The Focus Of Education In Ghana

Ghana’s adopted educational system has of late witnessed several criticisms. Many people assert that the educational system practiced in the country does not train people for the job market. Is Ghana’s education system so much a problem? I am advocating for an adjustment of the system, but in my humble opinion, “FOCUS” is the most deficient nutrient in Ghana’s educational system.

What do I mean by focus? This simply put, is the driving force: what drives the various activities involved in education in Ghana. Why do the lecturers, teachers and instructors teach? And why are the students in the classrooms and lecture halls?

The aim of education at all levels in the country to a great extent, seeks after nothing but papers. These papers, magnificently caricatured, come in the forms of Basic Education Certificate, West Africa Secondary School Certificate, other certificates, Diploma and Degree Awards among others.

THE CHALLENGE
Students go to school, with the mindset of graduating to acquire so-called certificates, which are in fact but for the inscriptions and maybe the laminations, just tissues or toilet-rolls. This is why people study? Most students forget and do not understand the simple fact that they are enrolled so as to be imparted with knowledge and skills. They spend most time learning, not to know what is taught so they could apply to life situations, but for a mere papers.

Many teachers and lecturers do not help matters in any way. Some of them teach and lecture with the aim of getting their students to pass examinations to warrant better inscriptions on their ‘papers’. No wonder some tertiary level students, even such level, still regard themselves as future leaders, when they really are potential and substantive leaders.

Another core element is what I call “education slavery”. Students are forced to sit and listen in most instances, other than being encouraged to think and do something ingenious and creative. Childhood is a period of creativity; studies at such times in life must relate to identified potentials in children. Yet as a nation, we waste this creative period of our children; forcing them to learn to be awarded well-inscribed ‘papers’. In so doing, we fail to develop their mental and creative abilities – frustrating their divinely given talents and natural abilities.

Students are enslaved to chew and pour, and pass and forget. An inextricable result of the slavery is increasing moral decadence in Ghana. Instead of instilling values and virtues in these children and youth, they are pressured and so misled to resort to every means available so they could pass their exams; and pass good enough to receive papers with nice inscriptions on them.

I choose to describe the fate that awaits candidates of any examination organized in Ghana by the first ten letters of the English alphabet: Academically Brilliant Candidates Do Excel; Failures Go Home In Jeopardy (ABCDE-FGHIJ). The improper priority or focus given to activities involved in educating the Ghanaian child tends to jeopardize their future; it creates no future for those who could not match up with the academic standard. Once they are unable to get wonderfully inscribed papers, whatsoever called – they are branded as failures. And this is wrong and unfair.

But who is the real failure? Is it they or the slave drivers who did not help them to develop their natural endowments or talents? Let us be reminded to understand that no examination can measure a person’s potential. As a nation, our challenge in the area of education is not so much about the system, but the focus or aim. What drives educational activities? What is the educational system is designed to achieve?

THE WAY FORWARD
People undergo training or apprenticeship for just three years and are well equipped to handle works pertaining to what they learnt. Others attend workshops and seminars for a week or two and are well vested to undertake viable businesses. How come that having spent several years at school (basic, junior high, senior high, tertiary-university) learning virtually the same and similar things at these stages, the student is fit for no job market?

“Children spend years in an antiquated educational system, studying subjects they will never use, preparing for a world that no longer exists.” – said Robert Kiyosaki (Rich Dad, Poor Dad). It shouldn’t surprise you that the type of education that the majority craves for in Ghana is what causes this problem. Technical and vocational education is not like that; at the end of it, the student is well cultured for a particular job.

In today’s world, education is very important. However, we must reprioritize the drives of education and studies in Ghana. This is the steer to redirect our efforts towards human capital development. I believe if we do this, soon we shall have graduates who are fit for the job markets rather than the market of unemployed graduates.

Dr. Myles Monroe in a sermon mentioned that education for people, who were once colonies, should focus on the 3Rs (self-concept; self-worth; and self-esteem), not than 3Rs (reading, writing, and arithmetic). This also will inspire students at the various levels of education to be more creative, active and useful.

We need now to re-focus the aim of our academic activities toward imparting our children and youth for lifetime impacts other than for well labeled papers dubbed certificates and degrees. This may necessitate some adjustments being made in the curriculum. However, if we fail to effect a reasonable change – to give the Ghanaian an education that equips him/her to use his/her talents and abilities to explore and exploit the resources and opportunities in Ghana, Africa and the global economy at large, we will continue to cry ‘edu-tears’. Education is a means, not an end!

"Today, the most dangerous advice you can give a child is “Go to school, get good grades and look for a safe secure job. That is old advice, and it's bad advice." – Robert Kiyosaki.

God bless Ghana!
Maranatha!
Written by: Rich Akpalu