Salvaging Ghana’s Ailing Education System: Proposed Structural Reforms

1 commande de viagra Few days past, the West African Examinations Council (WAEC) released the provisional results of candidates who wrote the May/June 2014 (WASSCE) Examinations. Out of the 242,162 candidates who wrote the examination, a little over 28 percent (n= 68,062) qualified for admission into tertiary institutions. fast viagra shipping usa time lapse of viagra search viagra brand viagra without a prescription

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From S1-S3, the students will write several internal exams for progression and placement. These exams may largely be not graded; pass or fail. Teachers would be expected to help students pass through remediation no matter how long it takes. A National Assessment Bank could be set up which contain various tests samples for such purpose. Various authors and educators could be encouraged to submit voluntarily, questions to National Assessment Bank and the current National Assessment Unit of the GES could help in this direction as well.

The internal exams may be moderated by a proposed examination body to be called the Ghana Examination and Qualification Authority. The proposed Ghana Examination and Qualification Authority could perform, among others, the function of the current WAEC and provide accreditations for pre-tertiary schools who write their exams as well. This also means we would no longer be under the over 50 years WAEC treaty where examination does not reflect the needs of Ghanaian society. WAEC was established to inter alia, “award certificates, provided that the certificates did not represent lower standards of attainment than equivalent certificates of examining authorities in the United Kingdom”. Yet certificates WAEC issue to secondary school graduates appears to be sub-standard as holders are required to take a foundation programme before entry to undergraduate degree courses at UK universities.

Between S4-S6, the student could write various examination including presenting coursework leading to entry to vocational education and training ( i.e.NVTIs etc), further education ( i.e. Nursing & Teacher Training Colleges, Polytechnics etc), higher education (i.e. Universities). Our appetite of grouping all post-secondary education in one homogenous entity should be abandoned as they have different roles to play in training the human resource needs of the country. The implication for this arrangement is that, we need to set up a National Credit & Qualification Framework (NCQF) that clearly specifies each qualification and it level, which would feed into the whole education system.

I recommend that the present National Technical and Vocational Education and Training Qualifications Framework. (NTVETQF) be reviewed and integrated into the proposed NCQF. The NCQF could be developed by the said Ghana Examination and Qualification Authority in collaboration with the Council for Technical and Vocational Education and Training (COTVET), Association for Ghana Industry (AGI), National Council for Tertiary Education (NCTE), National Accreditation Board (NAB) and other relevant stakeholders.

The Qualification Framework could help make the relationships between qualifications and credit transfers clearer and easier respectively. It can clarify entry and exit points and routes for progression within and across education and training sectors. Under such framework, a person may not hold a university degree but progressively obtain vocational training qualifications equivalent to a masters’ level qualification at a university.

On the Teacher Education front, we are currently introducing the National Teaching Council which is a long awaited policy direction from the Education Act of 2008(Act 778). We must make that council truly autonomous to regulate and set professional standards for teachers. I propose that, all teachers training institution must collaborate with the NTC on development of their teacher education programme so that they produce teachers who meet the NTC’s professional standards. In fact accreditation of the teacher education programmes must be the responsibility of the NTC. Relevant provisions of the Education Act of 2008 and the National Accreditation Board Act of 2007 (Act 744) should be amended accordingly.

Perhaps I have to end here and continue sometime later. I just noticed that am writing plenty!