Since the Sustainable Development Goals were launched, the debates regarding quality education have been active. This study focuses on the teacher education which has had a great impact on quality education and examines current status and issues on the education of pre-service teacher in Ghana. This study explores the features of teacher education in Ghana and analyzes the major issues with a document analysis. Ghana has made a great efforts to expand education provision and accordingly educational systems of Ghana has been acknowledged as one of the most distinctive systems in Africa. However, Ghana is still faced with the problem of securing quality education; for example, students perform poorly in international assessments with teacher quality being a concern.
 This study draws following three points as main problems in teacher education. First, there are various pathways that an individual can enter the teaching profession and this situation raises concerns about the professionalism of teaching. Second, there have been criticisms about the inadequate framework and curriculum for the prospective teachers to be equipped with the necessary knowledge and experience. Final issue has to do with the quality of the person recruited as a prospective teacher; being a teacher is seen as the second option for the students who apply for the universities. With Educational reform in 2018, Colleges of Education have been upgraded to four-year degree awarding institutions and no longer three-year diploma awarding Colleges. This reform has led to a number of positive changes, such as the introduction of specialism, the provision of opportunities for prospect teachers to deepen their content knowledge, and the establishment teaching standards.
 This study recommends that educational ODA for Ghana ensures the quality of teacher education. The idea that Korea’s educational ODA needs to concentrate on the area of teacher education is suggested.