The National Union of Ghana Students (NUGS) has expressed concern at the state of the Ghana Education Trust Fund (GETFund) and the projects it is undertaking. The union said the Fund was in a distress state and stood the risk of filing to realise its objectives of expanding educational infrastructure in the country. NUGS expressed the worry in a statement issued in Accra following a committee report on the Fund. It said “In recognition of the centrality of education to the development of the country and the crucial role that the Ghana Education Trust Fund (GETFund) plays in the attainment of the educational aspirations of this country, NUGS instituted a committee to investigate the performance of the Fund.” The Committee according to the statement signed by the NUGS president, Mr. Kweku Tuoho Bombason sought to find out whether complaints that the fund was being misapplied to the detriment of education which the National Constitution sees as a right were justified. Mr. Bombason said although the “committee’s report provides a glimmer of hope but also raises fundamental questions that bother the minds of National Executive Committee of NUGS and members alike.” The contribution of GETFund to the expansion of educational infrastructure since 2001 is highly commendable. However, the problems militating against the achievement of the objectives for which reason foresighted members of our union mooted the idea for the establishment of the Fund remain a cause for concern. Some of the problems as highlighted by the report are outlined below. He said the Fund was in distressed state resulting in the reduction in the allocation of resources to tertiary institutions. That situation he said had the dangerous potential of adversely affecting higher education in the country. He was not also happy with the situation where powerful members of the society lobbied and got more projects to already well endowed schools to the detriment of deprived schools in the country. He said the gap between the rich and the poor and the north and southern parts of the country will not be closed if such practices continued. He stressed for projects under the fund to be adequately supervised, monitored to ensure their early completion. According to him, the current situation where “about 62% of the projects started during the Ghana Poverty Reduction Strategy I are behind schedule” is unacceptable. Read the full statement below Story by Malik Abass Daabu 3rd August, 2008. PRESS RELEASE (The Distressing State of GETFund and its Projects) In recognition of the centrality of education to the development of the country and the crucial role that the Ghana Education Trust Fund (GETFund) plays in the attainment of the educational aspirations of this country, NUGS instituted a committee to investigate the performance of the Fund. The Committee sought to find out whether complaints that the fund was being misapplied to the detriment of education which the National Constitution sees as a right were justified. At the end of the four weeks of work, the committee’s report provides a glimmer of hope but also raises fundamental questions that bother the minds of National Executive Committee of NUGS and members alike. The contribution of GETFund to the expansion of educational infrastructure since 2001 is highly commendable. However, the problems militating against the achievement of the objectives for which reason foresighted members of our union mooted the idea for the establishment of the Fund remain a cause for concern. Some of the problems as highlighted by the report are outlined below. Major Findings  It was observed that although all the projects under the fund were supervised by Architectural and Engineering Services Limited (AESL) and Public Works Department (PWD), some challenges remained quite problematic. It was observed that the works of AESL & PWD as consultants to the projects are not satisfactory. This is evidenced in concretes not properly vibrated, abandoning of some projects by contractors, delay in certification and poor labour efficiency.  Disbursement of Monies for Contractors The money for the projects are funded directly by GETFund after completing stage(s) and certificates are prepared and signed by the Projects’ Consultant and Clients. Given the process, observations were made that money for the contractors delay unduly thus disrupting the master programmes for the projects. About 65% of GETFund projects in all tertiary & Senior High Schools (SHS) levels of education are behind schedule because of disbursement problems.  Delays in Honouring Certificates 92% of the contractors complained that GETFund does not honour their certificates on time thus forcing them to engage in other projects to better their economic lots.  Reduction in the allocation to Tertiary Institution Since the inception of the GETFund, the Universities and Polytechnics have been major beneficiaries of the fund. These institutions used to receive GH¢ 4.2 million and above. The research indicates that public universities have seen their allocations drop by 52%, which the respondents think will affect the aspirations of these institutions at the time enrolment continues to increase.  Delay in Approving Requisition by SHS Requisitions made by heads of Senior High Schools through the Ghana Education Service & the Regional Coordinating Council yearly delay. Some schools have sent requisitions several times and have not had approval. This affects the aspirations of the schools and the quality of education in the country.  Most Works Behind Schedule The committee found out that although GETFund started lots of projects and investments since 2001, most of the projects are behind schedule. About 62% of the projects started during the Ghana Poverty Reduction Strategy I and are still behind schedule. 25% started between 2006 and 2008 are completed. The vast majority of the projects and investments within GPRS II are still being handled administratively thus defeating the GPRS II objects of increasing access to and participation in education and training at all levels.  Allocation of Funds to SHS The respondents had mixed feelings about the allocation to the Senior High Schools. Some of the heads of schools had bitter feelings about GETFund, others praised the GETFund. It was observed that Girls schools have benefited 72%, Boys schools 20% and Mixed schools 8% of projects since the inception of the Fund.  Heads of SHS are not involved in the Projects Unlike the universities and polytechnics where the heads are involved either by consultancy services or during the awarding of contracts, heads of SHS are not involved in the projects thus they have no say causing reduction in their supervisory role in project implementation.  Diversion of Funds into other Projects The respondents revealed that because of delay in the aid-in-grants to Tertiary institutions, managements divert the funds into other areas such as purchase of vehicle, rehabilitation of existing projects and expansion of faculties.  Tender Committees Investigations revealed that 95% of the senior high schools and tertiary institutions have tender committees as prescribed by the Procurement Act 2003.  Lobbying, Negotiation and Political Influences There is also the problem of perceived lobbying, negotiation and political influences at the GETFund Board resulting in over concentration of projects in rather well endowed schools. Some contractors also think political affiliation affects the disbursement of monies and quick response to certification. In view of the above challenges the committee made some recommendations and it is the view of the National Executive Committee of NUGS that stakeholders who truly are interested in the development of education in the country will pay attention to them. a) Restructuring of the GETFund Secretariat The secretariat should be restructured to have different sections that will handle matters in relation to the various level of education such as Basic Education, Senior High Schools and Tertiary Education Departments. This will enable the departments effectively handle issues at each level which has a high tendency of reducing the unnecessary delay in honouring certificates and project allocation. b) Pay Attention to Less Endowed/Deprived Schools The committee recommends that attention should be given to the less endowed and deprived schools. This will help reduce the pressure on the well established schools and bring quality education to the door steps of the community. For example, the single building community schools should be developed as a strategic action to encourage community usage. c) Support Mixed Schools having more Girls In the efforts to advance female education in the country as the GETFund Act 581 Section 8 (3b) seeks to achieve, consideration should be given to some of the mix schools which seem to have greater female population than some of the girl’s schools which special attention is being given. d) Involve Private Consultancy Services Consultant selection to GETFund projects should be de-regulated to involve equally competent private consulting firms within the country to reduce the monopoly and perceived corrupt practises of AESL and PWD and their work load. e) Institute Maintenance Policy The GETFund project beneficiaries should have a well maintenance policy that will ensure the periodic maintenance of facilities at their disposal and it should be the basis for response to requisitions by the schools in question. The students should be encouraged to be more responsible in the usage of the facilities. f) Involvement of Heads of SHS Project beneficiaries or end users should be involved at all levels in the development decision making and project implementation to increase participation and support for the projects. g) Speed up the Right to Information bill The government should speed up the passage of the Right to Information bill into law to enable free flow and access to information as most of the heads of institutions visited were reluctant to share information to the committee for fear of victimisation. h) Pay Attention to Technical/Vocational Education In respect of the efforts to improve Technical and Vocational Education as prescribed by the Education Reform 2007, the committee recommends that GETFund support and develop the aforementioned education by expanding facilities and equipment to meet modern standard. As a major stakeholder in education, it is the hope of NUGS that the findings by the committee will serve as a reference point for decision makers and policy implementers to make sure that the future of this country is not jeopardized through the frustration of the noble ideals of the Fund. Kweku Tuoho Bombason (NUGS, President) 0242773027