Growth and development of every nation depends largely on the nature and structural make up of the system of education being run in that particular country. Gold Coast now Ghana gained her independence from the colonial masters as a result of the quality of educationists we have at the time such as Dr. Kwame Nkrumah, Ako Adjei, JB Dunkwa to mention a few. These people were able to transform the knowledge acquired into a meaningful adventure that sought to liberate us from slavery and other acts that does not promote effective development of Gold Coast at the time.
Education, they say is the key to success/ development is not only about been with peers in school simple because others are there. The key can only be obtained through constant practice of norms and values of the Educational system that reflect in the society we find ourselves. This calls for effective implementation of quality educational programs, structures and a functional long term policies to ensure that the society is not been cheated. For instance, education is like building blocks in which any slight defect on the foundation affects the entire building.
In Ghanaian settings, formal education begins at the lower grade ie basic level where mastering of basic rules and regulations, manners, moral values, obedience as well as judicious use of time and available limited resources is been taught before proceeding to secondary and tertiary levels. A slightest deviation at the basic level has the tendency of permanently deteriorating the entire system and subsequently affects human capital of the country in the near future. The foundation needs quality materials, experienced personnel, timely provision of the required resources and above all effective supervision to maximize profit.
Anything short of that will render the system more weaker than expected. Education is a continuous process which needs to be updated constantly based on acceptable practice to facilitate discovery of theories and principles. Unfortunately, Ghana Education Service and Ministry of Education seems to be lost when it comes to facilitating and coordinating the educational system in the right direction.
In 2019, a new curriculum was designed and subsequently introduced which was initially characterized by a week retraining of in- service primary school teachers on the modalities and concepts of the curriculum prior to it’s implementation in September, 2019 under the leadership of Hon. Dr. Matthew Opoku Prempe; the sector minister and Prof. Opoku Amankwa; the Director General of GES. Teachers were promised prompt supply of teaching and learning materials to ensure its smooth implementation. Series of press releases were made to assure parents and guardians as well as the general public to accept and appreciate the new curriculum.
The purpose of the new curriculum is to replace the old system been described as too bookish. This curriculum seeks to make learners more practically oriented, objective in thinking and be more confident to solve societal problems rather than relying on second hand ideas to deal with immediate situations. These amongst other things culminated in the extension of closing time from 1:30pm to between 3:30pm and 4:00pm to increase contact hours.
This curriculum requires teachers to be mere facilitators only directing learners, observe them do activities leading to discovery of new theories, carrying out project works to broaden the mindset of learners and engaging in more hands-on work to help reduce graduates unemployment due to the fact that the pupils will acquire vocational skills aside the academics. It involves less writings, discourages end of term exams but more activities are done during instructional period.
Unfortunately, two years down the line teachers of the primary level of the public schools are yet to receive learning materials from the right authorities for proper implementation of the program. The common message of the authority has always been that, printing of the required materials are in the offing making teachers become the most confused creatures in the middle of this program.
The most disturbing situation is that, teachers have to download pre-prepared lesson notes on NaCCa website and re-write same on their lessons noted books for vetting which in my humble opinion, a lot still needs to be done. Resource materials needs to be given to serve as reference points since our knowledge capacity varies. The learners do not feel motivated to put up their best because after school, there is absolutely no reading material to complement the classroom work.
KINTAMPO NORTH MUNICIPALITY
Holy Child alumni illuminate the path forward amidst national school power crisis
In recent times, the narrative of power challenges in Ghanaian schools has escalated, with numerous public institutions such as Mfantsipim School, Accra Academy, and Mondo Senior High Technical School among others facing abrupt electricity disconnections.
This persistent issue highlights the dire need for sustainable solutions in powering educational facilities, crucial for maintaining the quality of education.
Stepping into the spotlight with a pioneering initiative, the 1999 alumni of Holy Child School have set a remarkable precedent.
In a bid to combat these electricity woes, these visionary women have successfully funded the transition of their alma mater to 75% solar energy. This initiative not only addresses the immediate problem of power outages and financial strains on the school’s budget but also serves as a beacon of climate-positive action with the potential for carbon credit benefits.
Founded in 1946 by the Society of the Holy Child Jesus, Holy Child School has long stood as a bastion of educational excellence and societal impact in Ghana. Its alumni include distinguished personalities such as Ghana’s Ambassador to France, Anna Bossman; Goldman Sachs Vice President, Sabina Dankwah; and University of Ghana’s Vice-Chancellor, Prof. Nana Aba Amfo, to name a few.
The Solar Project
This solar project, a gift from the 1999 alumni commemorating their 25th anniversary and coinciding with the school’s 78th speech and prize-giving day, symbolizes a profound act of giving back and forward.
In an exclusive interview with the Business and Financial Times, engineer Ing. Mrs. Sheila Enyonam Akyea, president of the year group, shared: “This project builds on the foundation laid by our predecessors. We’re thrilled to extend their initial contribution, ensuring every corner of our school benefits. It’s our way of ensuring current and future students receive the same level of empowerment and opportunity we had.”
Project’s Committee Chair Ing. Mrs. Teresa Kyei-Mensah, mentioned the substantial investment the solar installation demands, emphasizing ongoing fundraising efforts.
she said: “Once completed, the initiative promises significant savings for the school and, by extension, the Ghana Education Service, redirecting funds towards essential educational resources,” she added.
Solar power, increasingly recognized for its affordability and environmental benefits, stands as a viable solution for Ghana’s educational sector and its broader climate goals. With abundant sunshine year-round, Ghana is ideally positioned to harness solar energy, reducing the financial burden on public resources while contributing to global carbon reduction efforts.
The project was completed in January 2024 after a 1-month testing phase. The year group eagerly anticipate the handover ceremony at the 78th Speech and Prize-Giving Day of Holy Child School in Cape Coast on Saturday, 9th March 2024 marking a significant milestone in their commitment to sustainable development and quality education in Ghana.
This initiative not only lights the way for other schools grappling with similar challenges but also underscores the powerful impact of alumni engagement in shaping a brighter future for the next generation.