- Education, they say is the key to success. The key can only be obtained by constant practice of the norms and the values of the educational system that reflects the society we find ourselves in. This calls for ...
Written By Kwadwo Ye-Large - The growth and development of every nation depends largely on the educational structure. Ghana gained her independence from the colonial masters as a result of the quality of educationists we had at the time, such as Dr Kwame Nkrumah, Ako Adjei, JB Danquah, to mention a few.
These people were able to transform the knowledge acquired into a meaningful adventure that sought to liberate and ensure development for us all.
Education, they say is the key to success. The key can only be obtained by constant practice of the norms and the values of the educational system that reflects the society we find ourselves in. This calls for the effective implementation of quality educational programmes, structures and functional long-term policies to ensure that the society works.
For instance, education is like a building, any slight defect on the foundation affects the entire structure.
In Ghana, formal education begins at the lower grade, that is, the basic level, with the mastering of basic rules and regulations, manners, moral values, obedience, as well as the learning of the judicious use of time and limited resources before secondary and tertiary education.
Deviation at the basic level has permanently affected the entire system and subsequently affected the human capital of the country.
The foundation needs quality materials, experienced personnel, timely provision of the required resources and above all, an effective supervision to maximise profit.
Anything short of that would render the educational system weak.
Continous
Education is a continuous process that needs to be updated constantly based on acceptable practices.
Unfortunately, the Ghana Education Service (GES) and the Ministry of Education (MoH) seem to be lost when it comes to facilitating and coordinating educational activities .
In 2019, a new curriculum was introduced with a week’s retraining of in-service primary school teachers on the modalities and concepts of the curriculum prior to its implementation in September .
Teachers were promised the prompt supply of teaching and learning materials to ensure its smooth implementation.
A series of press releases assured parents, guardians and the public to accept and appreciate the new curriculum.
The new curriculum replaced the old system which was described as too bookish. The curriculum sought to make learners more practical in their orientation at solving challenges, objective in thinking and confident in solving societal problems.
It resulted in the extension of closing time from 1:30 p.m. to between 3:30 p.m. and 4:00 p.m. to increase contact hours.
This curriculum required teachers to be mere facilitators, only directing learners, observing them do activities leading to the discovery of new theories, carrying out project work to broaden the mindset of learners and engaging them in more hands-on work to help reduce graduate unemployment by the acquisition of vocational skills.
Disturbingly
Unfortunately, two years down the line, teachers of the primary level of the public schools are yet to receive learning materials. The feedback is that the materials are being printed.
Disturbingly, teachers have to download pre-prepared lesson notes on the NaCCa website and re-write same into their lesson note books for vetting.
A lot more needs to be done. Resource materials need to be given to serve as reference points. Learners are not motivated to do their best because after school, there is absolutely no reading material to complement the classroom work.
Written By Kwadwo Ye-Large
