Final-year teacher trainees at St. John Bosco College of Education, Navrongo, have called on their management to address persistent irregularities with the college’s Student Information Portal (SIP).
The trainees reported challenges such as grade discrepancies, access difficulties, and mismatched bio-data, which they claimed were jeopardizing their academic progress and future prospects.
During a press conference held on Saturday, March 15, 2025, in the college auditorium, representatives of the 2024 batch highlighted that 76 students were unable to access their portals.
Despite completing forms as instructed to resolve the issues, the trainees lamented that the problems remained unaddressed.
Furthermore, they expressed frustration over being required to register for re-sit examinations without first resolving the portal challenges.
“We are sad to announce that this problem hasn’t been dealt with as promised, yet trainees are being asked to register for re-sit examinations,” they stated.
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The trainees also voiced their disappointment with management’s failure to honor agreements made during earlier discussions.
They recounted a meeting held on February 14, 2025, where college authorities had agreed to postpone the re-sit examinations until the portal issues were resolved.
However, a subsequent letter indicated deadlines for re-sit registration and examination dates, sparking outrage among the affected students.
“During our engagement, it was agreed that, since there were numerous unresolved issues with our results, the re-sit should be postponed until all related matters were addressed. But to our dismay, we later saw a letter indicating a timeframe for re-sit registration and the scheduled date for the examinations,” they lamented.
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The trainees have appealed to higher authorities, including the National Union of Ghana Students (NUGS), Ghana Education Service (GES), Ministry of Education, and Ghana Tertiary Education Commission (GTEC), to step in and resolve the issues.
They warned that the unresolved challenges could lead to unnecessary academic setbacks and emotional distress for final-year students preparing to transition into professional teaching roles.
The trainees urged management to prioritize their concerns and ensure a smooth completion of their training, emphasizing that their academic futures were at stake.