Eduwatch calls for equity-focused dacf reform

Education policy think tank, Eduwatch, has called on the government to urgently reform the District Assemblies Common Fund (DACF) allocation formula to ensure that deprived districts with the greatest educational infrastructure needs receive a fairer share of resources.

The organisation said although the government’s directive requiring metropolitan, municipal and district assemblies (MMDAs) to allocate 20 per cent of DACF transfers to basic education infrastructure was commendable, the current distribution pattern was worsening inequalities between deprived and endowed districts.

Launching its 2025 Education Policy Monitoring Report at the University of Ghana yesterday, the Executive Director of Eduwatch, Kofi Asare, said districts with severe classroom and furniture deficits continued to receive significantly lower allocations than relatively better-resourced districts.

He explained that the situation undermined the government’s efforts to promote equitable access to quality education and risked widening existing infrastructure gaps across the country.

The report, which monitored the implementation of 12 key education policies across 10 districts, also highlighted concerns about inadequate financing for technical vocational education and training (TVET), textbook shortages, teacher distribution challenges and the future sustainability of access under the free senior high school (Free SHS) programme.

 Allocation

According to the report, districts such as Zabzugu, Nabdam, Bongo and Tatale, which recorded some of the highest infrastructure deficits, received an average of about GH¢2 million each from DACF allocations by December 2025.

In contrast, relatively endowed districts, including Adentan, La Nkwantanang-Madina, Ledzokuku and Ga East, received average allocations of about GH¢4 million over the same period despite having lower infrastructure deficits.

Mr Asare said the findings suggested that the current DACF formula did not sufficiently account for educational deprivation and infrastructure needs.

He, therefore, urged the government to revise the formula by incorporating indicators such as classroom shortages, furniture deficits and school infrastructure gaps to ensure that resources were directed to areas with the greatest need.

Progress

Despite the challenges, the report acknowledged notable improvements in education service delivery during the year under review.

Among the key achievements were the timely disbursement of capitation grants, expansion of the Ghana School Feeding Programme, ongoing construction of new and inherited basic school infrastructure projects and the rollout of the Free Sanitary Pads Programme.

The report revealed that the improved predictability of capitation grant releases had enhanced school management and planning, while the school feeding programme had recorded gains in food quality and coverage.

It further indicated that the distribution of free sanitary pads had contributed to improved school attendance among girls, although disparities in distribution and quality remained concerns requiring attention.

The report expressed concern over delays in the procurement and distribution of textbooks and school furniture.

Although allocations had been made for textbook procurement, Eduwatch observed that many schools continued to face severe shortages, with overall textbook availability in the sampled districts remaining below 50 per cent of requirements under the new curriculum.