Editorial: Schools Under Trees Need Urgent Attention!

In today’s issue of The Chronicle, we carried a story about more than three million pupils across Ghana receiving lessons under trees, makeshift sheds, churches and other temporary structures, due to the absence of classroom buildings in 10,730 public basic schools, the Auditor-General has revealed.

The Report of the Auditor-General on the Public Accounts of Ghana, Ministries, Departments and other Agencies (MDAs) for the year ended December 31, 2025 disclosed that the affected schools are spread across 13 of Ghana’s 16 regions and enrol 3,050,808 pupils.

The report said the situation violates Section 36 of the Pre-Tertiary Education Act, 2020 (Act 1049), which requires the state to provide adequate infrastructure to support quality pre-tertiary education.

According to the Auditor-General, pupils in these schools continue to study in unsafe and unsuitable environments, exposing them to harsh weather conditions and disrupting effective teaching and learning.

The report, therefore, urged the Ministry of Education and the Ghana Education Service (GES) to treat the matter as a priority by providing classroom blocks for the affected schools.

This is not merely an education challenge. It is a national disgrace.

Education is a fundamental right guaranteed under Ghana’s Constitution and the Pre-Tertiary Education Act, 2020 (Act 1049). It is also central to Sustainable Development Goal (SDG) 4, which commits countries to ensuring inclusive, equitable and quality education for every child by 2030. Yet, millions of Ghanaian children continue to study in environments that rob them of dignity, safety and equal opportunity.

The consequences extend far beyond poor academic performance. A classroom is more than four walls and a roof; it is a place where children feel secure, valued and inspired to learn. Pupils forced to study under trees are exposed to rain, scorching sunshine, dust, noise and constant interruptions. Such conditions make concentration difficult, reduce instructional time and affect attendance.

Perhaps the greatest damage, however, is psychological. Research has consistently shown that safe learning environments improve children’s confidence, motivation and emotional well-being. When children are made to believe that studying under a tree is normal, while their peers elsewhere enjoy decent classrooms, many develop feelings of neglect, low self-esteem and hopelessness. They are innocent victims of decades of inadequate planning and underinvestment.

The Auditor-General has rightly directed the Ministry of Education and the Ghana Education Service to urgently address the infrastructure deficit. This recommendation must not become another forgotten audit finding. It should trigger immediate action backed by dedicated funding, clear timelines and measurable outcomes.

Government, however, cannot do it alone. Civil society organisations, development partners, corporate Ghana, religious institutions and philanthropists must all treat this as a national emergency. Investing in classrooms is an investment in Ghana’s human capital and future prosperity.

At the same time, infrastructure development must go hand in hand with data. Ghana needs a reliable, up-to-date national database on school infrastructure, enrolment, teacher distribution and population growth so that classrooms are built where they are most needed. Planning based on credible data will ensure resources are allocated fairly, progress is monitored and no community is left behind.

If more than three million children are still learning under trees in 2026, then we must confront an uncomfortable truth: we have failed them as a nation. The measure of Ghana’s progress is not the number of policies we announce, but whether every child, regardless of where he or she lives, can walk into a safe classroom with hope and dignity. The time for promises has passed. The time to build is now!

 

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