9 Challenges Shattering the Foundation of Ghana’s Education System

In the latest Ghana Education News, I will share with you 9 Challenges Shattering the Foundation of Ghana’s Education System.

The “Dumsor” power crisis has been a recurring problem for Ghanaians for a while now, and it has grown to be one of the most significant and upsetting issues that the people deal with on a daily basis.

As a matter of fact, the current state of affairs has caused Ghanaians to express more longing for a set timeline or schedule for the occurrence of “dumsor” than they do for a steady power supply.

Their hope for a predictable framework that enables people to plan and organise their daily activities and companies in accordance with it is a result of realising that achieving uninterrupted electricity supply is becoming increasingly unachievable.

Unfortunately, Ghana’s predicament is marked not only by the absence of a stable and constant power supply but also by the absence of a set schedule for “dumsor.” The tragic mix that has befallen Ghanaians has left them deeply demoralised and disenchanted. With no indication of when they may anticipate respite, they are struggling with a sense of dismay as they deal with the constant uncertainties and disappointments brought on by power outages.

But the issue that equally afflicts the education system is one that many Ghanaians have overlooked. It’s clear that the problems facing the education sector are significantly worse than those facing the power industry.

The 2023 Commonwealth Global Youth Development Index Report, which evaluates and ranks the educational systems of various nations, serves as the foundation for this article. Ghana’s education system is ranked a dismal 125th out of 183 countries in the most recent survey.

This score unequivocally demonstrates the worrisome degree of inadequate and subpar education that our kids are receiving, especially in primary and secondary institutions. The nation faces the risk of producing graduates who are ill-equipped to make significant contributions to their own lives as well as the advancement of the country if this trend of persistent education persists.

All pertinent parties should take quick action in response to the alarming state of our country’s educational system. This article lists ten significant crises that have affected the education sector in an attempt to spark a national conversation on how to improve our educational system.

1. One Million Out-of-School children

The first concern is that there are a growing number of children in Ghana who are not enrolled in school; in 2021, this number alarmingly increased by 429,269 youngsters (or around 75%). As of right now, 1,215,546 children (between the ages of 4 and 17) are not in school, which is the greatest number in the last 20 years.

These numbers, which were obtained from the Ghana Statistical Service’s census report for 2021, unmistakably show a concerning pattern in which young people’s interest in school has been declining. This scenario raises concerns about a possible spike in Ghana’s illiteracy rates, where a sizable section of the populace will be unable to read, write, and execute fundamental arithmetic tasks.

Urgent action is required to address this looming problem, and prompt action is required to encourage and motivate youth to return to school. Finding the causes of young people’s disinterest in education is essential to properly addressing this situation.

The growing “expensive” character of education in Ghana, poor infrastructure, subpar instruction, a dearth of pertinent curricula, and a lack of government support are all potential contributing causes. Targeted interventions can be developed to increase the attraction and accessibility of education for kids and their families by comprehending and addressing these underlying issues.

2. Schools Under Trees

Approximately 5,400 schools in Ghana function beneath the shade of trees, which is a worrying issue for the country’s educational system. Remarkably, the Akufo Addo Bawumia government has only built 17 schools since 2021 to address this issue.

The seriousness of the problem has been made clear by the extensive research carried out by ten Civil Society Organisations (CSOs), including Camfed, Star Ghana, and ActionAid.

Their calculations showed that replacing all of the schools that are currently housed under trees would take an astounding 300 years, given the government’s present sluggish rate of action.

This information clearly shows that the government does not understand how urgently these inadequate learning settings must be removed. One major obstacle to high-quality education is the existence of schools with such subpar infrastructure.

There are many difficulties with learning under tree canopies, such as being exposed to inclement weather, not having enough seating, having little shelter from outside distractions, and having safety and security compromised. These elements seriously obstruct pupils’ ability to study and grow as individuals.

3. Lack of Curriculum and Textbooks

Ghana has an unparalleled educational system that lacks an authorised and functional curriculum. One major obstacle to the quality of education is the lack of a well defined curriculum and related texts. Ghana has failed in this vital area, in contrast to other countries that have developed frameworks to direct their educational initiatives.

Teachers are currently forced to present classes using starter packs and other booklets that are significantly less complete and substantial than what is expected of them in an education system. These improvised resources fall short of a well-designed curriculum that offers pupils a seamless and advanced learning experience.

The fact that there isn’t a new curriculum makes the situation worse because it hasn’t been updated in about five years. The extended duration without a revised curriculum has impeded the advancement and maturation of the educational system, leading to Ghana’s unsatisfactory placement of 125th out of 183 nations in the Commonwealth Report.

4. Double Track System

one of the Challenges in Ghana’s Education System is the Double Track System. Secondary school pupils in Ghana have not had a complete, unbroken academic year for the past seven years. As an alternative, kids have been put through the “Double Track System,” which divides and delivers their education at random intervals. Our kids are forced by this system to attend school in irregular “pieces,” spending as little as one or two months on campus and the remaining two or three months at home.

Without a doubt, this disruption to the school schedule lowers the standard of instruction and jeopardises our children’s future opportunities. The Double Track System’s frequent disruptions pose serious problems for educators, students, and the classroom as a whole.

Because of the system’s inherent flaws, learning is not continuous or coherent, which makes it challenging for pupils to absorb and remember information. Their progress and the development of vital skills and abilities are hampered by the pauses in their schooling. This not only hurts their grades but also lessens their chances of developing personally and succeeding in the future.

Teachers are also burdened and strained by the Double Track System. It can be difficult for them to adjust their teaching methods to the sporadic presence of pupils, which makes it more difficult for them to deliver thorough and consistent education.

The continuous cycle of on- and off-campus timetables disturbs the flow of instruction and learning, making it challenging to create a supportive and stimulating learning environment in the classroom.

5. Victimisation of Teachers

one of the Challenges in Ghana’s Education System is the Victimisation of Teachers. Teachers are vital figures in kids’ life and are frequently thought of as second parents. They are in charge of making sure kids have access to resources, obtain high-quality education, and receive the necessary healthcare. Nonetheless, a worrying pattern has surfaced in which educators who voice their displeasure or concerns about the inadequate performance of the government face different kinds of victimisation.

Teachers who voice valid complaints are promptly bypassed, fired, reassigned, or denied opportunities for professional growth, rather than being placed in a friendly and cooperative setting. The purpose of these acts is to terrorise academics and stifle criticism.

There are several examples that might be mentioned, such the mistreatment that Teacher Kwadwo experienced, the Sewing Madam, and many other educators who show unshakeable commitment to their work and the welfare of their children.

The teaching profession is being subjected to an unprecedented attack in this victimisation crisis.

6. Discontinuation of WASSCE Participation

Ghana has diverged significantly from the custom of competing in the WASSCE with other African nations within the last four years or so. As an alternative, Ghana has decided to only administer a version of the WASSCE that is unique and intended only for pupils in Ghana.

Despite this change, there hasn’t been a convincing justification for the seclusion, which leaves many people wondering what the real reasons were.

The ramifications of this decision have been clarified by the most recent Commonwealth Report, which indicates that Ghana’s educational system and related exams are no longer highly respected internationally. Previously, WASSCE was an examination focused on Africa, and it held significant prestige both domestically and globally.

ALSO READ: Ministry of Education Postpones Reopening Date of Basic Schools By One Week (ghanaeducation.org)

The most recent worldwide study, however, shows that Ghanaian WASSCE credentials are now worth considerably less.

There are several ramifications from this decision to stop participating in the WASSCE. First of all, it calls into question Ghana’s educational standards and quality. Without a strong argument, the decision to withdraw from the joint WASSCE platform casts doubt on the comparability and competitiveness of Ghanaian education abroad.

In order for Ghanaian students to effectively compete in a globalised environment, it is imperative that these problems be addressed and that Ghanaian education continue to be in line with worldwide norms.

7. Poor Salaries of Teachers

one of the Challenges in Ghana’s Education System is paltry salary payment to tutors. The low pay for teachers is one of the largest issues facing the education industry. The truth is that teachers in Ghana receive among the lowest salaries of any profession in the nation.

Their monthly earnings are far from adequate, even though they devote their entire year to teaching. Teachers are placed in a hazardous position due to the discrepancy between the demands of everyday living and the inadequate financial resources allocated to them.

Their already meagre pay are severely strained by the rising cost of housing and transit costs. A considerable amount of teachers’ salaries is dedicated to these essentials alone, and many of them struggle to make ends meet.

Teachers have been pleading with the government to solve this problem by raising teacher wages, but their requests seem to be ignored.

The required steps to address the situation have not been taken in response to the repeated requests for increased compensation. Teachers experience financial challenges that are made worse by the government’s lack of responsiveness, which also lowers their motivation and morale.

8. Poor Quality of School Meals and Feeding Programmes

One of the biggest problems facing the education sector is the issue of student lunch service. The food provided to students is of poor quality and does not even match the most basic requirements.

School administrators, educators, parents, and students themselves have expressed their profound displeasure with the condition of school meals in a number of reports that have appeared.

The state of affairs has gotten so bad that some parents are sending food supplies to their kids every weekend out of concern that the subpar meals they are getting could cause illness and other negative health repercussions.

Equally concerning is the state of affairs with the fundamental school meal service. The patrons in charge of managing the scheme frequently deal with serious issues, chief among them being the irregular or delayed payment of payments.

This has made the already terrible situation worse by forcing many of these patrons to halt their participation in the scheme.

9. Licensure Examination

one of the Challenges in Ghana’s Education System is the teacher licensure exams. The fact that the licencing exam procedure has been used to purposefully postpone and refuse teacher postings is becoming increasingly apparent. In the College of Education, teacher candidates spend four years studying a broad curriculum consisting of about fifty courses.

They also engage in weekly teaching practica, or Supported Teaching in School (STS), where they acquire practical experience in actual classroom settings. In addition, they start an extended teaching practice—also known as an internship—during the first semester of their senior year.

After that, students commit a year to performing national service, which helps them advance their teaching abilities and give back to the community.

It is depressing that after putting through this demanding programme that combines theory and practice, these would-be educators must sit for a two-hour exam in order to receive formal certification as certified teachers.

The requirement for an assessment is superfluous as it adds another challenge for teacher candidates who have already proven their abilities in coursework and real-world experiences.

The emphasis on a single test betrays a lack of understanding of the extensive preparation these students have received over their four years of study. It downplays the significance of their acquired practical experiences, their aptitude for successful student engagement, and their comprehension of instructional strategies.

Furthermore, this exam-centric approach overvalues a single evaluation event and ignores the holistic growth of teachers. It ignores the variety of abilities and proficiencies needed to succeed in the teaching field, including the capacity for effective communication, effective classroom management, and the creation of a supportive learning environment.

Using a more balanced approach is essential to guaranteeing an impartial and thorough evaluation of teacher candidates. This can entail combining several assessment techniques, such as portfolio assessments, collaborative projects, and practical evaluations.

The whole competencies and preparedness of teacher candidates to enter the teaching profession can be evaluated more precisely by taking into account a wider range of factors.

In conclusion, while the persistent “Dumsor” power crisis remains a significant concern for Ghanaians, it is dwarfed by the more severe issues facing the country’s education system.

Ranked a dismal 125th out of 183 countries, the challenges in Ghana’s educational sector—from over a million children out of school to the ineffective Double Track System—underscore an urgent need for comprehensive reforms.

The future of Ghana’s youth, and indeed the nation’s progress, depends on immediate and robust action to address these educational crises. Stakeholders must prioritize and overhaul the system to avoid a future where power outages seem minor compared to a generation unprepared for the challenges of tomorrow.

Writer: Daniel Fenyi

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