One Teacher Manages 12 Classes Amidst Teacher Shortage at Kakpeni School

Samuel Donkor is the sole government-trained teacher at Kakpeni District Assembly School. He teaches 12 different classes, from Kindergarten to Junior High School (JHS). This situation affects 448 students in the Kpandai District of the Northern Region.

For over three years, Mr. Donkor has been the only government teacher at the school. He also acts as the headteacher. The school relies on two temporary community volunteers. Their help is not consistent due to low motivation and other personal reasons.

This severe teacher shortage strains the education system in rural Ghana. It highlights disparities in teacher distribution. Many rural schools lack the necessary staff. This directly impacts the quality of education provided to children in these areas. Prior to this, similar issues have been reported in other underserved regions.

Mr. Donkor told Graphic Online, “I do what I can, but I know it is not enough. These children deserve more.” He explained that some classes are left unattended. Others engage in recreational activities while he teaches a different group. This leads to knowledge loss for students.

The school also suffers from poor infrastructure. Some JHS students study outdoors. They are exposed to bad weather and constant interruptions. There is also a lack of furniture and learning materials. Mr. Donkor faces personal risks commuting for official duties. He must cross a river by canoe, often without life jackets.

Local residents voiced their concerns. Abel Makiwi, a resident, stated, “Our children are no less important. They also deserve quality education like children elsewhere.” They worry about rising teenage pregnancy and early marriage. They urge the government and the Ghana Education Service (GES) to post more teachers. They are also requesting the school be included in the School Feeding Programme. Elisha Manyanbi asked, “Are we not also Ghanaians deserving of our share of national development?”

The Kpandai District Education Directorate acknowledged the problem. They confirmed that two additional teachers were posted. They are expected to arrive soon. This is part of a larger effort to improve teacher distribution. Education analysts warn that sustained interventions are crucial. Otherwise, schools like Kakpeni will continue to face significant challenges. This will deepen existing inequalities in education access.