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The Catholic Church in Ghana recently hosted the Second National Catholic Education Forum at the St. Bakhita Catholic Church in the Diocese of Koforidua from March 10 to 15, 2025. Under the theme “Catholic Education for Integral Development: Shaping a Resilient and Inclusive Ghana,” the forum brought together key stakeholders from the educational sector, including Catholic Bishops, clergy, parents, educators, political and traditional leaders, policymakers, and development partners. The discussions underscored the critical role of Catholic education in fostering holistic development and advancing national progress.
The Role of Catholic Education in Ghana
Guided by Christ’s Great Commission to teach and evangelise (cf. Matthew 28:18-20), the Catholic Church in Ghana has been a formidable force in education. With over 5,453 basic schools, 82 senior high schools, 41 TVET institutions, 4 special schools, 13 colleges of education, and 10 tertiary institutions, the Church is the second-largest provider of education in the country, after the government.
The Catholic education system is deeply committed to nurturing not only academic excellence but also moral and ethical values. It emphasises the formation of the whole person, ensuring that students develop a strong sense of personal dignity, responsibility, and service to society. However, despite its contributions, Catholic education faces significant challenges that require urgent intervention.
Government-Church Partnership in Education
The collaboration between the state and the Church in education dates back to 1852, when the colonial government relied on mission schools to provide formal education. Over time, this partnership evolved, but today, the Catholic Church and other faith-based organisations feel increasingly sidelined in the management of their own schools.
At the forum, stakeholders emphasised the need for a Partnership Agreement between the government and mission schools to clearly define roles and responsibilities. The lack of a formal agreement has led to the exclusion of General, Regional, and Local Managers from key decision-making processes regarding mission schools. This has contributed to declining moral standards, administrative inefficiencies, and inadequate support for religious and ethical formation.
Challenges in Catholic Education
Key issues raised at the forum included:
The absence of a formal Partnership Agreement between the government and the Church.
The erosion of religious and moral education in schools.
Inadequate attention to Technical and Vocational Education and Training (TVET).
Limited resources and support for children with special needs.
A rise in student indiscipline and examination malpractices.
Concerns over the effectiveness and sustainability of the Free Senior High School (FSHS) policy.
Recommendations from the Forum
For the Catholic Church in Ghana:
Strengthening Church-State Relations: Work with other faith-based organisations to review and finalise a Memorandum of Understanding for managing mission schools, ensuring its implementation by the 2025/2026 academic year.
Developing a Strategic Framework: A five-year national strategy for Catholic education should be completed by July 2025 to provide a roadmap for development.
Enhancing Catholic Identity in Schools: Greater emphasis on faith formation through chaplaincies, Catholic doctrine instruction, and pastoral care.
Improving Leadership and Management: Equip General, Regional, and Local Managers with the resources and training needed to uphold Catholic educational standards.
Reinforcing TVET Linkages with Industry: Catholic TVET institutions should establish stronger partnerships with industries to align training with job market needs.
For the Government of Ghana:
Signing the Partnership Agreement: Recognising the Catholic Church as a key stakeholder in education and reinstating its management roles in mission schools.
Ensuring Fair Admission Processes: Addressing concerns over student placement and ensuring a minimum of 20% Catholic student intake in Catholic schools.
Reviewing the Free SHS Policy: Clarifying the roles of parents and government, addressing challenges of the double-track system, and ensuring sustainable funding.
Investing in Special Education: Allocating resources for children with special needs, including adequate infrastructure and teacher training.
Expanding TVET Opportunities: Establishing regional centers of excellence in TVET and integrating emerging technologies like robotics and green energy into curricula.
Conclusion
The Second National Catholic Education Forum reaffirmed the Church’s unwavering commitment to providing quality, values-based education for the holistic development of Ghanaian youth. However, achieving this goal requires a well-structured partnership between the Church and the state, underpinned by clear policies and mutual respect.
The recommendations from the forum serve as a call to action for both Church and government authorities. By working together, they can create a resilient and inclusive education system that nurtures future leaders with strong moral foundations and technical competence. Catholic education has been a pillar of Ghana’s development for over a century, and with the right reforms, it will continue to shape a brighter future for generations to come.
