CODE demands urgent supply of textbooks at 33rd annual conference

The Conference of Directors of Education (CODE) has called on the government to urgently address the persistent shortage of textbooks in schools across the country. Speaking at the association's 33rd Annual Conference in Bolgatanga, CODE National President Mr. Ibrahim Mumuni acknowledged recent improvements in educational infrastructure but emphasized that a lack of essential learning materials remains a significant hurdle for effective education delivery. During the conference, CODE praised the government for its efforts in expanding physical infrastructure and providing dual and mono desks to various institutions nationwide. However, Mr. Mumuni noted that these physical improvements must be matched by the provision of textbooks and other teaching aids. He also highlighted the critical issue of unequal teacher distribution, pointing out that rural areas continue to suffer from a lack of qualified staff, which hinders the goal of providing quality education to every Ghanaian child. In response, the Deputy Director-General of the Ghana Education Service (GES), Professor Smile Gavua Dzisi, urged education directors to step up their supervisory roles. She stressed that while the government works to provide resources, effective teaching and learning outcomes depend heavily on rigorous monitoring and supervision at the district level. Professor Dzisi encouraged the directors to strengthen leadership within their jurisdictions to ensure that available resources are utilized efficiently to foster quality education. The conference, which marks 33 years of CODE's contribution to the sector, served as a platform for education officials to discuss long-standing challenges such as the need for structured capacity-building programs for staff. Delegates emphasized that improving staff conditions and providing consistent support for education personnel are essential for the sustainability of recent gains in the sector. The group concluded the session by calling for a more equitable approach to resource allocation to bridge the gap between urban and rural schools.