Education in Ghana

COVID-19 and the Education Sector in Ghana: A Brief Analysis.

Peter Partey Anti

By Peter Anti Partey (IFEST – Ghana)

 

Education is a merit good. Countries spend huge sums of their revenue on education. Research abound on the impact of education in relation to poverty alleviation. Empirically, education is the mechanism that is used to transform economies. It is therefore not surprising that most countries in the developing world are seriously pursuing the knowledge economy agenda. This scientifically explains the numerous interventions that governments over the years have made in the Ghanaian education sector. Paramount among them is the introduction of the Free Senior High School policy which sought to open access to thousands of students who would genuinely not have had access to secondary education due to financial constraints.

 

Though lots seem to have been carried out in the education sector, the advent of COVID-19 seems to have revealed some endemic problems in our educational system. The closure of schools in the country has affected close to 10 million students at all levels of the education ladder. To mitigate the impact of the closure of schools and ensure continuity in learning coupled with prior experience from previous pandemics in other countries, government through the Ministry of Education rolled out different forms of interventions. These include providing free online library services, online learning platform (icampusgh.com) and virtual learning being aired on various television and radio station in the country. Again, the Ministry has facilitated the zero-rating of most educational platforms for most of the tertiary institutions in the country. This intervention is meant to ensure that the cost of data does not serve as a hindrance to any student who would want to access online education in Ghana. These interventions are all geared towards the objective of ensure that, academic work is carried out during the period of the pandemic.

 

Despite these efforts by the Ministry, our development trajectory has made it practically impossible for all students to benefit fully from these interventions. This is because, the extent of digital divide in the country is so huge that, even the provision of zero-rated online educational platforms will mean nothing to majority of students who do not have access to any electronic device to benefit fully from this intervention. Also, most students and teachers are not technologically savvy to be able to utilize these platforms fully. This brings to the fore the concern that, as a people we have a penchant for policy sloganeering instead of policy robustness. A country with an ICT policy in education which also rolled out a policy of “one laptop per child” between 2009 and 2012 should not be struggling to reach the masses of students when it matters most. But characteristically of us, we politicized the distribution of the laptops and did not pursue the policy after some time. Consequently, in 2020, most of our students in sub-urban and rural Ghana are finding it difficult to join their colleagues to access various e-learning platforms.

 

Again, until recent developments, our educational system had been built solely on examinations. The 9 or 12 years of education of the child meant nothing if he/she fails the Basic Education Certificate Examination or the West African Senior School Certificate Examination (WASSCE) respectively. This mode of assessment has created a dilemma, I dare say, in the minds of all relevant stakeholders as to the way forward for our students since we are at the end of the academic year and students would still have to progress to the next level of their educational journey. Globally, three models have been adopted by various countries depending on their unique circumstances to circumvent the issue of school examination and progression during this period. These models are: Cancellation of examinations, Postponement of examinations and Reviewing of the examination format. Countries that philosophically place much emphasis on the total educational journey of the student have resorted mostly to Models 1 and 3 (Cancellation of examination and Reviewing of examination format). For instance, in Norway, examinations have been cancelled for students in both junior high and high school. This was made possible since written exams forms only 20% of the final grading of the student. In Northern India, students from grades 1 – 8 will be progress to the next level without any examination. In the USA, SAT has been cancelled leading to the review of the admission criteria for entering the universities whereas emphasis has been placed on the students’ course work and other relevant modalities.

 

In Ghana however, there is still uncertainty as to the way forward since we have adopted model 2. The question is; “for how long would these examinations be postponed?” It is true that, WASSCE is a sub-regional examination and hence a determination would have to be made by the examination body, however, one would want to ask, what proposals have the government and the Ministry in charge of education made to the relevant authorities as to the unique way we would want to handle this in our education sector. Clarity and a clear cut roadmap with feasible timelines would help students, parents and all relevant stakeholders plan accordingly (this should be carried out bearing in mind the challenges of the school placement process and various timelines in our educational system). There have been proposals to aggregate the 30% school-based assessment used by WAEC for grading students. I must say that, this proposal by all standards, violate the principles of assessment as espoused by experts because of issues of standardization, reliability, validity, clarity, significance etc. which mostly might lead to under-prediction of grades especially for students of disadvantaged backgrounds.

 

The proposal would therefore be to adopt Model 3 and review the examination format for BECE candidates focusing on the core subjects and resorting to an online examination well-structured to meet the needs of all candidates. Their scores coupled with the assessment from their schools can be used to place them for their secondary education. This can easily be done since the principal focus of that examination is for placement. For those writing WASSCE, the principal objective of that certificate is continuation to tertiary institutions. It will therefore be prudent for the universities to review their admission process and introduce an entrance examination for those who would want to continue their education. The certificate can be awarded when issues normalize for all students after they have sat for that comprehensive examination. The advantage will be that, students will be ready for the next level of their education and would not have to wait for their certificates. These are proposed to ensure that, the already distorted academic calendar does not exacerbate.

 

For tertiary education, the surest way is for the various tertiary institutions to revamp their online education platforms and reach their students who are residential and non-residential. The Ed-tech take off propelled by COVID-19 should be embraced by our institutions of higher learning. The Student Loan Trust Fund (SLTF) should be thinking of providing additional support to students to enable them own the digital devices needed for their learning. The proposal is to open up a request form for students who would need such digital devices (android phones, laptop, etc.) to apply for and be supplied with, as part of their student loan.

 

The educational sector is hit also from the front of the private schools’ setup. Most private schools have not been able to pay their staff and some have even resort to downsizing and termination of appointment of teachers. Recently, the private schools professional body appealed to government to assist them with a stimulus package to enable them meet their recurrent expenditure. Though this is a call in good faith, adherence to it is likely to open the flood gate for all others in the private sector to also seek for support from the already tight government revenue. It is therefore advocated that, government should facilitate so that these private schools can access financial support from both local and international institutions on the basis of their ability to repay within a reasonable timeframe. I would also appeal to parents who still owe fees to redeem themselves. One way that these private schools can continue to ask for an agreed school fees from parents would be to find ways of engaging the students online. This even though not novel, would help them come to some agreement for an amount to be paid for such services rendered.

 

Change is difficult. However, when the opportunity presents itself, authorities should gladly take advantage of the circumstances and effect the needed change. This is the time to redefine education in Ghana. We have lagged in our quest to use technology in our educational system. While most educational institutions globally were quickly switching to their various online platforms to enable them continue to deliver education to their students, we are yet to fully achieve same. A call to our policy makers to be guided by the principles of equity and fairness in rolling out policies bearing in mind the level of disparities in our society should never be in vain after life return to normalcy. Our social support systems are weak and that is what might lead to our total destruction and not a pandemic.

Source of the article: Equipo de Ove

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Creating a model for girls’ education in Ghana

Dyvia Alamdi

By: Divya Amladi. 

Schools tailored to girls’ needs in northern Ghana are removing barriers, encouraging girls to become independent thinkers, and motivating them to pursue higher education.

The average girl in Ghana only receives four years of education. Early marriage, pregnancy, poverty, and sexual harassment are all obstacles that force girls to drop out of school before the end of junior high.

At Oxfam, we know educating girls is critical to improving their lives. Each additional year of primary school a girl attends increases her future wages by 10 to 20 percent. Educated girls also are likely to marry later and have fewer children, and their children are also more likely to thrive.

With that in mind, we partnered with Ghana Education Service, the Sawla-Tuna-Kalba district, and local communities to build a junior high school in the northern province of Sawla to tackle barriers preventing girls from finishing their educations. We aimed to demonstrate that safe, girl-friendly schools would empower girls and motivate them to stay in school—and maybe even pursue higher education.

That school became a model for girls’ success in Ghana.

Laying the groundwork

The first Girls Model Junior High School opened in Sawla in 2008, targeting girls from the poorest families. All 28 enrolled girls passed their final exams, and 24 went on to attend senior high school. In 2013, a sister school was established in the Kpandai district. By March 2018—a decade after the project began—there were 44 schools in districts across northern Ghana. They are all financed and administered by local authorities.

“It makes me feel more confident in myself when there are no boys around,» says Haddisah Ibrahim, 15, a student at Savelugu Girls Model Junior High School. Photo: Lotte Ærsøe/Oxfam IBIS

Haddisah Ibrahim, 15, learned about the Savelugu Girls Model Junior High School when a teacher came to her village. “He told us about the new school that was opening—that it was a good place where we could learn a lot. I wanted to go, and my father agreed.”

She’s now a student and likes that her school is girls-only. “It makes me feel more confident in myself when there are no boys around,” she says. “We don’t have to put up with all the noise the boys at my old school used to make.”

Her father can’t always afford to pay for her schoolbooks, but Haddisah isn’t discouraged. She borrows books from her classmates when she needs to. Hadissa is committed to finishing school and becoming a doctor. “One day I will return to this area and help treat the sick people in my home town,” she says.

A different style of teaching

Tackling endemic problems requires innovative solutions, so the schools have taken a novel approach to pedagogy. Teaching is based on learner-centered methodologies, a concept that has previously not applied very often by teachers in this part of Ghana, who lacked the know-how to implement it. Discussions and group work are core elements. The girls form study groups in the evenings. Parents are invited to support the girls’ education through school management committees.

Computers are integrated into lessons, and teachers are trained to encourage the girls to participate actively in the classroom, and even to challenge teachers with individual points of view. These schools go beyond the national curriculum to address sexual health and life skills.

Gladys Asare Akosu is a teacher at Savelugu Girls Model School. “Traditionally, girls’ education is not considered important in this part of Ghana. Many people believe that a girl should just get married as early as possible—they don’t see much sense in wasting time and money on the girls going to school,” she says. “That’s extremely unfair.”

For her, teaching here is different from what she’s used to. There are fewer students in each class, which makes it easier to focus on each child’s needs.

“As teachers, we do a lot to involve the students instead of just lecturing. We encourage them to participate in discussions,” she says. “Some of the girls were very shy in the beginning, but now they raise their hands and take part in the discussions. It is amazing to witness such a change in a young girl.”

Akosu knows adolescence is a fragile time for girls. Teenage pregnancies and child marriages are far too common in this part of Ghana, and consequently many girls drop out before they graduate high school. Compounding that is the fact that many of her students come from poor families and live far away.

Parental support is integral to the schools’ success. If a girl misses more than a day or two of school, the headmistress gets in touch with the family. Akosu says it’s not uncommon for educators to go on home visits to prevent girls from dropping out.

“I really enjoy being part of the change that we are making here,” she says. “Hopefully our work will help eradicate the old prejudices toward girls’ education. These girls just have so much to offer.”

Shafaw Mohammed, 15, pictured with her mother Zinatu Alhassan, says her favorite subject is English. «I dream of becoming a journalist when I finish my studies.» Photo: Lotte Ærsøe/Oxfam IBIS

Increasing the chance for success

Ninety-five percent of the girls registered at the Girls Model Junior High Schools have graduated, and the majority are continuing their education. In the schools’ surrounding communities, girls constitute just 10% of the children who graduate from junior high school.

In total, more than 1,642 girls are now enrolled at the model schools, and the goal is to continue scaling up.

”The Girls Model School is a baby for us in Savelugu,” says Municipal Chief Executive Hajia Adishetu Seidu. “When we educate girls, we break the cycle of poverty. Women take care of their families, they share everything they earn, and they make sure that their own children also go to school.”

Source of the article: https://www.oxfamamerica.org/explore/stories/creating-a-model-for-girls-education-in-ghana/

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Sex Education In Ghana Should Be Prioritised (Video)

Noticias

Africa/ Ghana/ 07.11.2018/ Source: www.modernghana.com

The United Nations Population Fund (UNFPA) is leading the process of harmonizing sexual and reproductive health education in Ghana.

It has consequently in collaboration with Civil Society Organisations (CSOs) among other stakeholders, whose work focuses on the area, put together a national guideline document for Comprehensive Sexual and Reproductive Health Education (CSE).

This would be for both in-school and out-

of-school education purposes.

The move is to adopt a standardized approach towards delivering CSE in the country in line with the international United Nations Educational, Scientific and Cultural Organization (UNESCO) guidelines for CSE.

It forms part of a joint programme being implemented by UNFPA in collaboration with the United Nations Children’s Fund (UNICEF), aimed at empowering adolescent girls.

An orientation workshop on the national guidelines for the CSE has therefore been held in Accra for the relevant CSOs to collate their inputs for workable curricula to be developed to facilitate teaching and learning in the area.

The workshop, attended by 42 participants was organized by the UNFPA with funding support from Global Affairs Canada.

Mr. Niyi Ojuolape, Country Representative of UNFPA, said it was one of the key activities being carried out for the CSOs as part of a concerted advocacy effort to drive home the need for an updated CSE content.

He said in order to achieve greater national impact, it was imperative to harmonize CSE delivery

across the board, insisting that CSOs had a significant role to play.

Mr. Ishmael Kwasi Selassie, a facilitator for the workshop, said community-based CSE by the standard of the new guidelines was intended to be delivered to young people starting from age six and terminating at age 24.

“It is a systematic approach to equip young people with knowledge, skills, attitudes, and values they need to determine and enjoy their sexuality, that is, physically and emotionally, individually and in relationships” he stated.

He said the objective was to provide young people with an avenue to acquire accurate and reliable information on reproductive health and rights.

Source of the notice: https://www.modernghana.com/news/895067/sex-education-in-ghana-should-be-prioritised.html

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61 years of education in Ghana

Peter Partey Anti

By Peter Partey Anti

Last Sunday was the maiden show of a news program on GhOne TV hosted by Nana Aba Anamoah. Normally our media houses do not have very rich current affairs programs for their viewers on Sundays, so this program caught my attention right from the start.

The truth, however, is that, during the headlines, I heard the term “belly schooling”, a term I was hearing for the first time in education literature, so I decided to listen to what the story was about. That story broke my heart. Pupils in a school in Yikurugu in the Northen part of Ghana lie on their stomach to study. This is happening in an educational institution in Ghana in the year 2018.

Again, recently a picture of a teacher trying to teach ICT, specifically, the interface of Microsoft word went viral on social media. That picture has been featured in international media reports like the CNN, BBC among others. While some were happy for the school and the teacher, others like myself felt bad for what our educational system has turned out to be. And yes, this is Ghana in 2018.

A country that prides itself as the first country sub of the Sahara to gain independence. A country that has spent between 22% – 27% of its annual budget on education over the last decade; a country that is 61 years today. Growth theorists are vocal about the role of human capital and technology in a country’s long-term growth potential and not just any human capital, but an educated one. It is therefore not surprising that, 61 years ago today, there was a huge focus on education by the leaders at that time.

The address of the President, Osagyefo Kwame Nkrumah to the legislative assembly a day before independence had education as its pivot; the driving force of the country’s development agenda. He envisioned an educational system that is designed to address the challenges we faced as a country. A critical read of McWilliam and Kwamena-Poh reveal that the focus of the then President was to use education to answer the questions of technology, productivity and the economic potential of the country.

This explains the level of investment made by him in the education sector. It is therefore not surprising that between 1951 and 1966, primary schools increased by 647.8%, secondary schools increased by 707.7% whiles one university was added to the already existing two universities. This coupled with other levels of education such as teacher training colleges, technical and middle levels all saw a tremendous improvement. To most experts, education was geared towards solving the Ghanaian problem. Since then there have been changes in our educational agenda, prominent among them are the 1987 and 2007 educational reforms.

These two reforms in particular even though properly conceived were implemented in a way that made it impossible for us to realize its full benefits. The introduction of the JSS and SSS to replace the old system of O’Level and A’Level have been one of the defects of the 1987 Educational Reform according to some educationists. In fact, some have attributed the challenges in our educational system presently in terms of its structure and content to this reform. To others, the two systems should have been allowed to run concurrently.

As someone who is a product of the 1987 educational reform, I will not be quick to pass a judgement on it but to say that, a critical study of the reform brings to fore the good intentions of the policymakers but the problem of resources and lack of commitment to the implementation process led to the non-realization of objectives of that reform.

About five years ago, I had the opportunity to do a comprehensive review of the 2007 educational reform for an international organization. My observation was simple, we ignored the important elements in that reform and focused on the change of name and duration.

That reform was rich in its plans for Technical, Vocational and Agricultural Education agenda and the attempt to incorporate apprenticeship into our educational system. Sadly, we focused on the duration of either 3 or 4 years and the change of name from JSS and SSS to JHS and SHS respectively. The usual problem of fidelity in the implementation of the reform made sure that the objectives of the reform were not met entirely.

From the last 25 years, we have been able to increase access to education for a number of children in the basic level courtesy the introduction Free Compulsory Universal Basic Education (FCUBE) in 1996 and the Capitation Grant in the 2004/2005 academic year. We are seeking to increase access to students at the secondary school level with the introduction of the free SHS.

Sixty-one years after the take off in the educational sector, supported with the fact that, other countries with a robust educational sector have been able to transform their economy, it would have been ideal to see a transformed Ghana championed by an education system designed to address the challenges of our time.

Sadly, we are currently faced with graduate unemployment. What it means is that we are investing in education and yet the products of our educational system cannot be absorbed by the economy. The reasons for these are enormous but if in 1957, the focus was to use education to solve the problems of technology, productivity and how to harness the economic potential of the country, why have we not made progress?

The answer lies in the nature of our curriculum. As indicated earlier on, increasing access to education, investing in education and undertaking various reforms in the education sector should be geared towards addressing the challenges of the time and not be seen as a normal routine.

I am not oblivious to the fact that, currently there is a process ongoing to reform the curriculum for the pre-tertiary level and also teacher education in Ghana. How many of you are aware of this? I can only hope and believe that all the relevant stakeholders are involved in this process.

Aside from this, there is an increasing level of inequality between the urban student and his/her counterpart in the rural area. We continue to roll-out wholesale educational policies without paying attention to the disparities that exist in our society. A visit to most of the schools in rural Ghana will give you an indication of what we need to do as a country in terms of policy formulation in the education sector. How can we introduce ICT into the school curriculum and yet a majority of our schools in the rural areas lack just a computer?

How can we roll-out a policy called “One laptop per child” and yet most of those laptops were given to party members and sympathizers. What is the state of that policy now? Where are the laptops? Why should a child lie on his stomach to enjoy an instructional session when our leaders ride in expensive cars and jump from one radio station to another to lamenting about the problems that they have been elected and are being paid to solve.

This should not be misconstrued to mean we have not done anything as country in terms of education. We have improved access, we have expanded infrastructure and have increased our spending in the education sector. But the end product has been an increase in the level of youth unemployment, sanitation problems, increase in corruption, and an upsurge in crime, a total decline in the moral fabric of our society and reduction in patriotism.

According to Prof Agyemang, a renowned sociologist, education is a process by which each society influences its individuals by passing onto them the culture which is the totality of the society’s accumulated knowledge, art, laws, morals and ways of behaviour, the acquisition of which brings the individuals to the perfection of their nature. A good educational system should yield more positive fruits than negative but can we say this about our educational system, 61 years on?

So yes, this is Ghana’s education after 61 years, when you log on to social media and you come across videos and comments seeking to question the importance of learning osmosis, diffusion, quadratic equations among others, do not be dismayed, that is the system we have created. We have failed to establish relevance or what in Quality Teaching Model, we call, Significance. We love students who can reproduce verbatim what we presented to them during the instructional session.

We have paid lots of attention to examination than to learning. Our educational policies have sought to put students in school but not help students to learn. I once came across this distorted quote on social media “Education is key, but they have changed the lock”. This seems funny but it tells us the perception of people about our educational system after 61 years of independence.

We have to get it right, we will get it right, left us not be populace in our educational policies, let us avoid the wholesale educational policies and let us make sure that, each child in the country receives quality education irrespective of where he/she is. Education remains the key to lifting us from poverty to prosperity, let us get it right.

Source of the article: https://www.myjoyonline.com/opinion/2018/March-9th/61-years-of-education-in-ghana.php

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