Director of Communications for the Bawumia 2024 campaign, Dennis Miracle Aboagye, has described Ghana’s current education system as outdated and restrictive, stating that both its content and structure are long overdue for reform.
Speaking on Channel One TV’s Breakfast Daily on Wednesday, June 11, Aboagye expressed serious concern about the continued reliance on antiquated educational models, which he argued no longer meet the needs of today’s generation.
His comments coincide with the ongoing 2025 Basic Education Certificate Examination (BECE), which has over 600,000 candidates participating nationwide.
“I have been an advocate against our educational system from content, curriculum, and structure. I think it is outmoded. A lot of this must change from infrastructure to the rules, to even how we study. It is stifling. The environment, I mean everything that happens around the education system, is very poor,” he said.
He questioned several long-standing practices, including the pressure placed on students through intense examination schedules. Aboagye pointed to the requirement for candidates to write multiple papers in a single day as an example of a deeply flawed system.
“Curriculum-wise, why are we writing so many subjects? How do you expect these kids to write two papers in a day?”
This year, a total of 603,328 students—297,250 males and 306,078 females—are sitting for the BECE.
Aboagye’s remarks have reignited debate over the structure and purpose of Ghana’s basic education system. He criticised the country’s resistance to educational reform, suggesting it hinders meaningful progress.
“In Ghana, I think we have a problem with change. So there are so many things that we have carried on from the past, and we do with them, meanwhile, we do not know why we do it.”
Drawing comparisons with international standards, he highlighted disparities between students studying under the Ghana Education Service (GES) curriculum and those following international frameworks like Cambridge. He argued that the key differences lie in the content and delivery, not economic status.
“When you put the Cambridge curriculum student compared to the GES curriculum student, it is not about economic class, it is about content. The level of appreciation and understanding of life is different. The Cambridge class understand and appreciates things better than the GES kids.”