Report: The Influence of Colonialism and Political Accountability on Ghana’s Education System

Introduction

Formal education in the Gold Coast, now Ghana, was introduced during the 15th century when Europeans came to its shores to trade. Education was only accessible to children of women married to western traders, and it focused on teaching them how to read and write. The primary aim was to create an educated class to support and run colonial activities.

Historical Background

By 1882, Britain was established as the colonial power in the region. Educational opportunities were limited, and educational assessments served as the gatekeeper to education. They focused on academic knowledge and English proficiency. Results were used to select students for higher education and white-collar jobs.

Disparities in Educational Resources

The roots of this practice are still evident in Ghana’s education system. Students are streamed into three tiers of secondary schools, with disparities in educational resources across streams.

Influence of Colonisation

The colonial legacy of assessment still influences Ghana’s current testing practices, through a system that emphasises imperialist notions of merit and achievement.

The West African Examinations Council

The West African Examinations Council, responsible for mandated tests in anglophone west African countries, including Ghana, was established by the British in 1950. Ghana’s assessment system still relies largely on this framework, as western universities require excellent scores on these tests for undergraduate admissions.

Political Accountability

Student assessments are used as political performance indicators and tools for public policy and political accountability. Teachers are also held accountable for students’ performance in national exams. As a result, they end up teaching with the primary motive of preparing students for these tests.

Free Schooling

Ghana introduced a free senior high school policy in 2017 to support inclusive and equitable access to education and increase enrolment rates. However, disparities in access to and enrolment in secondary education persist between children from different socioeconomic backgrounds.

Influence of High-Stakes Exam

The high-stakes nature of large-scale assessments in Ghana’s education system fosters disengagement among poor students and teachers. The focus on exams overshadows the intended learning goals of teaching and many other forms of assessment.

Challenges Faced

• Creativity and meaningful learning are eroded
• Some pupils struggle to master the curriculum content
• There’s less teaching time for students with special needs
• There may be unethical practices to ensure students pass

Future Directions and Policy Implications

To meet the country’s equity goals, the system should consider diverse indicators and assessments of student learning. Reformed policies should balance various forms and purposes of assessment, and provide teacher guidelines and professional development.

Transforming Ghana’s testing culture to one that supports meaningful learning and equitable educational outcomes is a considerable challenge. But it’s an essential one if the country is to reach equitable education for all.

Read more: Ghana’s high school system sets many students up for failure: it needs a rethink

SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

The issues highlighted in the article are directly connected to SDG 4, which focuses on ensuring inclusive and equitable quality education for all. The article discusses the colonial legacy in Ghana’s education system, disparities in educational resources, the influence of high-stakes exams, and the need for reform to support meaningful learning and equitable outcomes.

SDG 10: Reduced Inequalities

The article also touches on SDG 10, which aims to reduce inequalities within and among countries. It highlights disparities in access to education based on socioeconomic backgrounds and rural areas, as well as the marginalization of students with special learning needs.

SDG 16: Peace, Justice, and Strong Institutions

While not explicitly discussed in the article, SDG 16 is indirectly connected to the issues raised. The need for reform in Ghana’s education system to ensure equitable access and meaningful learning aligns with the goal of developing effective, accountable, and transparent institutions at all levels.

2. What specific targets under those SDGs can be identified based on the article’s content?

Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes

The article highlights disparities in educational resources and access to quality education in Ghana. Achieving this target would require addressing these disparities and ensuring that all children, regardless of their socioeconomic backgrounds or geographic locations, have access to free, equitable, and quality primary and secondary education.

Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university

The article mentions the need for equal access to education for all, including technical, vocational, and tertiary education. Achieving this target would involve removing barriers to access and ensuring affordability and quality in these educational pathways.

Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations

The article highlights the need to eliminate gender disparities in education and ensure equal access for vulnerable groups. Achieving this target would require addressing barriers faced by girls, persons with disabilities, indigenous peoples, and children in vulnerable situations to ensure their equal access to education.

Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development

While not explicitly mentioned in the article, the need for reform in Ghana’s education system to promote meaningful learning aligns with the goal of ensuring that all learners acquire the knowledge and skills needed to promote sustainable development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not mention specific indicators that can be used to measure progress towards the identified targets. However, potential indicators could include measures of equal access to education, reduction in disparities based on socioeconomic backgrounds or geographic locations, elimination of gender disparities, and improvement in learning outcomes and educational quality.

Overall, the article highlights the need for reform in Ghana’s education system to address disparities, promote meaningful learning, and ensure equitable access to education. Achieving the identified targets under SDG 4 and SDG 10 would require addressing these issues and implementing policies and practices that support inclusive and quality education for all.

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Source: theconversation.com

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