The recent remarks by Education Minister Honourable Haruna Iddrisu—highlighting university students who spell “March” as “much” and “urgent” as “agent”—have sparked national concern. These examples are not isolated errors; they are symptoms of a deeper crisis in Ghana’s education system that demands urgent attention.
The Literacy Crisis: More Than Just Spelling
Haruna Iddrisu’s comments reflect a troubling reality: many Senior High School (SHS) graduates lack basic literacy skills. This isn’t just about spelling—it’s about comprehension, expression, and readiness for higher education and the job market.
– Poor foundational skills: Many students enter SHS with weak reading and writing abilities, which are rarely corrected.
– Exam-focused learning: The emphasis on passing WASSCE exams often sidelines critical thinking and language mastery.
– Teacher shortages and training gaps: Especially in rural areas, underqualified teachers and overcrowded classrooms hinder effective instruction.
Free SHS: A Blessing with Growing Pains
The Free SHS policy has expanded access to education, but its implementation—especially the double-track system—has strained resources and compromised quality.
– Double-track drawbacks: Reduced contact hours and inconsistent teaching schedules have led to fragmented learning experiences.
– Infrastructure lag: Many schools lack libraries, ICT labs, and quiet study spaces—key ingredients for literacy development.
– Curriculum overload: Students are often rushed through syllabi without time to internalize concepts or practice writing.
What Haruna Iddrisu’s Warning Signals
His statement is more than political rhetoric—it’s a call to action. If university students cannot spell basic words, it undermines Ghana’s global competitiveness and erodes public confidence in the education system.
– National embarrassment: Employers and international partners may question the credibility of Ghanaian degrees.
– Social inequality: Students from disadvantaged backgrounds suffer most, widening the gap between urban and rural learners.
– Brain drain risk: Talented youth may seek education abroad, believing local systems cannot prepare them adequately.
What Must Be Done
To reverse this trend, Ghana needs bold reforms and collective commitment:
1. Revamp teacher training: Prioritize literacy instruction and continuous professional development.
2. Audit curriculum delivery: Ensure that reading, writing, and comprehension are central—not peripheral.
3. Strengthen early education: Literacy gaps often begin in basic school; interventions must start there.
4. Invest in school libraries and reading programs: Make books accessible and reading enjoyable.
5. Hold institutions accountable: Regular assessments of SHS and university literacy outcomes should inform policy.
A Cultural Shift Toward Excellence
As Dagbon wisdom teaches, “Nyaŋ kpema ka yɛla, o ni yɛla kpema”—when a chief refuses counsel, his words become his downfall. Ghana must listen to this counsel now. ABA Fuseini might say, “The crocodile that sleeps in the sun believes the hunter has retired!” But the hunter—public scrutiny—is wide awake.
The Bible reminds us, “Be sure your sin will find you out” (Numbers 32:23), and Martin Luther King Jr. echoes, “The arc of the moral universe is long, but it bends toward justice.” In education, justice means giving every child the tools to read, write, and thrive.
✍️ Retired Senior Citizen
Teshie-Nungua
[email protected]
