Unaccredited study centres in Ghana: A shared responsibility for quality education

Introduction

EDUCATION is one of the most significant pillars of development in any country, and Ghana is no exception. For decades, Ghana’s tertiary education system has been held in high esteem across Africa, producing leaders, professionals, and innovators. However, beneath the achievements lies a systemic challenge that threatens the credi­bility of the sector: the increasing proliferation of unaccredited study centres. This issue has far-reaching consequences, not only for stu­dents and their parents but also for the regulatory bodies tasked with maintaining educational standards in Ghana.

The issue of unaccredited study centres in Ghana

The issue of unaccredited study centres in Ghana, especially about the Ghana Tertiary Education Commission (GTEC), highlights a growing concern about the quality and legitimacy of education. This situation draws parallels to what occurred in Ghana’s banking sector during the 2017-2018 financial crisis, where lax regulations and oversight led to the collapse of numerous banks.

In education, the presence of unaccredited institutions under­mines the integrity of the educa­tional system, producing graduates with qualifications that may not meet the required standards. GTEC is responsible for ensuring that all tertiary institutions and study centers meet accreditation and quality benchmarks. However, just as the banking crisis revealed gaps in regulatory enforcement, this issue points to a shared responsibility among the govern­ment, educational institutions, and stakeholders to roll up their sleeves and ensure adherence to accredita­tion processes.

The education sector risks facing a “crisis” similar to the banking sector if swift, comprehensive action is not taken to strengthen oversight, enforce regulations, and promote accountability. Like the banking sector cleanup, reforming education will require strategic efforts to protect students and ensure the credibility of Ghana’s tertiary education system.

Historical context: Unaccred­ited centres and their roots

Unaccredited study centres are not a new phenomenon in Ghana’s educational landscape. This practice can be traced back to the late 1990s and early 2000s when universities and colleges, both public and private, started partnering with secondary schools and institutions across the country to expand access to education. The aim was to bring tertiary education closer to students living in rural or underserved areas, thereby promot­ing inclusivity.

While the idea was noble, it soon became clear that some of these study centres lacked the necessary accreditation from the Ghana Tertiary Education Commission (GTEC), formerly known as the National Accreditation Board (NAB). Over the years, the num­ber of unaccredited centres has increased, with institutions such as the University of Cape Coast (UCC), the University for Devel­opment Studies (UDS), and the University of Education, Winneba (UEW) being implicated. The re­lease of GTEC’s recent statement on October 3, 2024, listing 160 un­accredited study centres, highlights just how widespread the problem has become.

The impact on students

The most immediate and damaging impact of unaccredited study centres is felt by students. Thousands of students who enrol in these centres do so with the expectation that they will earn recognised degrees and qualifi­cations that will advance their careers. However, when a centre is unaccredited, the qualifications obtained by students are not recognised by regulatory bodies or employers.

According to GTEC’s recent an­nouncement, students who pursue programmes at these centres for the 2024/2025 academic year will not have their credentials rec­ognised. This leaves many students in a precarious situation where years of hard work and financial investment may result in essentially worthless degrees. For instance, students enrolled at Holy Child College of Education in Takoradi, Mawuli School in Ho, and Zenith College in Accra, just to mention a few (all listed as unaccredited UCC centres) now face uncertainty regarding their academic future.

The financial and emotional burden on parents

The financial burden on parents, who often make great sacrifices to provide education for their children, cannot be overstated. With the average cost of tertiary education in Ghana ranging from GH¢3,500 to GH¢ 7,000 annual­ly, the investment is substantial. Parents who have funded their children’s education at these unac­credited centres are now left with a bitter realisation that their financial resources may have been wasted.

Moreover, there is the emotional toll of dashed hopes and expecta­tions. For many families, education is seen as a path to socioeconomic mobility. The disappointment of realising that their children’s qualifi­cations may not be recognised, and therefore not lead to gainful employment, can be devastating. In some cases, students may have to repeat entire courses at accredited institutions, further compounding the financial strain on families.

Impact on the educational sector and regulatory bodies

The proliferation of unaccredit­ed study centres poses a significant challenge to Ghana’s educational regulatory system. GTEC, the body responsible for maintaining the standards of tertiary educa­tion in Ghana, has had its hands full in recent years trying to curb this practice. However, despite efforts to regulate the sector, the problem persists, revealing gaps in the enforcement of educational standards.

One key issue is the limited capacity of GTEC to monitor and inspect every institution and study centre across the country. Gha­na’s tertiary education system is vast, with hundreds of public and private institutions offering diverse programmes. While GTEC has been proactive in identifying and publishing lists of unaccredited centres, the task of ensuring com­pliance requires additional resourc­es and a more robust inspection system.

Moreover, the consequences of this regulatory challenge extend beyond the institutions themselves. Ghana’s reputation as a hub for quality education in West Africa is at stake. If the issue of unaccred­ited study centres is not effectively addressed, it could lead to a decline in the overall trust and credibility of the country’s tertiary education system. This, in turn, may deter in­ternational students from enrolling in Ghanaian institutions, impacting the country’s education export potential.

The impact on the Ghanaian economy

The presence of unaccredited study centres in Ghana has broader implications for the national economy. When students gradu­ate from these institutions with unrecognised qualifications, it not only undermines their career pros­pects but also leads to a workforce that lacks the necessary skills and credentials. This can reduce the overall productivity and compet­itiveness of the labour market, as businesses may struggle to find qualified employees.

Furthermore, the financial investment made by students and their families into these unaccred­ited programmes goes to waste, reducing their disposable income and contributing to a loss of economic potential. Over time, this issue can erode confidence in Ghana’s education system, making it less attractive for international students and investors. Additional­ly, if the problem is not addressed, Ghana risks facing a “brain drain,” where students and professionals seek education and employment opportunities abroad, further weakening the country’s human capital and economic growth.

Ultimately, the unaccredited study centre issue could weaken the economy by producing a less qualified workforce, reducing economic confidence, and leading to financial and social instability if not swiftly addressed by regulatory authorities.

Regulatory response and the need for reform

GTEC’s recent statement is part of a broader effort to tighten the regulation of tertiary edu­cation in Ghana. In September 2024, the commission warned the University of Education, Winne­ba (UEW) about advertising and admitting students into unaccred­ited programmes, threatening to revoke accreditation for certain programmes and even urging the National Service Secretariat (NSS) not to deploy graduates from these centres for national service.

Such measures are necessary to restore confidence in Ghana’s educational system. However, they must be backed by system­atic reforms. GTEC needs to work closely with universities to ensure that study centres meet the required standards before pro­grammes are offered. This includes not only physical inspections but also a thorough review of the curriculum, faculty qualifications, and facilities.

A call for greater awareness and responsibility

While regulatory reforms are essential, there is also a need for greater awareness among students, parents, and the public. Many stu­dents are unaware of the accredi­tation status of the study centres they enrol in, often assuming that if a centre is affiliated with a respected university, it must be accredited. Institutions, on their part, must be transparent about the accreditation status of their programmes and centres.

For parents, it is crucial to conduct thorough research before enrolling their children in any academic programme. Checking with GTEC or visiting the websites of the respective universities for accreditation information can prevent costly mistakes. As GTEC continues to publicise unaccredited centres, it is hoped that awareness will grow, and the demand for higher standards will increase.

Conclusion

The issue of unaccredited study centres in Ghana is not just a reg­ulatory challenge; it is a problem that affects the very core of the country’s educational system. It undermines the trust that students, parents, and society have in tertiary education institutions and places an undue burden on regulatory bodies like GTEC.

To address this issue, all stakeholders must play their part. Regulatory bodies must strengthen their oversight and enforcement mechanisms, universities must ensure compliance with accredi­tation requirements, and students and parents must remain vigilant. Only through a collaborative effort can Ghana maintain its position as a leader in education and safeguard the future of its young citizens.

The recent GTEC report serves as a wake-up call, highlighting the urgent need for action. It is a reminder that the pursuit of higher education is a journey that must be guided by both integrity and ac­countability, to ensure that it fulfils its promise of empowerment and progress for individuals and society at large.

BY PROF. SAMUEL LARTEY