Ghana’s agriculture sector faces long-term structural challenges due to declining student interest, a situation that could be addressed by introducing agriculture into the basic school curriculum, according to Dr Frank Ackah, Senior Lecturer at the University of Cape Coast.
Speaking to The High Street Journal, Dr. Ackah highlighted that enrolment in agriculture-related programs at universities and colleges is falling, with most students opting for arts, business, and other disciplines. He noted that this trend has a direct impact on the country’s ability to sustain a skilled workforce in farming, agribusiness, and research.
“At the basic level, agriculture is not even part of the curriculum,” he said, stressing that early exposure could spark long-term interest in the sector.
According to Dr. Ackah, including agriculture in basic education would create a pipeline of students familiar with farming practices, crop science, and horticulture. Early exposure, he said, helps students understand the practical applications of agriculture, the potential for entrepreneurship, and the career opportunities available in the sector, including teaching, research, and commercial farming.
He also pointed to the decline of technical training pathways, including horticulture schools and parks and gardens programs, which previously supported skills development and job placement. With these systems weakened, fewer students are gaining practical knowledge, leaving a gap in both workforce capacity and innovation in agriculture.
Dr. Ackah emphasized that curriculum reforms alone are not enough. To maximize impact, basic-level agricultural education should be linked to practical learning experiences, such as school gardens, hands-on training, and mentorship programs. This approach, he said, could inspire students to pursue agriculture further at higher education institutions and eventually contribute to improving production efficiency across the country.
“Students that are graduating from agricultural institutions can go on to teach at the basic level,” he added, highlighting the potential for a self-reinforcing cycle of education and skill development.
The need for a skilled workforce is particularly urgent in light of recent disruptions in Ghana’s tomato supply. Burkina Faso’s export ban has exposed weaknesses in domestic production, underscoring the importance of training the next generation of farmers and researchers who can implement resilient, market-aligned agricultural practices.
Dr. Ackah also stressed that human capital development must go hand in hand with investment in research, improved seed varieties, and better extension services. Without addressing both knowledge and technology gaps, he warned, Ghana risks continuing its dependence on imports and losing market competitiveness in key agricultural sectors.
Introducing agriculture in basic schools, he said, is more than an educational reform, it is a strategic investment in the country’s food security, economic growth, and long-term sustainability of the agricultural sector.
