Parker's+Paper

Independence Arch in Accra, Ghana. [|http://www.ghanaexpeditions.com/images/regions/indepen3.jpg)]

=Education in Ghana: A Case Study=

Parker Cook

Ghana is a nation that has been characterized by its victory over colonial Britain, its vast mineral and agricultural wealth, and its strong educational system. Given the land’s abundance of mineral and agricultural wealth, many European nations sought to colonize it. Ghana was the first nation in sub-Saharan Africa to achieve complete independence in 1957 under the leadership of the charismatic Kwame Nkrumah. Life after independence trended upwards as the nation progressed rapidly in terms of economic success, personal freedoms, and education. The educational method introduced by Kwame Nkrumah was a major step forward from the colonial schools that the British established. The “golden age” which followed independence did not last long, however. In the late 1960s, Ghana experienced rapid decline with the continued changes in government following five coup d’etats and four intermittent civilian elected governments. Extremely difficult economic hardships, due to falling world cocoa prices, and political strife has brought challenges to the educational system, but not the resolve of the Ghanaian people. Today, Ghana stands at a crossroads. As globalization encroaches, Ghanaians are recognizing the importance of education in order to free themselves from economic hardship. The question with which Ghanaians must contend is, how can Ghana become an active participant in the global economy and reap the benefits. The answer lies in education. By promoting this basic need, the citizens of Ghana can begin to overcome the social and economic ills plaguing the nation. Educational reforms will promote social change to facilitate cohesive progress and economic strength that will propel Ghana to a new age of prosperity. The modern nation of Ghana takes its name from the ancient sahelian empire that existed north of the present state. Many kinship groups such as the Akan, Fante, Ewe and Ga inhabit Ghana; each group has its own unique language, culture and history. Ghana’s mineral and agricultural wealth, made it a prime target for European expansion in the fifteenth century. First to establish trading forts along the coastline in 1471 were the Portuguese followed by other European nations. The forts the foreigners set up brought both missionaries and merchants, looking to profit from the local populace (Pellow/Chazan 13-92). Ofori-Attah, an Associate Professor of Education at Capital University in Columbus, Ohio, in an article on British education in West Africa asserts, “European merchants established schools to achieve their business objectives. Missionaries, on the other hand, established Christian schools in order to spread the gospel, again with the help of Africans” (Ofori-Attah 411). The missions took control of converting and educating the Ghanaians near the European forts. Eventually, “the educational agenda became a hybrid of commerce and evangelization” (Ofori-Attah 411). These missionary schools were the first efforts to try and educate and “civilize” the Ghanaian peoples based on European standards and methods. The curriculum, primarily organized around the idea that education was a means to achieve Christian salvation, used local vernacular in their curricula, sometimes even translating Biblical texts to local languages and developing written components. Class schedules included scriptures, singing, prayer, catechism, grammar, arithmetic, reading, spelling, writing and vocabulary. These topics had little to do with day-to-day life in Ghana; rather students were to memorize facts instead of useful information. Early colonial efforts were mainly to promote Christianity and to bring the local royalty under European control. The belief was that “civilized” local leaders would “civilize” their subjects. Once the British moved in, the mission schools went into decline and the British schools were introduced (Ofori-Attah 411-414).

Educational statistics in Ghana (Taken from UNESCO)

Europe’s exploration and settlement of the Western Hemisphere led to a demand for African slaves, thereby fostering increased colonization and trade with West Africa. Although many Europeans eyed the Gold Coast for conquest, Britain ultimately colonized the area and in 1902, after years of gradual occupation, the Gold Coast became a Crown colony. British efforts “enjoined indirect rule, which entailed governing the native peoples through their already developed indigenous political institutions” (Pellow/Chazan 15). Though they established the Legislative Council in 1850 to give taxpayers political representation in the colony, Britain’s main focus was the exploitation of the abundant resources and the creation of a Gold Coast economy dependant on Britain. To achieve this goal, the British needed workers and local elites to control them. As a consequence, the British imposed an educational system on the Ghanaians that would cater to British needs (Pellow/Chazan 15-19). African culture and social practices were rejected, a British styled elitism followed (Ofori-Attah 415). To achieve the assimilation of its Gold Coast subjects, British education rejected all local languages, beliefs, traditions, and arts. Even missionary schools, which previously were taught in local languages, encouraged English. The British passed three educational ordinances expanding their role in colonial education: the 1882 Education Ordinance, the Rowden Educational Report of 1909, and the 1922 Phelps-Stokes Report. The 1882 Ordinance was created in order to incorporate church-state partnerships in education, support trade subjects in school curricula, and to establish English as the language of instruction. The Rowden Report was created with the hope to better some emerging problems in the colonial school curriculum. Rowden called for the introduction of manual training, hygiene, physical drill and “sound moral instruction” over religious education. Thus, a typical school in the Gold Coast of the early twentieth century taught colloquial English, arithmetic, English reading, writing, hygiene, plain needlework (for girls), “hand and eye” which included industrial training and natural/agricultural study, and object lessons in nature study. Some optional classes might include vernacular reading, singing, geography, history, grammar, drill and exercises, bookkeeping, shorthand, and mensuration (the study of measurement). Boys and girls were normally broken up to work on agriculture and needlework respectively (Ofori-Attah 416-418). The 1922 Phelps-Stokes Report intended to create a more relevant colonial education system. The Report revealed different goals for each colony, In Ghana … the colonial government reformed the curriculum… in education. The course…should include special reference to the health, welfare and industries of the locality. Cooperation between Government and the Missions, Trade schools …established [to] provide a technical and literary education that will fit young men to become skilled craftsmen and useful citizens. (Ofori-Attah 418)

This educational system established of an elite westernized minority within Ghana, with isolated and confused students. Ofori-Attah writes of the detriments of the imposed education that robbed Ghanaians of their heritage and transformed them into British functionaries: In Ghana, students… felt ashamed to speak local languages…they preferred to [speak] in English in order to maintain their perceived higher social status…a rigid bureaucratic school administration drove… students to adopt harmful habits. In some…boarding schools, pupils were required to adhere strictly to school rules and regulations and the social life, behavior, and religious practices of the students were all subordinated to the provisions of the curriculum. Some of the rules prevented students from using vernacular; others from eating local food while at school (Ofori-Attah 419).

The British system of education changed the social, political and economic outlook of the educated elite. Significantly, British focus on rote academic learning led to little development of critical thinking skills. The educational system also “diminished the importance of Africa’s history and social and cultural practices in the academic world for centuries” (Ofori-Attah 420). This was the hardest blow of all. As Ofori-Attah argues: A society’s culture embodies relevant symbols, rituals, and traditions that give meaning to new events, situations, and experiences. Any curriculum design that fails to take these into account is bound to fail. (Ofori-Attah 421)

Insult and disregard of one’s culture is detrimental to learning. By ignoring Ghanaian culture and language, the British not only taught Ghanaians a foreign lifestyle that had little relevance, but implicitly taught Ghanaians to devalue their own heritage. Eventually, the Ghanaians began to resist British imperialism through protest and social organization and eventually achieved their coveted independence. With independence in 1957 the Ghanaians could address the problems inherent in the British educational system. Local elections of 1951 brought a Kwame Nkrumah’s party to power in the colonial legislature and after six years of continued domestic struggle, Ghana emerged independent with Kwame Nkrumah as its first president. Under the rule of President Nkrumah, grand reforms were initiated to rid Ghana of its colonial legacy and to propel this newly independent nation into the modern and industrialized world (Pellow/Chazan 25-37). To achieve economic success, President Nkrumah insisted that the people needed to be educated. Nancy Keteku, the Regional Educational Advising Coordinator for Africa and an avid worker in Ghanaian education claims that When Ghana [gained] independence in 1957, the government introduced…education for all…the structure of Ghanaian education was modeled on the British…[but there was] universal access and…enthusiasm of Ghanaians for education. The 1950s and 1960s [was] the golden age of education in Ghana as schools were built so fast they were nicknamed “mushroom schools.” (Keteku 1-2)

Kwame Nkrumah, an “outward looking” leader, emphasized the use of English for education at the disregard of local languages. For the most part, educational policy reflected the socialist attitudes of president Nkrumah. Perceived to equip Ghanaian youth with the vocational skills needed to work for the nation, education rejected white-collar training. Secondary schools, technical colleges, and vocational institutions, all highly prized and promoted, were organized to “meet the country’s economic needs” (Pellow/Chazan 108). Students could take the Common Entrance Exam (CEE) for secondary school admittance. By 1963, textbooks were provided free of charge. By 1965, enrollment in middle schools increased while primary school enrollment dropped (Pellow/Chazan 106-108). Ghanaian education at this time had six years of primary school, five years of middle school, two levels of secondary school and finally three years of tertiary education (Keteku 3). All of the progress made during Kwame Nkrumah’s first republic halted in the mid 1960’s with the rapid social, economic, and political chaos of the first of many coups. While President Nkrumah was on a state visit to China, a group of army officers carried out a coup d’etat and set up a military-backed regime in its place (Pellow/Chazan 46-47). The next era of Ghanaian history featured “authoritarian rule, ethnic favoritism, intolerance of criticism, and above all, inability to overcome economic deterioration” (Pellow/Chazan 47). Education, during this “transitional period”, from the first coup d’etat to the fourth republic of today, experienced problems due to political and economic crises. Various ministers of education, responding to political demands instituted some changes. Curricular reforms became a major objective of future policies, especially geared towards the primary and secondary levels. Ghanaian languages were emphasized over English as the language of instruction in pre-tertiary schooling, local communities were given more control of education per province, and the ministry of education, culture and sports was created to make broad reforms and oversee education in Ghana (Pellow/Chazan 109). Private schools have seen an increase in enrollment and participation, “in part because parents felt that the existing schools were poor (with Ghana’s economic decline, a massive exodus of professionals, including teachers, took place)” (Pellow/Chazan 111). Boarding schools and private institutions “[are] an integral part of the secondary school experience…One would not want to grow up in Ghana and not go to boarding school” (Keteku interview 3) In 1993 when civilian rule returned., greater attention was given to education. With the return of a republic, education has become an important facet of national policy. Ghana’s current education system features two years of kindergarten, six years of primary school, three years of junior secondary school (JHS), and then three years of senior secondary school (SHS). Pre-tertiary education begins at age six and ends at 18, students can then take the Senior Secondary School Certificate Examination (SSCE) to determine college entrance (Keteku 4). Curriculum includes early education focusing on numeracy and creative arts. Subsequently, in the primary schools, students learn English, basic mathematical skills, natural science, and the local Ghanaian language such as Akan, Moshi-Dagomba, Ewe, and Ga. At the upper primary level, integrated science, and citizenship education are introduced along with the latter lessons. Classes at the primary level, except English, are taught in a various Ghanaian languages. Junior high school expands the curriculum to include relevant topics such as integrated science, agricultural science, a Ghanaian language, and pre-technical vocational training. After JHS, education continues with two parallel “streams”. Core subjects, (English, mathematics, integrated science, social studies, and ICT) are taught for both streams to maintain an equality of basic education. In senior high school additional electives are provided such as agriculture, business, technical, vocational (home economics, or visual arts), arts, or science. Students can also choose technical, vocational, educational training (TVET), which provides vocational skills through apprenticeships, institutes, polytechnics and universities. TVET, in the words of the Ghanaian government is “a viable alternative to general education” (Ghana.gov 4-5). Ghana has recently initiated its 2007 educational reform to achieve its educational goals. Originally, Kwame Nkrumah wanted education to feature a broad vocational component, to train future Ghanaians for industrial jobs. Now, with the evolution of technology and connectivity, Ghana is harnessing new technology to improve the availability of education and Distance earning has been implemented. The current president, John Kufuor, discusses the value of “distance learning”: By developing an alternative education, the government aims at addressing problems associated with school enrollment, quality and relevance of studies – all of which combine to produce skill and entrepreneurial gaps in the labour market. (Kufuor 5)

Additionally, the current aims of the 2007 reform program are: to reduce time of pre-tertiary education to 12 years, improve teaching and learning, strengthen management capacity at all levels of the educational system and enhance sector management and budgeting procedures. Some successes include, increased access with the building of more schools. Furthermore, education in Northern Ghana, a traditionally overlooked area, has recieved 42 billion Cedis from the national government to improve education. In addition, fifty-eight schools have been renovated in Ghana, and over one million textbooks have been distributed to students (Ghana.gov 8-9). Nonetheless, much remains to be done to insure “education for all” in Ghana. Many problems still plague Ghana. The country has suffered from, conflict, famine, disenfranchisement, and corruption. The greatest problem plaguing Ghana today is poverty. This is in part because of rampant corruption and misuse of power. Adjibolosoo, Professor of Economics at Point Loma Nazarene University, in his article commemorating Ghana’s 50th birthday, states The degree of intensity and pervasiveness of corruption, favoritism, negligence, inefficiency, deceit, and cronyism is crippling. A tropical country such as Ghana, rich in numerous natural resources, is unable to make economic progress because its opportunities are destroyed by its own leaders and citizens (Adjibolosoo 14).

Education can be a tool useful in improving living standards and empowering Ghana’s citizens. The educational system must undergo major reforms for change to occur. Issues of relevancy must be addressed. The social and vocational institutions of Kwame Nkrumah’s socialist era are not really applicable to a twenty-first century economy. The Ghanaian government identifies education as “Ghana’s hope of reducing the high level of poverty in the society as well as becoming competitive in today’s knowledge driven globalized economy” (Ghana.gov 12). For this to occur, institutions must focus on instructing students in modern technological and service sectors to incorporate Ghana into the world economy. This does not mean, however, that vocational skills can be forgotten; a dynamic approach to improving the training of Ghanaian citizens is needed. More classes and opportunities should be given to promote dynamic growth, classes such as laboratory science and humanities should be given equal standing next to vocational and technological studies. In the educational system, there is confusion regarding the use of English as the language of instruction versus a local language. If English is used throughout the entire educational tract, communication will improve and students will understand their studies completely, but at the loss of local vernacular. Indigenous as well as English need to be taught, because both are vital to life in Ghana. Teachers and all who work in the education field should to be given financial incentives so continue their education. Counseling and care from teachers and parents should be promoted; family motivation and productive role models will mean a great deal to a students success. Review and regulation needs to be expanded to improve growth and efficiency and to halt corruption, mismanagement and abuse. One ghastly example is enough to show the need for regulatory reform: “[In Ghana] certain male teachers carry on sexual relationships with grade school children. More often than not, some girls become pregnant and there is little done to discipline the teachers who have committed such heinous crimes” (Adjibolosoo 27). In order for these reforms to be implemented, foreign aid and instruction has to be introduced to start the process. This does not mean that Ghana should become reliant on foreign aid: instead, aid programs and NGO’s should focus more on immediate relief and instruction in order to foster self-sufficiency. If this paper should convey anything, it should express the power of education. The early efforts of the British and Europeans to “civilize” the Ghanaian people resulted in difficulty and confusion among students. Teachers hold an immense amount of power when they pass on knowledge, through encouragement, they have power to help their students. Ghanaians today, have shown an abiding interest in education and have invested admirable amounts of energy and funds to improve it. The realization of the importance of education is essential and exceptional. Today’s focus must be looking at the present state of the world and finding a niche for the Ghanaian people. By harnessing the power of education, Ghana can pull itself out of the mire of economic disparity and rise to new heights of success.

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"Ghana Education Reform 2007 Major Highlights." Ghana.gov. (20 Jan. 2007). 1st ed. 13Ministry of Information and National Orientation. 35. 21 Nov. 2007 <[|http://www.ghana.gov.gh/ghana/education_reform_2007_glance.jsp>.]

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James, C.L.R. Nkrumah and the Ghana Revolution. Westport, Conn. : Lawrence Hill and Company, 1977. Keteku, Nancy. Nancy Keteku (keteku@africaonline.com.gh). "RE: Project about Education in Ghana." E-mail to Parker Cook (parkercook@mac.com). (21 Nov. 2007).

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Kufuor, President John A. "The President's Special Initiative On Distance Learning At A Glance." Ghana.gov. (7 Apr. 2003). 1st ed. 13Ministry of Information and National Orientation. 35. 21 Nov. 2007 <[|http://www.ghana.gov.gh/ghana/presidents_special_initiative_distance_learning_glance.jsp>.]

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Pellow, Deborah, and Chazan, Naomi. Ghana Coping with Uncertainty. Boulder, Colorado: Westview Press Inc., 1986. "Schools And Universities." Ghana.gov. (10 Oct. 2007). 1st ed. 13Ministry of Information and National Orientation. 35. 21 Nov. 2007 <[|http://www.ghana.gov.gh/schools_and_universities>.]