basic necessities such as uniforms and sanitary pads.
2. Tackle Teacher Absenteeism
   • Link teacher attendance to performance appraisals and payroll.
   • Increase unannounced inspections by the Municipal Education Oversight Committee (MEOC).
3. Strengthen School Governance
   • Train PTA and SMC leaders in financial management and accountability.
   • Encourage regular meetings and proper documentation to improve transparency and engagement.

Read the Full Report

👉 Download the Full Report: https://simbaghana.org/wp-content/uploads/2025/10/IAA-SAGS-SCHOOL-MONITORING-REPORT_GUSHEGU-2.pdf

About the I Am Aware Project

The I Am Aware (IAA) project, led by CDD-Ghana and implemented in Gushegu by Simba Ghana, empowers citizens with data to demand better public services.
This education monitoring is part of that mission, transforming numbers into advocacy, and advocacy into change.