The Principal of Komenda College of Education, Very Rev. Professor Kwesi Nkum Wilson, has called for an urgent reform of teacher training curricula across the country, urging the Ghana Tertiary Education Commission (GTEC) to introduce Ghanaian Language, Music, and Physical Education as elective/compulsory programmes in all Colleges of Education.
Addressing the college’s 15th Congregation and Graduation Ceremony on September 5, 2025, he argued that teacher training must go beyond academic preparation to embrace Ghana’s cultural heritage and nurture the whole student.
“As we envision the future of education in Ghana, expanding our teacher education curriculum will honour our rich cultural heritage and promote holistic education, nurturing students who are not only academically proficient but also culturally grounded and physically active,” he said.
The call, delivered at a ceremony themed “Sustaining Excellence in Teacher Education: Addressing Infrastructure Challenges,” reflects a growing recognition that education reforms must align with national identity and societal needs.
According to him, by making Ghanaian Language, Music, and Physical Education available as electives, future teachers would be better equipped to inspire pride in Ghanaian culture, develop creative talents, and foster healthy lifestyles in schools nationwide.
Professor Wilson stressed that the absence of these subjects as structured options in teacher training weakens the country’s capacity to preserve its cultural heritage in classrooms.
He noted that while Ghana’s education system produces competent academics, it risks neglecting areas that build character, creativity, and physical well-being.
Introducing such electives, he argued, would balance academic rigour with cultural and personal development, creating teachers who can shape well-rounded citizens.
The Principal linked this proposal to wider reforms, including the need to expand access to teacher education.
He called for the removal of the quota system in admissions, which limits how many qualified applicants can be admitted each year and ties directly into trainee allowances.
“We receive more than 2,000 qualified applicants every year,” he said. “By lifting admission restrictions, we can open doors for more prospective teachers to pursue training and fill critical gaps across the education sector.”
He also highlighted the need for employment policies that ensure a majority of teachers, including those in private schools, are professionally trained.
Raising the proportion of qualified teachers in both public and private education, he argued, would elevate standards and reinforce the value of the proposed electives, ensuring that cultural, creative, and physical education are effectively taught by skilled professionals.
Komenda College’s own progress, including producing 590 graduates this year — 189 with First-Class honours — demonstrates that quality and innovation can coexist in teacher education.
Yet Professor Wilson was clear: sustaining excellence requires not only infrastructure and resources but also curricula that reflect Ghana’s identity and prepare teachers to meet modern challenges without losing sight of cultural roots.
His appeal to GTEC is both a vision and a warning: without embedding Ghanaian Language, Music, and Physical Education into the core offerings of teacher training, the nation risks producing generations of teachers disconnected from the cultural and physical foundations of holistic learning.
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