This document is a thesis submitted by Celestina Agyekum for her Bachelor's degree in Education at Knox College in 2012. It examines the gap between Ghana's education system and its people, especially the disparities between schools available to the wealthy versus the poor. The thesis analyzes Ghana's economic challenges and how they impact its education system. It also provides background on Ghana's demographics, history of education during colonial rule, and current state of inequality in educational opportunities. The goal is to understand how to better serve Ghana's future leaders and alleviate poverty through education reform.

1. AN OVERHEAD CRY:
TRAVERSING THE GAP WITHIN THE GHANA EDUCATION
SYSTEM
By
Celestina D. Agyekum
Submitted in partial fulfilment for a Bachelor of Arts degree with
College Honors in Education at Knox College, Galesburg, Illinois
1:00 p.m. May 16, 2012
College Honors Committee: Stephen Schroth (Committee Chair):
Assistant Professor of Educational Studies, Knox College
Jason Helfer, Associate Professor of Educational Studies, Knox
College
Cyn Kitchen, Assistant Professor of English, Knox College
Mary Slade, Professor of Exceptional Education, James Madison
University. (Outside Examiner)

2. Traversing the Gap Within the Ghana Education System
2
Many thanks to my Honors committee, Amanokrom Primary and
Junior High Schools, Presbyterian Teacher Training College
(PTC), Akropong, Akosombo International School and David
Agyemfrah
In Ghana, special thanks to Hon. Dan Botwe, Mrs. Grace Annancy,
former Director of Volta River Authority Schools (VRA), Mrs.
Naana Biney, Director General of Ghana Education System (GES),
and the 200 level students at PTC who gave up their time for
discussions with me.
Contact details for author:
Celestina Agyekum, Knox College
Email: cdagyekum@gmail.com

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Chapter I
Introduction
A dire need exists to gain better understanding of and insight into
the Ghana education system, especially analyse the strategy and
methods of educating the future leaders of Ghana. The favouritism the
system displays between the rich and the poor continues to affect the
latter of the two entities, leaving thoughts of bleakness and
hopelessness not only in the economic welfare of the people but also in
the one thing that can guarantee the children of these underprivileged
families, a free ticket out of poverty; and that is the education provided
at the public schools most natives can only afford.
To ascertain the great gap between the education system and the
people of Ghana, the problems with which the country struggles, in
particular its economic status the overall foundation and work ethics of
its people, how its education system attempts to avoid this will be
examined in depth in this study.
Ghana is listed, economically, as a third world country, a nation
handicapped by improper management and inequality allocation of
scarce resources. The youth of Ghana are determined to make their
nation superior to what it is and was; but this hope is hindered by the
inconsistency in the education received at the schools they attend,
especially in the public schools. In this study, these situations are

4. Traversing the Gap Within the Ghana Education System
4
examined closely, with the suggested alternatives made to liberate
Ghana’s education system from its challenges. The study is grounded in
best practices identified in the literature, including journals and books,
which provide a possible view of the education of Ghana and the
effects this has on its people. To this is added data based upon
observations, interviews and documents collected on two separate
journeys to Ghana. This data has been transcribed, analyzed and used to
describe the current conditions of the educational system in Ghana. In
addition, possible solutions to bridge this gap will be touched upon and
examined further upon demand and clarity of the subject matter.
“Education is a process of learning about the environment (broadly
defined) as well as developing and assimilating knowledge about
relationships and dependencies between and among the forces which
make-up the environment.” (George O’Hearn, Oikos, the Environment
and Education)
“A poor man has the responsibility, social as well as personal, to get
out of his poverty. An affluent man has no responsibility to pursue
super affluence.” (George O’Hearn)
Ghana is recorded, by the Central for Intelligence Agency (CIA),
to be 28.7% below poverty as of the 2007 census. However, the gap
between the rich and the poor is still too large to bridge in the next
decades, but certainly there is an option of smoothing the sharp edges

5. Traversing the Gap Within the Ghana Education System
5
while a bridge is made to connect the two entities. The CIA, in their
reports about African countries, had this to say as an overview about
Ghana:
Ghana's economy has been strengthened by a quarter century of
relatively sound management, a competitive business environment,
and sustained reductions in poverty levels. Ghana is well endowed
with natural resources and agriculture accounts for roughly one-quarter
of GDP and employs more than half of the workforce, mainly small
landholders. The services sector accounts for 50% of GDP. Gold and
cocoa production and individual remittances are major sources of
foreign exchange. Oil production at Ghana's offshore Jubilee field
began in mid-December, 2010, and is expected to boost economic
growth. President Mills faces challenges in managing new oil revenue
while maintaining fiscal discipline and resisting debt accumulation.
Estimated oil reserves have jumped to almost 700 million barrels.
Ghana signed a Millennium Challenge Corporation (MCC) Compact
in 2006, which aims to assist in transforming Ghana's agricultural
sector. Ghana opted for debt relief under the Heavily Indebted Poor
Country (HIPC) program in 2002, and is also benefiting from the
Multilateral Debt Relief Initiative that took effect in 2006. In 2009
Ghana signed a three-year Poverty Reduction and Growth Facility
with the IMF to improve macroeconomic stability, private sector

6. Traversing the Gap Within the Ghana Education System
6
competitiveness, human resource development, and good governance
and civic responsibility. Sound macro-economic management along
with high prices for gold and cocoa helped sustain GDP growth in
2008-11.
In The Framework for Understanding Poverty, Payne asserts and
supports her point that, two things that help one move from poverty are
education and relationships (1996). For one to move from the lower
class, into which he or she was born into or stumbled into, one has to
acquire some level of education. Hence, the need to educate a child
born into poverty stands more imperative compared to a child born into
a middle class or above families. (Payne, 1996)
Irrespective of the child’s race, nationality or ethnicity, poor
children are much more likely than non-poor children to suffer
developmental delays and damage, to drop out of high school, and to
give birth during the teen years (Miranda, 1991). In addition, since
these children are often born into single parent households or end up in
such households, their chances of succeeding does not come from
financial reliability, or lack thereof but from the schools they attend to
get the education they need to move into the middle class or beyond.
Consequently, education is and remains the only key to success but the
question remains, for Ghana, if its substantial amount of population in

7. Traversing the Gap Within the Ghana Education System
7
poverty is being given the right tools in the public education to become
the leaders on whom their society is dependent. This is to assert that:
•The school dropout rate is 2 ½ times higher among children of
poverty than among students from non-poor homes.
•Children of poverty are 2 ½ times more likely to perform poorly in
school than their more affluent peers.
•Children of poverty are 2½ times more likely to develop a conduct
disorder (Tomlinson 2012)
Therefore more is needed to be done to uproot this problem or
commence the bridging and understanding process between children
who attend public schools and their background. By doing so better
solutions and adjustments will be established within the education
system to enable them a fair chance at a better future.
The economic rollercoaster of Ghana has taken its toll on the
educational system transforming it from a high-performing system into
one that struggles to get by. The unfortunate control and power money
has influences over almost everything, control over financial resources
will liberate one from its present status of low a status performances to
an uplifting place where quality and equal education can be afforded.
While a small percentage of Ghana’s population lives well
above the poverty line and can afford private schools, international
schools and study abroad trips (academic and leisure), the majority of

8. Traversing the Gap Within the Ghana Education System
8
the populace is trying to pay for ever-increasing school fees, school
materials and other educational necessities that can be priced at seventy
USD or below in total. However, this lopsided distribution of wealth
between the two groups has been brought a step closer to equality with
the sudden oil recovery, the nation’s attempts to get back into the trade-
world and other positive economic developments. There is a proposed
and indeed evidence of progress in the economy however the stagnancy
of poverty in Ghana leaves the entire economy in irony.
Nonetheless, problems exist when the topic of allocation of funds
is considered. In the past funds, a significant amount coming from the
World Bank, one will notice that the allocations of these monetary
blessings were poorly distributed among the schools and communities
that desperately need them. As a result, it has become a problem that
not only is money a hindrance for in Ghana’s education system but the
proper expenditure of this money is also an issue that needs to be
analyzed and corrected.
Demographics of Ghana
The flag of Ghana consists of the four colors that most African
countries identify with: red, green yellow and black. Accordingly, for
more countries that have these colors included in their flag, the
meaning hardly alters.

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The flag of Ghana was designed by Mrs. Theodosia Salome
Okoh, she chose to have the colors red, yellow, green, and run them
parallel, respectively falling under each from top to bottom. The middle
color, yellow is garnished with a five-pointed star black star at its
center. The red symbolizes the bloody atrocities for independence the
nation experienced from its colonist, the British; yellow represents the
country's wealth, while green stands for its forestry and natural
affluence; the black star, which sits in the middle of it all, represents the
icon of African liberation and harmony in the struggle against
colonialism.
Ghana is located in Western Africa and shares a border the Gulf
of Guinea to its south. The nation is sandwiched between Cote d'Ivoire
to its left, Togo its right and Burkina Faso sits at its north. Ghana’s
location is easily referred to as the “Arm pit” of Africa. Ghana sits on
the prime of Greenwich Meridian so is therefore on the same time zone
as the United Kingdom. This fact attracts tourists from all over the
world, adding revenue to the country’s monetary well being. Although
Ghana is surrounded by Francophone speaking countries it is not a
native French-speaking nation, although French stands strong in the list
of subjects taught in some schools.
Below is a recent snapshot of Ghana’s demographics according
to the Central Intelligence Agency (CIA), based upon the information

10. Traversing the Gap Within the Ghana Education System
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gathered as part of 2000 census. Beneath this are other demographic
results from the census.

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Fig.1: The Map of Ghana with its neighboring countries

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Table 1
Demographics of Ghana
Country Ghana/ The Republic Of Ghana
Capital Accra
Nationality Noun and Adjective - Ghanaian (s)
Ethnic Group: Akan 45.3%, Mole-
Dagbon 15.2%, Ewe 11.7%, Ga-
Dangme 7.3%, Guan 4%, Gurma 3.6%,
Grusi 2.6%, Mande-Busanga 1%, other
tribes 1.4%, other 7.8% (2000 census)
Religions Christian: 68.8%
(Pentecostal/Charismatic 24.1%,
Protestant: 18.6%, Catholic 15.1%,
other 11%)
Muslim: 15.9%, traditional 8.5%,
other: 0.7%, none 6.1% (2000 census)
Population 24,791,073 (July 2011 est.)*
Climate Tropical; warm and comparatively dry
along southeast coast; hot and humid in
southwest; hot and dry in north
Terrain Mostly low plains with dissected plateau
in South-central
Natural Resources: gold, timber,
industrial diamonds, bauxite,
manganese, fish, rubber, hydropower,
petroleum, silver, salt, limestone
Literacy Definition: age 15 and over can read
and write):
Total population: 74.8%
Male: 82.7%
Female: 67.1% (2003 est.)
Government Type Constitutional democracy
Administrative
divisions
10 regions: Ashanti, Brong-Ahafo,
Central, Eastern, Greater Accra,
Northern, Upper East, Upper West,
Volta, Western
Independence March 6, 1957
*Information on countries’ demographics provided by: CIA - The World Factbook
**estimates for this country explicitly take into account the effects of excess mortality due to AIDS; this
can result in lower life expectancy, higher infant mortality, higher death rates, lower population growth
rates, and changes in the distribution of population by age and sex than would otherwise be expected. (CIA
World Fact Book)

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Brief History of Ghana
Ghana was once called the Gold Coast where gold literally
sparkled in the ground. Ghana was colonised by the British, an
experience which turned to have its disadvantages and advantages from
past to present. It is no secret that Africa as a whole is heavily endowed
with natural resources ranging from minerals (gold, diamonds, bronze,
copper etc) to agriculture (wild and tropic foods, trees etc) to water
supplies that can regenerate electricity for the whole of Africa three
times over.
However, it was not long before voyagers noticed the prosperous
nature of the continent, thus of Ghana and began settling at its banks –
slowly putting it on the map and eventually having Western countries
fight over total power of the country. Colonization of Ghana, like most
of the other African countries, came as a slow and targeted process,
where the innocence of the natives cost them their lands, children,
family structures, and wealth. Before Western colonization or the word
colonization was used in the same sentence as Ghana, missionaries had
come to various parts of the country to spread the gospel. Desmond
Tutu describes this ordeal in one of his famous quotes:
“When the missionaries came to Africa they had the Bible
and we had the land. They said, 'Let us pray.' We closed

14. Traversing the Gap Within the Ghana Education System
14
our eyes. When we opened them we had the Bible and they
had the land.” (Desmond Tutu)
Granted the fact that education is one of the most important tool
for national development, it becomes the responsibility of any
progressive government to provide and promote sound educational
policies as well as infrastructure that will help its people to acquire
knowledge, skills and attitudes that enable them to develop their
potentials.
By 1901, the Gold Coast was a British colony, with its
monarchies and clans consolidated a single unit. The British exported
an assortment of natural resources from Ghana such as gold, diamonds,
ivory, pepper, timber and cocoa. The British colonists constructed
railways and the complex transport infrastructure that became the
foundation for the transportation system in modern-day Ghana. They
coupled this complex yet effective system with Western-styled
hospitals and schools to sooth their stay as well as introduce Ghanaians
to new ways of treating sick patients and educating children.
Western education came to Ghana during the early 1500s in part
to facilitate Europe’s evangelistic efforts. The earliest schools were
connected with the forts and castles which were used by the European
merchant companies for trading centers. There was a school in 1529 at
the Elmina castle which was operated by the Portuguese. Similar

15. Traversing the Gap Within the Ghana Education System
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schools were also in operation. While the pupils in early schools such
as these were largely the sons of the Europeans merchants and local
women; there were also a few children of the wealthier African traders
in the urban area. (Mitchell 1996)
Finally, in 1882, the British colonial administration attempted to
regulate West Africa’s struggling education efforts. It was decided to
model the Ghanaian schools after the British system.
Discrimination against educated Ghanaians in the civil service
was the in norm, and high positions were reserved for white men.
McWilliam and Kwamena-Poh (1975) state that it was not until the last
quarter of the 19th century did Ghana begin to take first steps towards a
state-organized education. Before then informal systems of education
had been the main way in which Ghanaian communities prepared their
members for citizenship. It is interesting to note that in Ghana the first
school was the home: the teachers were the parents and the elders in the
family. The curriculum was life and learning was by observation.
According to McWilliam and Kwamena-Poh (1975), the first major
purpose of such education was the inculcation of good character and
good health in the young members of the community. The second was
to give them adequate knowledge of their history, beliefs and culture,
thus enabling them to participate fully in social life. It could be seen
from the foregoing comment that the purpose of non-formal education

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since the beginning of the Ghanaian society has been for national
development. (Eyiah 2004)
Following 1957 the colony gained self-governance under the
name of Ghana. Ghana in 1957 became the first sub-Saharan country in
colonial Africa to gain its independence, hence the black star in the
middle of the flag. “However, the early years of independence were
turbulent. Within the first three decades following independence,
Ghanaians experienced the birth and death of three republic, four
successful military takeovers, six national development plans, a number
of aborted overflow attempts, and a major economic decline between
1976 and 1983.” (Betty George 1976).
The first president was Kwame Nkrumah who had a large vision
which only few understood. Aside from the corruption and stern
leadership, Nkrumah infused into the nation during the reign of his
regime, “one of Nkrumah’s objectives was to promote pan-Africanism.
As a result he was instrumental in assisting other countries in acquiring
their independence and exploring the possibility of developing a union
of African nation. Nkrumah plotted to become the prime spokesperson
for Africa but economic problems at home hastened his demise.
Nkrumah was overthrown by army officers who assumed control
through rule in 1966.” (George 1976)

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However, the early years of independence were turbulent.
Within the first three decades following independence, Ghanaians
experienced the birth and death of three republics, four successful
military takeovers, six national development plans, a number of aborted
overflow attempts, and a major economic decline between 1976 and
1983.
Ghana continued a long series of power-struggles until Lt. Jerry
Rawlings; took power in 1981 and prohibited political parties. After
approving a new constitution and restoring competitive politics in 1992,
Rawlings won presidential elections in 1992 and 1996, but was
constitutionally prevented from running for a third term in 2000. John
Kuffour succeeded him and was re-elected in 2004. John Atta Mills
took over as head of state in early 2009 and hopes to win for the second
time the 2012 elections in November.
By 1983, Ghana’s educational system, which until the mid-1970s
was known to be one of the most highly developed and effective in
West Africa, had deteriorated in quality. Enrolment rates, once among
the highest in the sub-Saharan region, stagnated and fell. The
percentage of GDP allocated to education dropped from 6.4 percent in
1976 to 1.7 percent by the mid 1980s. The real levels of financing fell
by about two-thirds. Government resources were no longer available to
construct, complete or maintain educational facilities. Scarcity of

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foreign currently affected the country’s ability to purchase textbooks
and other teaching and learning materials. The economic downturn also
resulted in the mass exodus of qualified teachers. At the basic education
level, the ratio of trained to untrained teachers fell significantly. Low
motivation and morale led to ineffective supervision. Finally, the lack
of data and statistics needed for vital planning led to decisions being
taken on an ad hoc basis (National Education Forum, 1999)
The twentieth century is a period marked as the pre
independence era when the natives’ population started to demand more
self-government. During this time the Second World War had just come
to a close and early stages of the decolonization across the world has
commenced.
The call for free primary education goes back to at least 1951,
and for that practical, vocationally-oriented education to as early as
1847, during the British colonial period. Recurring policy concerns
include access, quality and costs, with varying emphases at different
points in time. A recurring policy tension has been that between
expansion of access and the quality of education (Angela Little, 2010).
Where one is not better than the other and simultaneously, one cannot
exist to potential without the other. The access of education became the
issue Ghana’s Ministry of Education faced during the late 1980s; where
rural area in the northern region were not getting access to education

19. Traversing the Gap Within the Ghana Education System
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due to the lack of teachers as well as the due to the skeptical
mannerisms of the Northerners and Muslims about education, and
educating girls. While girls were finally allowed to attend schools in the
regions and in majority of the regions in Ghana “schooling for girls
remained limited and provided mainly by the missions. Curricula for
girls focused on social accomplishments such as needlework and
dressmaking, were oriented towards marriage and reflected curricula in
middle class schools for girls in England at the time” (Little 2010)
In the coming chapters the following topics will be looked at in
depth
• Education is theory heavy;
• Very little or no hands on activities is incorporated in the lessons;
• Technology deficient/ less apparent;
• Poor or no facilities for children or teachers to use, however
administrators have the privileges most of the time;
• Lack of some, if not most of teaching and learning materials
(TLM), preventing teachers teach in abstract and students learn
that way in most public schools;
• Too much political interference ;
• Public Schools need more government funding, better reforms
policies from the government;

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• Rivalry between the political parties causing instability in the
educational system as each party comes in an chooses to
discontinue what their “enemies” started, whether or not the
project is for students’ benefit;
• Academic work, needs to be augmented more extracurricular
activities;
• Few or no excursions;
• Limited facilities- science labs, books, better libraries, computer
labs;
• Lack of efficient supervisions and supervisors (most
administrators and teachers are not doing their job to the full
potential of their titles due to the lack of supervision and the
friendships made between them and their supervisors.

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Chapter II
Literature Review
This chapter presents a review of the literature and outlines the
need for a study on education system of Ghana, and how its economic
status affects it. This chapter also touches, softly, on the education
system and what it entails, the teacher qualification process and the
economic history of Ghana.
The art of teaching is coupled with the art of learning, which I
define as comprehending the presented material beyond its definition,
and connecting through its understanding to larger ideas and concepts
leading to problem solving. Teaching, with its dual emphases on
craftsmanship and mysticism, is a blend of science and art (Alder.
1984). Much of what teachers do requires a degree of faith on their part
that certain actions will bring about certain results (Alder, 1984;
Dewey, 1916). As the teachers teach with faith that they are teaching
the correct and right way and reaching to each student, students learn
with a greater faith that what they are taught is what they need to face
the challenges that will come their way. Thus, in actuality these two
entities are arts that overlap and which must be mastered and
understood by the involved participants. The teacher must understand
that the student is attempting to master the skill of learning to apply it
to greater things thus teaching in this concept of learning is to be seen

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as an art; where only the best is served in order to expect best
performances. The rationale of this chapter is to review the literature,
annotations, and research with regard to what philosophical beliefs are
held by specialists in the field.
“Teachers discover that they need to develop and maintain
personal relationships with the students they teach -- because for most
students, meaningful interaction with a teacher is a precursor to
academic learning.” (Huberman, 1983 p. 33)
The idea of who a teacher should be and how a teacher should
dress is influenced by our conception of teachers as almost exclusively
female. This idea of teachers having to be females sprouted from the
caring and patient nature of women which was seen. Men are seen as
the disciplinarians while women run to save the child, pleading on his
or her behalf. Why men could not genuinely go into teaching without
eyebrows being raised remains a topic that is stagnant in the early
stages of discussion. However, this is not the case in Ghana. In all
Ghanaian schools, men and women are represented in almost equal
numbers, with men, on some scenarios, out numbering women.
Given the perspectives of what education, teaching, learning is
and should be, there is one basic agreement regarding students, which is
that each child deserves the best of his or her teacher regardless their
background, social economic status and sexuality (Tomlinson et al.

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2006). Educators have broaden the idea of education belonging to the
white man and his descendants, to all races and their descendants –
making it a tradition and a must to receive education irrespective of
one’s skin colour or social economic status (SES).
The needs of the students are the worries of every good teacher –
going off to sleep with how best to make their lesson better, get the
interest of the students, know and understand their previous are all but a
few worries of teachers. Failure to examine these needs leads to the
extreme likelihood of the students feelings alienated by school because
their differences are not met and thirst for to excel through their
obstacles is also not quenched.
A teacher must teach the lesson with the goal of building
enduring, understanding and exposing the student to problem-solving
opportunities within his or her field of interest as well as outside the
field. In this research the responsibilities, qualities and training of
teachers will be examined with Ghana as the main case study.
Education is a broad yet narrow pathway to success. It is broad
because one has a variety of options to choose from which school to
attend, the classes/courses to take, which teacher you want, which
classroom is desired, down to the very location of the seat one wants to
sit on in the classroom. The narrow way of education has is taught very
structured manners and allows little or no room for change. Although

24. Traversing the Gap Within the Ghana Education System
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this narrow concept of education does not imply that kindergarteners
should be allowed the right to choose what to learn and to what
capacity and location; it is merely stating that education in every nation
is shaped from old curriculum with the same ideas and concepts of
what all students must learn – some of these lessons that most students
do not use in their ultimate careers. This is simply because it is not in
their field of interest or they learned to pass the examinations they are
bound to take but not learn to connect their new knowledge to prior
knowledge or future lessons.
This study will examine the education in Ghana from its history
to its recent status and future direction. The steps Ghana has taken
financially and educationally toward the improvement of educating its
future leaders and training its teachers. Definitions of all key terms and
phrases will be provided adjacent to the abbreviation or otherwise
found in the glossary or index sections.
Many of the disagreements present in education are rooted in the
debate regarding the relative roles of administrators, school staff, and
the ministry of education, down to the role of teachers in the
classrooms. Supervision of these roles mentioned above have become a
concern with all schools. It is a problem which seems to be spoken
about so frequently but little or no action is taken toward it.

25. Traversing the Gap Within the Ghana Education System
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Each administrator has an idea of what the task should be and
how it should be carried out. This is characteristic of the older
generations of Ghanaians, which has high records of counter solving
the problems at hand. Due to this “I am boss and you must obey me”
aura, most workers are unable to work together and make the children
receive the best education possible (regardless of the wealth of the
school and community where the school is located) especially if the
supervisor is younger than his teams of workers. For education is never
about the building the student to sit to learn, neither is about the
playground and its toys, but will always be about the teacher body and
their collective and peaceful atmosphere they carry among each other;
and the most effective teachers do whatever it takes to hook the whole
range of kids on learning.” (Tomlinson 2001)
"Teamwork is the ability to work together toward a common
vision. The ability to direct individual accomplishments toward
organizational objectives. It is the fuel that allows common people to
attain uncommon results." --Andrew Carnegie
It is those who comprehend the art of teaching and educating
who refuse to allow the influence of power to prevent them from
playing their role well with or without supervision. This issue of not
understanding the art of in teaching and teaching skills also bears the
root incapable teachers and teaching, adding to the failing system in the

26. Traversing the Gap Within the Ghana Education System
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public schools in Ghana. “When teachers proactively plan varied
approaches to what students need to learn, how they will learn it, and/or
how they will show what they have learned in order to increase the
likelihood that each student will learn as much as he she can, as
efficiently as possible.” (Tomlinson 2012)
Another problem that also bombarded the growth of Ghana’s
education system was that the general quality of education available to
the masses was low, due mainly to the large numbers of untrained and
poorly trained teachers. The focus was on quantity not quality. This
issue was born when the nation began to promote school teaching and
educating in school building with professionals as opposed to the
natives learning how to live and learn from their fathers, ancestors, and
nature. This is not to exert that Ghanaians were savages or had no idea
about education, but instead to differentiate the difference between
school building education and other forms of education thus the bases
of this statements is the difference between being educated and literacy.
The idea in the minds of the colonist was not educating Ghanaians per
se, but rather, they were concerned with literacy – which most people
confuse the two together.
The colonists decided to train natives in the hopes of helping

27. Traversing the Gap Within the Ghana Education System
27
spread the word of God, which was mostly written, thus reading and
writing was crucial to them. The natives of Ghana, and other countries
around the world, before the English language came into being were
concerned about educating their young ones in their culture, their ways
and their traditions and customs. Reading and writing with alphabets
were of little or no significance, thus literacy was not at the top of their
list although educating was.
“Ghana, like other African countries, had an educational
“system” which was deeply rooted in the Ghanaian microcultures.
Although different from the European models, the traditional Ghanaian
education focused on the tribal taboos and other functions of the
microculture. In the child’s environment, adults helped young children
become knowledgeable in history, music and philosophy. Both in the
home and community, young children have been taught about moral
qualities, honesty, sociability, courage, ethics and honor.” (Ghana
Embassy 2010)
“As planned, the public primary school expansion program
began at the start of school year 1952. Tuition fees were abolished in all
public primary schools as of January 1. Parents remained responsible
only for uniforms, textbooks, and school materials.” (Betty George,
Education in Ghana)

28. Traversing the Gap Within the Ghana Education System
28
This payment for the items, which seems to many in the West as
minimal and easy to acquire, became and continues to be a huge
obstacle for most parents, given that the nation was sinking into
financial crises, with the tip being the aristocrats, sitting comfortably
above the water. Aside from this hardship, it was a challenge to
implement the free basic education, which offered school fees for
children in the primary sectors whom attend day school. Some regions
experienced this free education while others struggled to implement it
due to the government falling behind in scheduled payments to the
school, thus the school had to charge the parents some amount to
sustain the students and its teachers. This set back affected most
students and households as they were unable to pay the school fees, buy
the uniform fabric, have it made, and provide stationery. Most families
were pushed to pull their students out of school to help them in trades
to sustain the family. As some children were able to gather enough
money to return to school, others fell in the habit of trading, were, and
still are unable to return to school. Many children from the rural areas
sought financial refuge in bigger cities including the capital, Accra;
working as house-helps in households, selling on the streets and
assisting to carry heavy loads of shoppers in the market places.
Many have argued that the free education was and remains one
of the best things that happened to Ghana, while others beg to differ,

29. Traversing the Gap Within the Ghana Education System
29
pointing out the holes in the systems that were created from this polity
of compulsory education. Some disagree however, but add that the
patches within the education system need to be attended to immediately
to bridge the gaps it has since created. The national focus falls on the
educational system and teacher training, but the most important concern
remains: how the students are learning; this concern is forgotten and
least addressed yet is an important portion of the situation.
The truth remains that unless ones’ child is enrolled in a private
or international school where the well above average and excellent
teachers reside, the chances of a better education is very much
minimized. Ghana has always had the reputation of having some of
Africa’s best schools; but this crown only rests among the private and
international schools, which are made up of less than half of the number
of public schools in the entire country. The disparity between the rich
and the poor, the public schools and the private/international schools
remain staggering to the brim of hopelessness for majority of the
children in Ghana. “Money talks, bull**** walks, those with money
can shut up the bull**** and those without the money have no choice
but to endure it – life.” (Legon student, former student of an
international SHS.

30. Traversing the Gap Within the Ghana Education System
30
Chapter III
Methodology
To understand educational systems and practices that foster, and
those that hinder, student progress, it is crucial to explore the systems
that govern and prepare teachers that interact with students and the
environment they create. Cataloguing behaviors and responses of
students to certain practices, while documenting teacher reaction to
student achievement or lack thereof became important in understanding
classroom management and its effect on students and role in aiding
students. Schools and classrooms that support academic engagement
and success among low economic Ghanaian students can make a
positive difference in children’s lives. To better understand this
connection, it is important to explore the interactions between students
and their learning environments. The National Research Council (2002)
proposed that:
(a) A wide range of contextual factors in students' lives
impact their school performance,
(b) Those factors include activities and interactions
within the environment where the student is expected to learn, and
(c) Students make meaning as they interact with their
environments and the interactions create new contexts for learning.

31. Traversing the Gap Within the Ghana Education System
31
The Council also notes that while factors such as class size,
instructional choices, and quality of instructional resources are
associated with learning and behavior outcomes, the influence they
have is coloured by interactions between students and teachers. This
study seeks to better understand a variety of contexts in which the
Ghanaian educational system has worked to provide opportunities to
low-income children, both successful and otherwise. Because
individuals assign meaning as they interact with the dynamic elements
in their environments, the study lends itself to naturalistic inquiry.
Naturalistic Inquiry
Naturalistic inquiry accepts the premise that realities are multiple
and constructed (Lincoln & Guba, 1995). Naturalistic inquiry is a
counter to positivism, the assertion that events are objective, testable,
and independent of theoretical explanation (Lincoln & Guba, 1985).
Instead, naturalistic inquiry seeks to conduct investigations in a natural
setting, allowing a human instrument to gather knowledge in the
environment where the phenomenon in question occurs (Lincoln &
Guba, 1995; Patton, 1990). The researcher uses qualitative methods
because they are more adaptable to multiple realities, and more likely to
uncover the tacit knowledge that often results in change (Lincoln &
Guba, 1985; Patton, 1990).

32. Traversing the Gap Within the Ghana Education System
32
Naturalistic inquiry makes use of purposive sampling, examining
instead a certain range of data more likely to provide a full array of
multiple realities and uses inductive data analysis (Glaser & Strauss,
1967/2010; Lincoln & Guba, 1985). Naturalistic inquiry makes use of
grounded theory, where the guiding substantive theory emerges from
the data (Glaser & Strauss, 1967/2010; Patton, 1990). For this reason,
naturalistic inquiry makes use of emergent design, whereby the
negotiated outcomes involve humans’ constructions of reality that the
researcher then reconstructs (Lincoln & Guba, 1985; Patton, 1990). A
naturalistic inquirer seeks to understand those realities by being non-
obtrusive, non-manipulative—letting events unfold naturally (Patton,
1990). Thus this study uses both naturalistic inquiry and emergent
design.
Emergent Design
The design of a qualitative study needs to be emergent, flexible,
and responsive to changing conditions of the study. Such a study
assumes that realities are context-sensitive and that participants
construct multiple realities (Erickson, 1986; Lincoln & Guba, 1985;
Merriam, 1998). Unlike quantitative research that tests existing theory,
qualitative research attempts to find a theory that explains data
(Merriam, 1998). As a result, the research design emerges (unfolds,

33. Traversing the Gap Within the Ghana Education System
33
cascades, flows) rather than being constructed ahead of time (Lincoln &
Guba, 1985). This is because not enough is known about the multiple
realities that exist ahead of time to construct a research design that
would endure throughout the study (Glaser & Strauss, 1967/2010;
Lincoln & Guba, 1985). Although conceptual areas of interest are
determined prior to conducting the research, because participants,
researchers and contexts will interact in unpredictable ways, qualitative
research does not seek to devise a theory in advance of the research
(Erickson, 1998; Lincoln & Guba 1985). In this study the researcher
examined research available on the area of study. Semi-structured
observation and interview protocols based on existing knowledge were
used in order to maintain objectivity, but also to allow for changes in
direction of inquiry within the sites and the interaction with
participants.
Case Study
A case study is an intensive way of looking at a single event or
theme. A case is used rather than samples and following a rigid
protocol to examine limited number of variables. Case study methods
involve an in-depth, longitudinal examination of a single instance or
event. The case study reporting mode is preferable to other modes, such
as scientific or technical reports, because it is more readily adapted to

34. Traversing the Gap Within the Ghana Education System
34
describing the multiple realities encountered at a site (Lincoln & Guba,
1985; Patton, 1990). Case studies also permit exposition of the
investigator’s interaction with the site and the consequent biases that
will inevitably result (Lincoln & Guba, 1985; Patton, 1990). Case
studies also permit naturalistic generalizations, which allow the
transferability of information to other sites when thick description is
provided (Glaser & Strauss, 1967/2010; Lincoln & Guba, 1985).
Finally, case studies allow readers to picture the value positions of
various parties and concepts, including the investigator, substantive
theory, methodological paradigm, and local contextual values (Glaser
& Strauss, 1967/2010; Lincoln & Guba, 1985). This allows the case
study to accurately demonstrate the variety of mutually shaping
influences present (Lincoln & Guba, 1985; Patton, 1990).
A case study is a kind of empirical inquiry that explores current
phenomena in their real life context—particularly when the phenomena
and context are difficult to separate (Yin, 1994). Case study is the
preferred approach to research when “how” or “why” questions are at
the heart of the inquiry, when the study’s focus is on cotemporary
events in a real life context, and when researchers have little control
over events being studied. Case studies of this sort may include
explanatory, exploratory, illustrative or descriptive elements (Yin,
1994).

35. Traversing the Gap Within the Ghana Education System
35
Research Questions
This current study is a multiple-case study designed to examine
ways the Ghanaian government has sought to develop talent in children,
especially those who are from low-income backgrounds. More specific
questions included:
1) How does Ghana provide funding for its schools?
2) How are teachers trained for the classroom and supervised and
supported once there?
3) How are curriculum and instruction used in the Ghanaian schools
modified to suit the students and teachers?
Site and Participants
The site of this research takes place in Ghana, West Africa. The
regions where the surveys took place are the Eastern region and the
Greater Accra Region. In the Eastern Region participants from the
upper level, junior high school and senior high school were asked to
partake in the brief survey as well as be observed in their classroom
while a lesson took place. The participants ranged from ages fourteen to
eighteen with a variety of different course interests and socio economic
backgrounds. International school students and public school students
were observed and talked to. The teachers in each school setting were

36. Traversing the Gap Within the Ghana Education System
36
also interviewed accordingly. In addition to the public schools, the
Teacher Training College in Akropong, Eastern region participated in
this study. The participants from this college were students in their
second year working toward attaining the teaching certificate and
pursuing teaching a full time job. In the Greater Accra region the site
visited was the Ministry of Education. At this location the Director
General of Ghana Education Service (GES), Mrs. Benedicta Naana
Biney, was interviewed. All participants in this survey were under no
obligation to participate and thus, gave their thoughts and opinions
under their own free will. Exceptions were not made to any
participants. Neither was their responses influenced in any way. All
surveys were anonymously answered and taken.
Knox College
College missions and identities are shaped by the ideas and
principles which are celebrated and nurtured. George Washington Gale
left the Oneida Colony in New York State in 1834 to embark on a
mission that coalesced his strongest passions—educational opportunity
and abolitionism. To that end, Gale and his followers founded Knox
College in Galesburg, Illinois in 1837. As an icon of anti-slavery
sentiments and equality, Knox College came to represent a beacon for
change. Events that exemplify this include Knox student Hiram Revels’

37. Traversing the Gap Within the Ghana Education System
37
election as the first African-American United States senator and
founding president of Alcorn State University; the College serving as
the site of the fifth debate between Stephen A. Douglas and Abraham
Lincoln in 1858; alumni Ellen Browning Scripp’s advocacy for
women’s education; the 1860 Knox College honorary degree granted to
presidential candidate Abraham Lincoln; alumni Edgar Lee Masters’
1903 formation of the Jefferson Club of Chicago (with his law partner,
Clarence Darrow) to challenge the federal judiciary; the College’s
selection by the Peace Corps as the site for the first Peace Corps
Preparatory Program; and the honorary degree granted to then-Senator
Barack Obama.
Through this commitment to equity, access and educational
excellence, Knox College has continually strengthened its bonds with
the Galesburg community and other areas in order to not only live up to
its mission, but to leave the world a better place than it was originally.
Through this, Galesburg is a leader in financial aid, admittance of
students of colour, low-income students and first generation college
students. It is the goal of the college and its academic program to
address inequity and social issues in whatever way possible.

38. Traversing the Gap Within the Ghana Education System
38
Project and Project Rationale
To better understand Ghana and its education the entire
education system has to be assessed and analyzed. The formal
education system started by the colonists gained flesh years after its
establishment, paving the way for other economical structure and
infrastructure gains across the nation. The Ghana education structure,
like any other, has evolved to solidify its practices and gained credit for
being a system which educates and produces great members of the
community. The system is made up of three parts: the primary sector,
secondary sector, and the tertiary sector. For this project the first two
sectors will be broken down and analyzed with more emphasis on the
primary and secondary sectors. Light will also be shown on the funding
of the education system, with details on who funds the system,
allocation of endowment – if any and how the status of Ghana in the
economic world is affecting its education system.
The basis and thus reason for this project became took course
after noticing understanding education in its broad strokes of schools,
education systems, programs that assist teachers to teach and student to
learn. The thought of Ghana’s system came to mind and the issue of its
poor public education system was to be question, addressed and
researched about to understand it further and perhaps suggest ways to

39. Traversing the Gap Within the Ghana Education System
39
bridge the gap between the private, international and public schools; as
well as who attends the and why.
Specifically the public schools will the main subject. The
students and families will play a significant role as their lives, Social
economic status and daily difficulties are put into play to reason out the
current and future dilemma they face and will face.
Data Collection Methods
Data for this study were collected through intensive classroom
observations and interviews with semi-structured observation and
interview protocols. During this process the researcher compiled
extensive observation notes and tape recordings of all interviews. After
transcription of observation notes and tape recorded interviews, the
researcher assembled the raw data, including available documents.
Next, the researcher constructed a case record using content analysis by
organizing, classifying, and editing raw data into a form that is more
easily read and managed. Notebooks of raw data, categories, and codes
were used to develop initial case study narratives, which subsequently
served as the basis for cross-case analysis. On-going conversations
between the researcher and his faculty mentor throughout the year and a
half-long research cycle facilitated immersion of the researcher in the
study's questions as well as emergent issues and potential findings.

40. Traversing the Gap Within the Ghana Education System
40
Data analysis was conducted following Patton's (1990)
guidelines for effective analysis of case study data. After transcription
of observation notes and tape recorded interviews, researchers
assembled the raw data, including available documents. Next,
researchers constructed a case record using content analysis. In this
stage, researchers condensed the raw data by organizing, classifying,
and editing it into a form that is more easily read and managed. Content
analysis calls on researchers to identify, code, recode, and categorize
patterns in the raw data. Researchers in this project conducted content
analysis by hand rather than with the use of computer programs.
Notebooks of raw data, categories, and codes were developed by the
researcher who, in regular consultation with his faculty mentor, used
the materials to develop initial case study narratives. The faculty
mentor then reviewed the raw data, case records, and case narratives for
each of the cases. The researcher then developed individual case
reports, and wrote the cross case analysis. Teaming in data analysis not
only ensures stability of research methods across sites and builds
trustworthiness, but also contribute to building cross-case
understandings.

41. Traversing the Gap Within the Ghana Education System
41
Trustworthiness
Trustworthiness (Lincoln & Guba 1985) was developed through
credibility (prolonged engagement, triangulation of method)
dependability (use of code/recode process and development of an audit
trail), transferability (purposive sampling and thick description), and
conformability (triangulation of data, use of observer notes and
reflexive journals, audit trail, collaboration with mentor and review of
documents and findings). The researcher conducted a preliminary study
as during which time she completed several independent studies with
his academic advisor where she learned about qualitative research
methods and was able to get hands-on experience using these. The
researcher’s academic advisor and mentor for this project holds a PhD
in Educational Psychology/Gifted Education from the Curry School of
Education at the University of Virginia and has extensive experience
conducting qualitative research

42. Traversing the Gap Within the Ghana Education System
42
Chapter IV
School Theme
Quality of life, like beauty, lies in the eyes of the beholder but
unlike beauty, the quality of life is an acquired taste, which some
students need to be taught through a solid foundation in education,
well-trained teachers and sporadic excursions to implant a visual aspect
of this quality of life.
“The call for free primary education goes back to at least 1951,
and that for practical, vocationally-oriented education to as early as
1847, during the British colonial period. (Angela Little Introduction
page)
Universal primary education, curriculum and gender equality has
been the goal of all education systems. In many parts of the globe men
were considered suited for education while women were pinned to the
four walls of the kitchen. This has certainly been time in Ghana, where
education for girls lagged that for boys. The long-term goal of those
who make the educational decisions for Ghana have adopted the theme
and “goal of making sure that every boy and girl has access to and
completes a free and compulsory primary education of good quality”
(White Howard, 2004). As the question now becomes what good
quality refers to, that is not necessarily the case, as one will come to
understand. Throughout this study, one will notice that the initial and

43. Traversing the Gap Within the Ghana Education System
43
essential goal of quality education was replaced with a step I refer to as
“just get it done”. In this “just get it done” step the goal of good quality
education and access to free and a universal curriculum by both boys
and girls was refined to simply providing the materials, if that, and
getting the children to the schools for however long they can last there.
Ghana’s education system was once the most reputable education
in Africa. Conversely, in the past two and a half decades it has suffered
difficult challenges, which has caused its ranking to drop in the
hundreds. (Henry McWilliam, Development of Education in Ghana)
Good and quality education has been the motto of all
governmental institutions and Ghana is of no exception. However to get
this quality education one has to fall in the middle class and above, a
category which few find themselves in due to the great disparity
between the rich and the poor. “The reliance on community financing
widens the resourced ones in the poorest areas. If education targets are
to be met, attention necessarily needs to be paid to the later group
where enrollments, attainment and achievement are lowest.” (World
Bank 2004)
Ghana has undergone numerous education reforms and policies
starting in the early 1900s. In 1908 Ghanaian education policy began
and this is still undergoing reforms currently. Most experts agree with
the statement that the constant totality of reforms serve as a continual

44. Traversing the Gap Within the Ghana Education System
44
strain on the systems and students, and concur that the reoccurring
themes through the numerous reforms are free basic education and the
dire need for career-centred and practical education.
Today the populace in Ghana believes that the most essential
obligations of a country and its administration are to guarantee the
supplies and maintenance of an adequate system of education for all its
students. Indeed in rural locations, and elsewhere in Africa,
governments are judged primarily by their success or failure in
fulfilling the educational needs of their citizens. It is no secret that
when the missionaries arrived in Africa, and specifically Ghana,
education was not apparent in the culture at least not as generally
understood by Westerners. Ghanaian children learned the ways of their
fathers through traditional methods, such as walking with them,
attending meetings when deemed old enough, listening and watching
more while talking less, and the likes. These ways served the people
adequately until Ghana found itself in the international eye because of
its gold, which was ubiquitous on the land.
It was not long before the missionaries began to open schools.
However, it would be incorrect to conclude that the missionaries came
to Africa and Ghana in this context, that is, to set up schools. Initially
the Dutch and English merchants set up schools in their forts and
military bases (Christiansburg Castle, Elmina Castle, and Cape Coast

45. Traversing the Gap Within the Ghana Education System
45
Castle) to educate their mulatto children they fathered with indigenous
women. The reason for building of schools is unmistakably linked to
the implementation of officiating education in Ghana were the Christian
Missionaries, who recognized that in order to spread the word of God
they needed intellectual local assistants. “[in Ghana] as elsewhere, they
came first and foremost to preach the gospel….they did so because they
thought that schools were one of the best means of spreading the
Christian faith.” (McWillian Henry). However, after first schools
established, the ripple effect began, where schools sprang up wherever
the need was expressed for them, and wherever the townsfolk showed a
genuine desire to help in their running. (Graham 1971, p. 103)
The first obstacle faced was not educating the children through
the word of God, but instead getting the children to the school building.
The clash of tradition and modernity brought the disputes and
resistance between the chiefs and the governments. Nonetheless it was
resolved after representatives of the governments were able to convince
the Chiefs to send their children to these schools, and this act of
sending their children to school was the acceptance of formal education
in Ghana.
While the greatest achievements was the recording of local
languages (Ga, Twi and Ewe), it was not long that the colonists of that
era decided that using of local language was semi-confusing the

46. Traversing the Gap Within the Ghana Education System
46
children and hindered immersing them fully into their English world.
Therefore they fought hard to make English the official language of
instruction for the students in all schools that were in their jurisdiction.
Governor Guggisberg, when speaking to his cabinet as, “there were
people who suspected that the encouragement of the vernacular as, if
not a deliberate attempt by British to provide Africans with an
“inferior” education. At least likely to hold back progress in secondary
schools and university education” (Henry McWillian).
Between 1922 and 1938, was a revolutionary period for Ghana’s
educational system, and, great strides were accomplished. During this
time numerous schools were put in place. These schools had a focus on
agriculture, vocations and other areas that were beneficial to the
country and its colonist. The progress was not enjoyed for long; it did
not have enough time to mature because of the Second World War,
which affected the system tremendously, making it hard to recover
from.
The 1937-41 Education Committee Acts and Reforms
Committees in Ghana were formed to deal with education
beginning in the 1890s, with the first committee recorded as focusing

47. Traversing the Gap Within the Ghana Education System
47
on reform being established in 1920. The duties of this committee were
to:
a. Investigate the profoundly recognized need for education
growth and expansion;
b. Issue a time where funds would likely be available.
In 1937, another committee was created with similar goals to
those of the 1920 committee but with the resources to affect change.
The effects of the World War I rendered many countries unable to act
because of scarcity of funds. Accordingly, during the aftermath, Ghana
struggled to stand on its feet and move forward – however much time it
took, its leaders (in the form of colonists) were not prepared to let it
crumble down – not after years of toil and rehabilitation. This
Education Committee of 1937 was to give reports to the Council on the
well-being of the established schools in Ghana, as well as to report that
schools needed government support financially. Due to the troubled
period the country was facing, it was inevitable that all schools would
be seeking assistance from the government. Consequently, “the number
of schools qualifying for government assistance had been steadily
growing and in 1936 the government was forced stop and further
additions to the “assisted list” on the grounds that a continued increase
would result in “a disproportionately large part of the total revenue’
being spent on education, to the harm of other services.”

48. Traversing the Gap Within the Ghana Education System
48
However, the committee summed up their report with three
recommendations:
a. Requiring certification for teachers;
b. Creating central and permanent body of advisory
committee for education; and
c. Establishing Local Administration Committees of
Education.
Since its independence year in 1957, Ghana has faced numerous
additional reforms which only add on to the list of things never
accomplished. Since the 1990s reforms and reform committee have
sprang up. All sound much the same as the early nineties committee,
sounding the need for funds and allocation of the funds, as seen above,
and the late nineties to early millennium focusing on free and
compulsory education.
Dr. Kwame Nkrumah, the first president of Ghana, initiated the
Education act of 1961. He aimed this act toward the achievement of
free universal primary education making education in Ghana mandatory
and free for the basic level (grade KG-Junior Secondary school, now
known as Junior High School).
In this act:

49. Traversing the Gap Within the Ghana Education System
49
a. Every child who has attained the school-going age (six-years)
shall attend school.
b. No fee, other than the payment for the provision of essential
books or stationary or materials required by pupils for use in
practical work, shall be charged in respect of tuition at a public
primary, middle or special school.
The President’s intentions were good, but his act would soon
become ineffective because the acquisition of textbooks and other
materials by parents, especially when a quarter of Ghanaians were in
poverty, was very difficult for them to afford. Ironically, it would soon
become a thorn in the education system and the growth of Ghana that
the politics and political party rivals of the country will become a
disservice to the people, causing permanent damage and inconsistency
many areas.
The political regimes of Ghana have roots that existed prior to
the time when Ghana gained its independence. The underground
formation of political parties select candidates to run for president was
of no secret. Most parties came out publicly with their intensions, while
outside remained “unknown” rising to the light when they deemed it
right. Nonetheless, the country went through a series of regimes that
saved it and scared it as well. Total blame is not laid on these regimes,
as they too were considered to be trying to get the Gold Coast back to

50. Traversing the Gap Within the Ghana Education System
50
its pride, joy and stability. The long lasting rivalry between the New
Patriotic Party (NPP) and the National Democratic Party (NDC)
continues to colour Ghanaian educational policy. The two prominent
parties continue to out-do each other when instated as the current
government. It seems as though the two groups are competing on who
can do it better under their times in power. The thoughts of Ghanaians
and especially its youth are growing loud but do not seem to be heard.
Some have expressed their struggles and disappointment with the
political parties by saying “They don’t have stable minds; they are
playing with people’s education.” (Ama, student survey)
The friendly rivalry, as some put it, between the political parties is
causing instability in the educational system as each party comes in and
choose not to continue what their “enemy” started, whether or not the
project is for the citizens’ benefit. Programs are eliminated when the
government who created and saw through a certain policy is driven out
of power most Ghanaians have noticed. “Selfish reasons drive their
final decisions; thus the projects started by their predecessor are pushed
aside, stopped or completely eliminated or revamped.” (Student
interview) The show-off or show-down is best explained in the voice of
Ghana’s youths:

51. Traversing the Gap Within the Ghana Education System
51
“NPP was in power, started a new project, and left power, and the
next government is still NPP then the project will continue; but if
it is NDC? You can forget about it... there is no unity among the
parties at all. Each man for himself, God for us all” (interview
with a concerned citizen)
For example when NPP came into power, they set out on a
policy that will prolong the time spent in senior high school (SHS),
formerly known as the senior secondary school (SSS) from three years
to four years. Many teachers had been used to the SHS being three
years, thus have written curriculum , formatted lesson plans , and other
materials compressed all that the students need to know before the
taking the intense Senior Secondary Certificate Examinations, SSCE
under three years – a preparation which now takes four years to be
adequately prepared for, leaving practice inconsistent with policy.
While many embraced the good intentions of NPP extending the
SHS from three years to four years, many criticized it for and for
giving. The policy to move from the three-year system meant:
 Schools had to undertake more planning with less funding;
 A year of more fees for parents who could barely support their
children was added through boarding school in the secondary
level for three years

52. Traversing the Gap Within the Ghana Education System
52
 The school systems were given short notice to get all the
necessary materials in place (i.e. building additional buildings to
host the students an extra year since the students have to move
up a level each year, thus switch classrooms, to make room for
the incoming new class that graduated from the junior
secondary schools.
Below are the some advantages and disadvantages expressed by some
of the students I interviewed:
Table 2:
Advantages Disadvantages
More time to study for the
SSCE
Have to review four years of
material within three years.
More time to try and finish
the syllabi from most
subjects especially
geography
Still learning more materials in
the 4th
year
Teachers can take their time
to go through the texts,
explaining the material
better to students.
Universities are going to be
crowded because both SHS 3
(third year) and SHS 4 (fourth
year) will be entering applying
of admission into universities
at the same time. There will be
overcrowding in classes,
dormitories and resources.
(this will only happen the first
year of implementing this
policy however)
Helps prepare the students
better mentally, physically
and socially for the
university
Some schools do not have the
funds to build classrooms to
accommodate the SHS 4
students and thus have no
facilities and books as well to
support that level

53. Traversing the Gap Within the Ghana Education System
53
Less pressure on teachers to
rush in teaching the
students
New books have to be written,
restructure of curriculum and
schedules. Change will be also
detrimental to accomplish.
Students will have more
time to understand the
material, rather than
memorize answers because
of the early examinations
Parents cannot afford the extra
year especially when most
Senior high school are
boarding schools thus schools
supplies, provisions (food) and
other necessities .
Unfortunately, the political tension between the two parties NPP
and NDC halted the full transition, when NDC took office after NPP.
In September of 2010, NDC ordered the schools return to the initial
three-year plan, leaving all the infrastructure and preparations made
toward the initiation of the four-year SHS were made obsolete.
In 2009, most schools had started with the four-year policy and
were in full swing of teaching, and nearing graduation the following
year. In 2010 when NDC halted the process it perplexed the entire
education system, sending students, teachers, and school administrators
into an outrage. Immediate and crucial adjustments had to, once again,
be made once again to perpetuate learning and finish the academic year.
A previous SHS student expresses his frustrations and disappointments
by saying:
It came to a certain point people in school didn't know if they are
going for 4 years or 3 years, like it was a huge mess...our leaders don't
help...selfish. So the best you can do is struggled to survive because the

54. Traversing the Gap Within the Ghana Education System
54
system doesn't support you to the max... (Concerned Legon student,
previous SHS student)
Ghana had been through a list of regimes and different ideas and
reforms in relation to its education system, following its independence
in 1957. These regimes have proposed and implemented with success
and with failure reforms toward the educational system. The separately
attached table is an overview of the regimes and their policies.
Through the surveys conducted when I went to Ghana, I asked a
series of questions. The questions below were given to students who
attended an international, thus private secondary boarding school:
1. Do you have plans to continue education in Ghana?
2. Do you plan to finish or continue your education overseas?
3. Do you wish you can study in another country?
4. Do you consider yourself lucky to attend this school?
5. Do you think the Ghana’s education system is effective?
5b. what change(s) does it need?
6. Is there political influence or interference in the education system?

55. Traversing the Gap Within the Ghana Education System
55
Figure 1
The chart in figure 1 above suggests that although most
students state that they plan to continue their education in Ghana, they
also admit that the educational system is not effective and needs
reformations that will prepare them for their futures. The contradictory
answers lead me to assert that the lack of choices they have to go to
better institutions due to financial difficulties chains them to stay in a
situation they have no hope in but still hope for it to change. This
attitude of hope and persistence is indicative of Ghanaians and their
persistence in dire situations and their always positive attitudes for
change, no matter how long it takes.
0
2
4
6
8
10
12
14
Do you have
plans to continue
education in
Ghana
Do you think the
Ghana’s
education system
is effective?
Is there political
influence or
interference in
the education
system?
Yes
No
No Comment

56. Traversing the Gap Within the Ghana Education System
56
From my surveys, I gathered reasons why most students, who
attended an international school, gave the following answers
For question number 5 and 5b students stated:
“Our education system is based mainly on theoretical facts thus
we luck a little when it comes to making it practical our skill... there
is...imbalance.”
Indeed most public and non public schools of all levels do suffer
from an overflow of theory and book reading, notes dictation and
constant rite learning and mode of learning. Most students have become
accustom to this method of passing exams and thus simple memorize
and reproduce word for word what the teacher has given them in the
notes. This method is commonly referred among the students as “Chew
and pour”, which is you “chew” what teacher has given you via notes,
through textbook and explanation and you “pour” or write the same
thing during tests, quiz and examinations.
“Ghana education is not effective because the economy of Ghana
is not that strong to control the system to the maximum. The
government does not have enough money to pay teachers, so... they go
on strike, there is too much bribery and corruption in the education
system [and] the government is not certain about the number of years
[secondary schools should go till]”
The battle between how many years secondary senior school go
for ended in 2007/2008 but not after many school has invested

57. Traversing the Gap Within the Ghana Education System
57
substantial amount of money and other resources into establishing
additional buildings, tables, chairs, teachers and teaching material to
cater for the added year.
Some students who were simple exhausted from the back and
forth relayed their thoughts by saying:
“...it is centred on theory and no practicals”
Again more students gave the same comments the one above
about the education they receive being immensely theoretical and not at
all practical.
“...the course we do are not geared toward the job market but rather a
general thing”
Other students felt that the subjects they choose from are too
board and not oriented enough toward their interests which will lead
them to their future careers after secondary school, or after university.
The option of going straight to the work force after secondary school is
not a fully fleshed option due to the lack of preparation the student
receive while in school. The students cry out for preparation during
their school years that cannot assist them in earning some minor or
major income should they decide to revere the business world rather
than immediately going to a higher education institution. However,
while others agree with the broadness of the education, some comfort

58. Traversing the Gap Within the Ghana Education System
58
their lack of specificity in lessons by saying “I think is it too board. But
then opens many avenues and choices for career options.”
“It is not really effective because not all children are being schooled.
The government doesn’t provide the necessary amenities for the
government school.” Shortage and lack of learning and teaching
materials continue to remains a problem in not only public school
(which is the sector that suffers the most) but also in international
school where some amount of governmental support is needed.
“...students are not given opportunities to use our knowledge to
solve problems in the world.”
Problem solving starts from the age of six when the students are
sent to kindergarten. Sadly this skill is not taught in majority of the
school which leaves many students to learn on their own through means
that can impair their mental growth on many levels than few.
The students’ responses to question 5b corresponded with their
answers to questions 5, stating that:
“The government needs to build good schools and also employ good
and sane teachers and professors. Again, there should be better
facilities...for conductive and effective studies.”
One will inquire why the participant used the word “sane.” This
is because some teachers’ way of disciplining and teaching is
unorthodox and brutal to in some ways. Teachers then and now have

59. Traversing the Gap Within the Ghana Education System
59
the power to discipline student through means of caning, weeding and
other forms of punishments which inflict level of pain on the student.
Although teachers cane students as a way of punishment and thus are
moderate while doing, others (teachers) get carried away during this
process and allow their emotions to be enraged by the student (s)
mistake causing them to hurt the students. For this reason of teacher not
being able to control themselves while disciplining the student (s)
caning as a type of punished has been banned schools.
“There needs to be improvement of facilities and more field work”
“We need to balance our theories without practicals so that we will be
universal and can fit into any hole that we are put in”
“One change Ghana education needs is that they should improve the
standard of teachers...”
“The addition of practicals and projects into our educational system”
“A lot more courses that are geared toward a vocation or ones future”
When asked in question 6 whether political influence or interfere
with the education system they answered ye and gave reasons as
follows:
“There is gross political interference and its is very annoying”
“Yes, in 2008 , when the party [NPP] was leaving power, they passed a
statement that Senior High School was going to be for four years and
now (2010) it has been changed to the original three years, which is
causing a lot of confusion.”

60. Traversing the Gap Within the Ghana Education System
60
The above comments show the desperate in the students’ voices
for a change in the education system; one that is geared toward their
interest and well being and mental growth – rather than rote learning.
The students desire to have more hands-on projects, to be allowed to
problem solve with factual items and scenarios. The traditional way of
teaching and learning which is less discussion between the students and
teachers and more listening and reading. There is little no personal
relationship between the two which is mainly due to the Ghanaian
culture of the respect expected from the child to the adult. The respect
your elders policy in the culture inhibits students from sometimes
asking questions they so desperate need the answers to, inhibits them
from showing who they really are inside and what they have to offer to
their peers and their school. The interference of politics in the school
and decisions concerning the administration of schools continues to be
a problem and throne that refuses to be put under control to pave way
for better decisions that will assist the students and teachers alike.
The School System Timeline
Ghana’s educational system is set on a 6.3.3.4 system:
• Primary School (grade 1 – grade 6) – 6 years
• Junior High School (grade 7 – grade 9) – 3 years
• Senior High School (grades 9 – grade 12) – 3 years
• University Bachelor’s degree – 4 years

61. Traversing the Gap Within the Ghana Education System
61
The school system (stages)
 School reopens September and vacates in June/July
 Junior High School (JHS) – start at age 12/13
 Senior High School (SHS) – finish at age 18
 Complete 1 year National service (giving back to the country)
 Enter university at age 20 years old and complete age 24
Table 3
Old School Structure vs. New School Structure
Old Structure New Structure
Kindergarten – 1 year
(begin at the age of 6)
Kindergarten – 2 years
(begin at age 4)
Primary School – 6 years
The Basic- previously
known as Primary
School
Middle school/ Junior
Secondary School (JSS)
–4 years
Junior High School
(JHS)- 3 years
Senior Secondary School
(SSS) – 5 years
Senior High School
(SHS) – 3 years
Lower 6 and Upper 6
University – 4 years University/College – 4
years
After SHS the students is given the choice pursue a four year
degree in the university based on their results from the exams taken in
SHS. These results will sadly determine which major the child can
pursue. Hence, they choice is take from the students and their

62. Traversing the Gap Within the Ghana Education System
62
capabilities are label based on their results; which were affected by so
many factor such as : lack of learning materials to understand the
subjects, location the test was taken (most students sit outside in the
heat and distraction to these crucial examinations). When one settles
with the major they are given based on their results they serve they can
prepare toward moving into the dorms of the university. However they
serve one year of national service, a volunteer time where the students
give back to the country.
While some students plan on attending universities, others cannot
afford it and choose a teacher training college, a Nursing program or
Polytechnic to attain a certificate that the can earn a living with.
The topic of public and private schools surfaced heavily during
this study. Below is a table to explain the reason why some teachers fail
to passionately teach and also why there is a negative connotation about
teaching. Although the public schools are prominent throughout the
nation and hold over a fraction of the number of schools, there are
many discrepancies between the public and private schools and the
teachers that teach in them which serve as emotional praises and toll
depending on the side one falls on.

63. Traversing the Gap Within the Ghana Education System
63
Table 4
Public Private
Teacher pay is poor,
especially in the
towns and villages
Teacher pay is good, have
bonuses, children attend
school for free of half the
cost
Teachers can live very
close to the schools
Get more time to yourself
and family
No choice or very
little say in where
you are placed
Apply where you want
Less say (autonomy)
at school meetings
Individual power...
Usually in the
villages and people
don’t want that... no
electricity...
transportation sucks
Government control over
them is very minimal
because they do not pay the
salaries of the teachers
Chiefs are even
offering free
accommodation and
bikes for teachers to
travel to school – just
so they can come and
teach their children
The benefits of working for
private or international school
brings with it
• Housing
• Automatic
admission of one’s
child/children into
the school
• Privilege of a
obtaining car and/or
housing loan
• Salary advance
• Provided
transportation to the
school and
activities related to
the school
Always on standby –
waiting for
government funds
Do not wait for empty
promises from the
government

64. Traversing the Gap Within the Ghana Education System
64
which may or may
not come
Teachers have fewer
funds, resources and
are not motivated
enough given the
circumstances they
face.
During the research, the idea of Western influenced in the
education system surfaced among the surveys and interviews. The
Ghana education System is adopting Western ideas and terminology
which is seen as betrayal to ones one culture to some citizens and
students. The students who participated in the surveys and interviews
relayed that although they are partly in favour of the Western ideas
being brought to the education system, they are however not in support
by the Western culture that comes with it. The table shows some
explanations from both sides of the spectrum.
Table 5
Western influence on the Ghana system
Good Threatening
Different ways of thinking
are introduced to broaden
problem solving skills and
comprehension
Students are imitating the
dressing style- goes against
culture
Different way of learning is
introduced to cater to all
students with diverse
methods of learning and
growth.
Attitude change - goes
against culture

65. Traversing the Gap Within the Ghana Education System
65
Reforms:
Since Ghana’s independence in 1957, its education system has
been distinguished by numerous changes. Successive Ghanaian
governments have often been dissatisfied with the education system
that they inherited from previous governments and thus have sought to
change the system almost entirely when they come into power. This has
become a trend that only satisfies the desires of the current regime and
diminishes the future of the poor who cannot afford better education
that what the government provides for them. Several efforts have been
made by different governments to evaluate and/or reform the education
system to make it, according to official jargon, “more relevant to
national needs”. (Dr Steve Tonah) This is evident in the numerous
reform and review committees that have been set up by successive
governments to examine the existing system and make
recommendations for improvements.
Since independence in 1957, there have been three major
educational reforms, that is, in 1961, 1967 and 1987 and there have also
been several reviews of the education system, notably those in 1966,
1974, 1993 and 2002. The search for an “ideal” education system for
Ghana has, however, remained elusive. A current New Patriotic Party
(NPP) government has also proposed changes in the education system
and a new education system was introduced at the beginning of the
school year in August 2007.

66. Traversing the Gap Within the Ghana Education System
66
Yet another reform tool place in 1974. This was known was the
Dzobo Committee, which ruined during the coup de tat by
Acheampong and forced regime in 1972. The Dzobo Committee
recommended:
• A New Structure and Content of Education (NSCE), drawing on
the proposals made by the reform committee of 1971, which was under
the regime of Busia. The New Structure and Content of Education
(NSCE) the Dzobo committee proposed included a “diversified and
extended basic education cycle in which all children would follow a
common curriculum for nine years, six in primary schools and three in
the newly established junior secondary schools (JSS), followed by four
years of senior secondary schools (SSS) split into two stages of two
years each” (Little 2010)
• The committee also recommended that the curriculum be made
more practically and skills-oriented, through the pre-technical and pre-
vocational subjects.
The Dzobo Committee’s proposal encountered many challenges
while in the early stages of implementation. There was a substantial
amount of resistance for change in the junior secondary school, now
known as the junior high school. This resistance came from the middle
class and bureaucrats of the then newly created Ghana Education
Service (GES):

67. Traversing the Gap Within the Ghana Education System
67
A member of the subsequent 1987 reforms central committee
explained that the main resistance flowed from the middle class
bureaucrats rather than the middle class as a whole. The bureaucrats
were afraid of losing their power and their authority. That’s why –
human nature. They were very conservative; they were resisting change
(Little 2010)
However, resistance arose when the reforms details were
introduced. On the one hand the bureaucrats wanted no equality for the
lower classes as they may have equality of the implementations took
place effectively. Aside from the wealthy class undermining the
implementation of the proposed reforms, Ghana at that time was in
addition facing financial obstacles where there were several oil price
hikes, and low foreign investments and profits. The nation at this time,
the later nineties was under a tense moment that left little focus on
education.
On the other hand, the equality in access to good education and
literacy became a battle between the rich and the poor. It was not about
the quality per se, but it was about access to the quality. The elite have
the means to access quality education and the poor do not. The disparity
is too wide to try to bridge and the asymmetrical quality of education,
which indirectly fuelled due to politics and political benefits constantly,
pushes the gap still further apart.

68. Traversing the Gap Within the Ghana Education System
68
Table 6 briefly illustrate the policy themes concerning education
that surfaced and the duties each responsible from the early1950s to
2008. From the table, one will notice the difference in political parties
and their similar and different polices they enforced during their
regime.
Since the mid to late nineties, education in Ghana has undergone
continual reforms. These reforms are voiced the same message, with
many of these reforms and committees being created to oversee the
previous one, a method which only creates confusion and overlap of
outlining the issues and not tackling the roots of the problem. In
addition, more recently, there has been almost unanimous agreement
that under the latest 1987 reforms, public education in Ghana has failed
to meet expectations in terms of its coverage, quality, equitableness and
economic utility. (Ministry of Education)
In 1987, Ghana’s Ministry of Education introduced a restructured
educational system that gradually replaced the British-based O-level
and A-level system. The O-level is the Ordinary system and the A-level
is the Advanced system. These were awarded to students after
successful completion of a test. The transition was completed in June,
1996, when the last class took A-level exams. The last O-level exams
were administered in June 1994, although remedial exams will be
offered through 1999. Educational reform affects all Ghanaian schools,

69. Traversing the Gap Within the Ghana Education System
69
public and private, except for three non-Ghanaian schools that offer the
American high school, London O/A level and the IGCSE/IB curricula.
The most significant reform in place prior to the 1987 reform
took place in 1974. This was known was the Dzobo Committee, which
resulted from the revolt led by Acheampong and forced regime change
in 1972. The Dzobo Committee recommended:
• A New Structure and Content of Education (NSCE), drawing on
the proposals made by the reform committee of 1971, which was under
the regime of Busia. The NSCE included a “diversified and extended
basic education cycle in which all children would follow a common
curriculum for nine years, six in primary schools and three in the newly
established junior secondary schools (JSS), followed by four years of
senior secondary schools (SSS) split into two stages of two years each”
(Little, 2010, p . 9)
• The committee also recommended that the curriculum be made
more practically and skills-oriented, through the pre-technical and pre-
vocational subjects.
The Dzobo Committee’s proposal encountered many challenges
while in the early stages of implementation. There was a substantial
amount of resistance for change in the junior secondary school, now
known as the junior high school. This resistance came from the middle
class and bureaucrats of the then newly created Ghana Education
Service (GES):

70. Traversing the Gap Within the Ghana Education System
70
A member of the subsequent 1987 reforms central committee
explained that the main resistance flowed from the middle class
bureaucrats rather than the middle class as a whole. The bureaucrats
were afraid of losing their power and their authority. That’s why –
human nature. They were very conservative; they were resisting change
(Little, 2010).
However, resistance was spurred when the reform’s details were
introduced. The bureaucrats wanted no equality for the lower classes as
they may have equality of the implementations took place effectively.
The battle for equality in access to good education and literacy became
a battle between the rich and the poor. It was not about the quality per
se, but instead about access to the quality. The elite have the means to
the access of quality education and the poor does not. Some thought
this disparity was too wide to try to bridge. Unequal quality of
education, aside from the wealthy class undermining the
implementation of the reforms, was made still more difficult because
Ghana at that time was facing financial blocks where there were several
oil hikes, and low foreign investments and profits. The nation at this
time, the later nineties was under a tense moment.
The 1987 reform continues to stand firm as the reform that
shifted Ghana’s education system into the correct path. In this reform
which was implemented by the National Defence Council (PNDC).
This reform emphasized the numerous concerns in the content, absence

71. Traversing the Gap Within the Ghana Education System
71
of clear goals, management and supervision of the Ghana education
system. The education system in Ghana faced a greater problem, aside
from the lack of supervision and clear objectives. It faced issues of the
achievement of literacy through education programs and through all
social classes.
Although the Ghana reforms committees focused mainly on the
diversifying of the education system, it was of no secret that two main
issues remained the quality of the teachers, thus the quality of the
school and learning, and the extreme theory driven way of teaching and
learning.
Structure of the System
The education system in Ghana was traditionally ordered around
a 6.3.3 arrangement. Below is the order that all students in Ghana
follow, until the regime of John Agyekum Kuffour, who implemented
the SHS to be four years and later changed back to three years after his
administration was over. At the secondary school level, students can
branch into vocational, technical, science or business/communication
courses. However, these branches are not guaranteed to be in each
school. Some school are financially handicapped to offered extra
branches, thus give to the students only what they can offer. Again the
finances serve as a stumbling block for some students, pushing them
into area of their disinterest.

72. Traversing the Gap Within the Ghana Education System
72
Junior Secondary School Level
For this three-year stage, the curriculum includes
• A native Ghanaian language (most schools offer Twi and Ga and
students choose one);
• French (there is because Ghana is surrounded by francophone
countries and it is the vision of most Africans leaders that Africa will
use one currency.
“At present, 15 West African countries use the CFA as their
common currency. Notably, the CFA has been linked to the French
franc but switched its link to the Euro recently. With this development,
it is very unlikely that the West African members of the CFA zone will
be too keen to abandon their attachment to their colonial masters
(France)” (Africa-Business)
• English;
• Math;
• Agricultural Science;
• Physical Education (P.E.);
6years
• primary school
3 years
• Junior Secondary School (JHS)
3 years
• Senior Secondary School (SHS)

73. Traversing the Gap Within the Ghana Education System
73
• Prevocational Skill (catering and textiles, students choose one);
• Religious Studies;
• Social Studies;
• Arts;
• Technical Drawing.
Senior Secondary School
Core subjects for SHS
Figure 3:
The following are the various programs or concentrations that students can go into and
focus more on.
english
(tested)
social
studies
(tested)
math
(tested)
ICT
(tested)
HPERS (health,
physical education,
sports)

74. Traversing the Gap Within the Ghana Education System
74
Figure 4
Schedule for JHS and SHS in Akosombo International School
There are 9 periods in a day, some subjects take two periods
while others take one. Each period is forth minutes long, 1st
period
science
electives
Biology
Chemist
ry
Physics
Electiv
e Math
ARTS
GENERAL
ARTS
VISUAL
ARTS
HOME
ECONOMICS
FOOD AND
NUTRITION
HOME
MANAGEMNT

75. Traversing the Gap Within the Ghana Education System
75
starts at 7:10am-7:50am. There is no time between classes to transition.
Students do not go to the classes or the teachers’ classes, the teachers
come to the classes, hence the teachers spend their free time in the
teachers’ lounge. There are no lockers; students carry their books to
class each day and since it mostly in boarding schools the books that
are not needed that day are stored in their dorms. There are two breaks
(recess), 1st
break is short and dedicated for breakfast, short recess. The
2nd
break is the lunch break, longer and more energetic for the students
and more relaxing for teachers. During this break students engage in
activities that help them relax or catch up with assignments. Also,
during each of these breaks the students are not allowed back into the
dorms. Permission is granted with a prefect escort if a student’s needs
to get medication or an item that they will absolutely need. The day
continues after classes end around 2pm. The boarders return for their
leisure time, chores, inspection and dinner. After dinner prep (an
evening time to study) is attended and lasts for about three hours.
The above schedule is that designed for an international school
however not all international school have the same, but rather similar
schedule. Other more well of school have snack breaks in between the
meals and different start and end times. Public schools operate different
and some do not have the privilege of two breaks.

76. Traversing the Gap Within the Ghana Education System
76
Hierarchy in the Ghana Education System (GES)
Like any institution, there is a governing body in the form of a
pyramid. Below is that of the Ghana education System.
• National
• Regional
• District Director (controls the public schools)
• Headmaster/Principal (in charge of the entire student, staff and
faculty bodies)
• Assistant headmaster (assist the headmaster and takes his or her
role in their absence)
• Teachers
Hierarchy of Power.
The chart shows the power hierarchy of the education system in
Ghana starting from the highest power which is the Ministry of
Education.

77. Traversing the Gap Within the Ghana Education System
77
Figure 5
* Supervise and monitor the work of teachers in the various
schools. These officers are given a cluster of school to monitor--- as to
whether the job gets done who knows?
Public and Private Schools
There is also the disparity between public and private school. In
the United States public school education is considered above average
in academic performance. Parents feel proud to say their students attend
Ministry of
Education
Ghana
Eductaion
system
(GES)
Regional
Education
Officer
District
Director of
Education
Circuit
officers*
Headmaster/
Principal

78. Traversing the Gap Within the Ghana Education System
78
a public school because much attention, funds and support from the
government is put toward public school education. However, in Ghana
is the opposite. Below are some reasons why private/ international
school are highly preferred and in many ways encouraged amongst
families with children.
Table 7: Public vs. Private
Public Private
Teacher pay is poor
especially in the towns
and villages
Teacher pay is good,
have bonuses, children
attend school for free of
half the cost.
No choice or very little
say in where you are
placed
Get more time to
yourself and family
Government places you in
the district and schools
based on your tribal
affiliations and teaching
certificate
Apply where you want
Less autonomy at school
meetings
Individual and teacher
powers are strong and
implemented.
Usually in the villages
and people don’t want
that... no electricity...
transportation sucks
Government control
over them is very
minimal because they do
not pay the salaries of
the teachers
Chiefs are even offering
free accommodation and
bikes for teachers to
travel to school – just so
they can come and teach
their children
Do not wait for empty
promises from the
government

79. Traversing the Gap Within the Ghana Education System
79
Always on standby –
waiting for government
funds which may or may
not come
Have less control from
the government and an
array of options to
choose from and
freedom to change and
make policies that
positively affect their
teachers and students.
Teachers have fewer
funds, resources and are
not motivated enough
given the circumstances
they face.
Teachers live in poor
conditions in rural areas.
Some lack water, electricity
and other basic necessities.
Teachers can live very
close to the schools or
within the schools’
properties
Aside from the differences between the private and public school
the national examinations however remain the same. The questions are
not altered based on the type of school the student attends, and all
students are expected to pass the exams to gain admission into the
universities, training colleges and other higher education institutions of
their choice. This unfair system does not only perpetuate the going gap
between the rich and the poor and the programs and schools they have
excess to, but also liberates the imbalance in the system, calling for not
alteration based on the individual. This cookie cutter and one size fits
all is a myth and fatal method of educating the future leader of Ghana
but the cry for change has been over heard, and traversing the gap
between the education system is beyond needed. All students in their
final year as a senior high school student takes the West African Senior
Secondary Certificate Examination (WASSCE), rarely referred to as
Senior Secondary Certificate Examination (SSCE). When a student

80. Traversing the Gap Within the Ghana Education System
80
wants an additional advantage into gaining admission into universities
of their choice outside or within the country, they attend extra classes to
take the SAT or ACT or Cambridge examinations. Again, the middle
class and wealthy families can afford this, the majority of the students
have to hope that they have been prepared well for the examinations as
well as hope that their exams are not lost, stolen when transferred to be
graded or receive poor marks by the person who is instructed to grade
their paper.
In addition to the efforts of the Ministry of Education to balance
the field of reforms to positively influence and reach each child,
educating them in accordance to Ghanaian culture and the global
cultures and constant transformations. To aid children in the Ghana
educational system the following changes are said to be in progress in
schools. These changes are posted on the Ministry of Education
website:
Key points of the new education system:
• The medium of instruction in Kindergarten and Lower Primary
will be a Ghanaian language and English.
• At the basic level, emphasis shall be on Literacy, Numeracy,
Creative Arts and Problem Solving Skills.
• After JHS, students may choose to go into different streams at
Senior High School (SHS), comprising General Education and

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Technical, Vocational and Agricultural and Training (TVET) or
enter into an apprenticeship scheme with some support from the
Government.
• Teacher Training Colleges will be upgraded and conditions of
service of teachers improved, with special incentives for
teachers in rural areas
• A new National Inspectorate Board (NIB) outside the Ghana
Education Service (GES) but under the Ministry of Education,
Science and Sports shall be responsible for periodic inspection
of Basic and Secondary Schools to ensure quality education.
• Free Compulsory Universal Basic Education (FCUBE) and
cost-sharing at the Senior High and tertiary levels shall be
maintained.
• Educational services will be widened to include Library and
Information, Guidance and Counseling and Distance Education.
• Greater emphasis will be put on Information and
Communication Technology (ICT) and Science and
Technology.
• Special Needs Education will be improved at all levels.
The caveat with these suggested and partially implemented reforms
is that they are still being revives by a committee set up by the ruling
NDC regime. However, the elections are in November, 2012 and it is

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unsure whether NDC will remain on the ruling throne or will be
dethrone by their rival political party, the NPP. Also, when one of the
two parties wins the elections, it is of no guarantee that these suggestions
will be carried forth as planned or changed completely.

83. Traversing the Gap Within the Ghana Education System
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Funding Theme:
Funding of Ghana’s education System: uses and benefits late 1990s
- early 2000s
“ One of the most important tasks in a developing democratic
state to invent a system whereby the government can collect and
distribute adequate funds for education without imposing a set of
educational ideas and method to the exclusion of others” (McWilliam
Henry)
The funding of Ghana’s education has since the 1900s has
largely been provided through taxes levied on the exports of the
country’s most priced resources and imports of supplies in which the
country is deficient. As the income from the exports and imports
sustain the country and its work force, taxes generated from these also
pays the teachers’ salaries and funds the basic supply of school
materials, especially the public schools. In the sections to come, the
who, how and when of the funding will be examined and analyzed in
detail to come to clear understanding of how, Ghana funds its education
system and whether or not this method provides a strong funding
foundation or whether it harms the rapidly deteriorating current
condition. Since the country’s trade is its financial backbone, the rise
and fall of the trade greatly affects the funding of the schools, including
building new infrastructures, repairing falling school buildings, and

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paying teacher salaries. Funding increases when trade is flowing;
consequently less trade equals less money for funding the schools and
paying the teachers and “similarly, lack of money encourage those
teaching methods which cost least and were least efficient.”
(McWilliam Henry)
School construction was barely underway when an economic
downturn hit Ghana in the 1980s and the education system suffered
greatly for it. Nonetheless, during these hardships in the Ghana
economy and education system, five World Bank projects were
established to sustain the idea of free basic education: HERP (Health
and Education Rehabilitation Project), BESIP (Basic Education School
Improvement Program), PSD (Primary School Development) and
EdSAC I and II (Education Sector Adjustment Credit). These endowed
funds from these projects have been used to provide hardware,
instructional materials, new school buildings and repair. The saving of
the education system through a now solid source of funding resulted in
a disbursement of $269 million between 1986 and 2003. The allocation
of this money fuelled the purchase of over 30 million textbooks, over
7,000 school exhibition areas and an increase in school infrastructure
and instructional materials. It would be beneficial to note that according
to the World Bank evaluation in 2004, there was a drastic increase in
basic education enrolment in 1988-2003, around the same time the
World Bank allocated $269 million to projects supporting the Ghana’s

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education system, “an average of $17 million a year, peaking at nearly
$40 million in 1995 when five projects were disbursing
simultaneously.” (World Bank 2004) During this time as well there was
a decrease in dropouts and an increase in girl enrolment and literacy in
primary schools.
“Following full independence in 1957 Ghana’s education system
was financed largely by domestic resources. During the 1980s the
World Bank became a major provider of additional resources for
education.” (Little Angela, 2010) and as a result in the shift of source of
funding, essential school material were provided beginning in the early
1980’s.
Since the World Bank donated money for the projects, the funds
has a specific expenditure to them, however, they were distributed
against the list of expenditures in portions. Under the Education Sector
Adjustment Credit (EdSAC), under thirty percent of the IDA
(International Development Association) funds were used for school
repairs and the building of new infrastructure, a similar amount was
also used in acquire school furniture/equipment and vehicles; thus more
than half of the money went to purchase other items since this was not
the main causes of the downfall of the education and less money should
have been allocated to this. Indeed, less money was disbursed for
teaching materials and textbooks, which were and remain the largest
item and area to be rehabilitated to help motivate teacher and students.

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Sadly, these sectors including the teacher-training sector were given “a
relatively small amount, only two percent.” (World Bank 2004) The
support from the World Bank stood solo and did sustain the system as
much as it could although the expenditure of the funds were poorly
monitored and divided accurately towards the dire sectors: teacher
training, textbooks and other materials needed to make teaching and
learning more effective. As a result to this poor management of funds,
$32 million from the first significant bilateral support, USAID’s $35
million Primary Education Project was again channelled toward the
EdSAC procurement – making a total of $301 million fuelled into the
education system prior to the twenty-first century.
Table 1.1 gives summary of the disbursement of the funds received
from the World Bank.
Table 8 Allocation of resources under EdSAC I and II
EdSAC I EdSAC II
IDA Total IDA Total IDA
US$
millions
Percent US$ Percent
millions
School building and 11.3 17.5
rehabilitation
Teacher training 3.4 3.4
Teaching materials 8.1 8.1
School furniture and 9.4 10.3
equipment
Other expenses 6.3 6.3
Total 38.6 45.7
29.4 38.3
8.8 7.5
21.0 17.8
24.4 22.5
16.4 13.9
100.0 100.0
15.2 28.5
1.1 2.1
12.0 22.5
18.2 34.1
6.8 12.8
53.3 100.0
Source: calculated from project data in Bank implementation completion reports.
“Under the two EdSACs (Education Sector Adjustment Credit) just
under 30 percent of IDA funds were used for school building and

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rehabilitation, and a similar amount for school furniture and equipment
(Table 3.2). Other expenses include items such as vehicles, so about
two thirds of total funds went on “hardware.” The next largest item was
teaching materials, which includes both the development and printing
of teacher materials and textbooks. A relatively small amount (only 2
percent under EdSAC II) was spent on teacher training.” (World Bank
2004)
On the other hand, the financial intervention on the behalf of the
World Bank aided the teachers to eschew mediocre and poor teaching
to the expected requirement from the schools in which they taught. It
boosts their morale enough to start/ continue their mission of education
their students proficiently while preparing them for higher education.
Trailing back to the early 1970s the Dzobo committee which was
formed to oversee the education system and suggest ways of improving
the education system. The Dzobo committee proposed a “New
Structure and Content of Education (NSCE) which recommended a
common expansion and extended basic education cycle where all
children would adhere to a universal curriculum for nine years (this
nine years included six years in primary school, three years in junior
high school and four years in senior high school). However, the
proposals were destabilized by the lack of financial resources of the
education ministry. During this time Ghana was facing intense financial
difficulties where the oil prices were sky rocking, near to the ground

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economic decline of government revenues spent on education fell from
6.4% to 1.5% between the years 1976 and 1983 (World Bank, 2004).
Again, these financial crises affected the teaching force, leaving it
facing a shortage in trained teachers due to their migration to
neighbouring countries such as Nigeria in search of a more efficient and
stable economy. The economy remained in a dire state and, by 1982,
income was 30% below the 1970 levels. Import levels had decreased
one third and export earnings were only half its expected revenue
(World Bank 1989). The economy of Ghana at this juncture was
extremely frail which brutally affected the education system and any
reforms proposed.
An evaluation of educational progress undertaken by the World
Bank suggested that between 1988 and 2003 there was a 10% increase
in enrolment in basic education, a reduction in dropouts, and an
increase in the’ enrolment of girls. Primary school graduation rates of
illiteracy in English declined from 66% to less than 20%, while
spending on school infrastructure, and the availability of textbooks and
other learning materials, increased markedly over the same period
(World Bank, 2004:36). This decrease that followed was tied to the
overall economic downfall. Sadly the solution is not weakness in the
education system itself, but rather through a lack of financial support
and supervisions. The task forces and proposed reforms do little to
address this underlying problem.

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All in all, education at this period did not become essentially part
of a coherent government policy. The pattern that emerged was that a
group of government aided schools existed, as well as a large number
of unaided ones. Some of these unfunded schools from time to time
asked the government for money. There was no definite pattern of
school distribution, either. Schools sprang up wherever the need was
expressed for them, and wherever the townsfolk showed a genuine
desire to help in their running (Graham 1971:103).
Although spending on education seemed to increase greatly
during this era, it was inadequate in light to the great needs of Ghana.
For example, it would take 600 years before all were in school Based
instead on the growth in the percentage of the school-age population
enrolled in school it was calculated. At this pace it would also take
3,500 years to achieve a GER of 100%! (Little Angela, 2010)
This goal of 100% enrolment is indeed optimistic and
questionable considering the progress of the country’s status, domestic
and international financial challenges and other warning signals such as
the staggering disparity between the rich and the poor, all of which
greatly affect the positive progress of achieving this goal. One wonders
if Ghana has set a higher standard that it is ready for and should revisit
its goals and start on a smaller scale.

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Ghana’s Economy
Ghana was one of the leading economic countries in West
Africa, and with its thriving increase in exports derived from cocoa
production and gold. Unfortunately, like many economies in Africa,
Ghana’s resources were poorly handed and manipulated by insiders,
leading to its current struggles.
Ghana’s economic development can be divided into four broad
phases: the pre-independence period to 1957, the post-independence
period from 1957 to 1983, the years of stabilisation and adjustment
between 1983 and 1992, and the post-reform period from the elections
of 1992 onwards. Ghana’s economic performance over the past 20
years can be described as a qualified success. Since 1986, real GDP has
grown at an average of more than 4% per year, enabling per capita
incomes to increase by a total of 30% between then and 2004. With
rising incomes, there has been an associated decline in poverty: the
incidence of food poverty has fallen from an estimated 37 percent of
the population in 1991/92 to 27 percent in 1998/99 (Brooks,
Croppenstedt & Aggrey-Fynn, 2007)
In the 1960s, Ghana’s main export commodities were cocoa
beans, gold, diamonds and other minerals, logs and sawn timber. Cocoa
beans exports were 54% of the total, and all other mining exports where
23%. (Szereszewski, 1965) Ghana flourished during this era to a great
extent and soon become the hot spot for the Western world. The 1960

91. Traversing the Gap Within the Ghana Education System
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economy was more oriented towards external trade, and the joint
import-export flow (goods and non- factor services) amounting to 58%
of the G.D.P, against 38% in 1911. (Szereszewski, 1965)
Although the relative importance of cocoa exports increased over
the period, and the increase is understated by further exports of
processed beans as cocoa paste and cocoa butter, the dominant position
of cocoa and mining as the mainstreams of the export trade, established
in the first decade of the century, remains practically unchanged.
(Szereszewski, 1965)
By the late 1960s it was of no secret that Ghana was growing
economically through the exports which originated from
agriculture/forest sector of the country’s resources. This growth was
fuels by two activities: cocoa farming and mining. More than three
quarters of these exports was shipped to Western countries.
Unfortunately, the Ghana economy of the 1960 had little as much
income disparity between rich and poor as the Ghana economy of 1911.
However, 1960 was generally higher in the G.D.P category, almost
doubling per capita.
Ghana in the Last Two Decades
Over the past twenty years, Ghana’s economy has been seen as
striving to improve, Ghana has worked diligently to get back from the
brink of economy ruin and provide stability for the well being of its

92. Traversing the Gap Within the Ghana Education System
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people, if not for the sake of being labelled the best in Africa. These
struggles, however, have damaged the education system as less money
is channelled toward the education sector, as and when it is, the money
has often been poorly allocated. The imbalance between the rich and
the poor remains staggering. Aryeetey and Kanbur go on to explain by
saying:
…the last two decades have seen steady and significant
economic growth in spite of consideration instability in
macroeconomic performance and a growing dependence on aid
and other foreign inflows. An average of 4.9% GDP growth and
a per capita GDP growth of about 2.9% have been recorded for
the best part of that period. While the growth performance may
not be exceptional, it has been significantly above average by
African standards. (Aryeetey and Kanbur, 2005, p. 2)
Unfortunately, the financial problems facing Ghana continue,
ensuring that the underlying social conditions have not improved
significantly in the past two decades. Of the perhaps the most
significance the ability of the economy to create more employment for
Ghanaians has remained stagnant. Nonetheless, the downfall of the
economy cannot solely be blamed on colonization or at the failure of
the imports and exports sectors. The political governance of Ghana
changed every four or eight years also is to blame. This political

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experience and transformation has in many ways put Ghana on an
imbalance scale due to the rivalry, historic transfer of power from one
elected government to another, and self-serving unstable and policies
that each government brings when elected. These transformations have
resulted in governance issues but also boosted openness in the
discussion of economic policy.
In Aryeetey and Kanbur‘s book, as Ghana’s Economy at Half
Century: An Overview of Stability, Growth and Poverty, they explain
Ghana’s economy saying:
...the growth rate appears to have settled around the 5% level for
two decades, with some improvements on 2004 at 5.8%. As in
the past few years, the growth has been led by the agriculture
sector which grew by 7.5% in 2004 compared with 6.1% in
2003. The sector contributed 46.7% of overall 2004 growth,
which may be compared to 41.4 in 2003. (p. 7)
As stated above, “cocoa was the driving force in the sector’s
growth, a 29.9% increase in the sub-sector. The industrial sector grew
by 5.1% contributing 22.1% to overall growth in 2004, with the highest
growth being in contribution that experienced a 6.6 growth, having
risen from 6.1% in 2003. The services sector grew by 4.7%,
contributing 24.3% to overall growth.

94. Traversing the Gap Within the Ghana Education System
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The Economy and the Schools
The relationship between Ghana’s economic growth and the
most important social concern, poverty, has not always been clear. The
perception is that the number of people living in poverty line has not
changed as the economy has grown. Thus despite the sustained per
capita growth, accompanied by some measured reduction in income
poverty, overall level of poverty remain high... and the perception that
poverty is worsening prevails strongly (Aryeetey and Kanbur 2008)
The notion poverty In Ghana has indeed fluctuated in the past
two decades. Generally, poverty has increased at a slow rate and
dropped, when it does, at a faster rate. Ghana has suffered major
financial roadblocks despite its rich resources. These resources are
mostly exported to developing and developed countries. One begins to
wonder if Ghana’s economic status will improve enough regain its
place at the top of the African ranking of best education system, if not
in the world ranking. As clearly shown, the state of Ghana’s economy
plays a very significant role in the being of its education system, both in
the past and the present.
Early research on economic underdevelopment suggested that the
problem [is] only short-term and that in the end all countries would
become rich, a research conclusion that seems not apparent in the case
of Ghana, as it was once wealth but gradually moving south. In W.W.
Rostow’s exemplary work, The stages of Economic Growth, he outlines

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five stages of economic development all societies ultimately experience
as they mature into manufacturing developed countries. He names these
states respectively as:
Stage 1: Tradition:
In this stage, the institution is developed within restricted
production functions. The commencement of the traditional society is
no sense stationary, “But the central fact about the traditional society
was that a ceiling existed on the level of attainable output per head.
This ceiling resulted from the fact that the potentialities which flow
from modern science and technology were either not available or not
regularly and systematically applied.” (Rostow)
In this stage there is/are
 Limited resources/mechanics of production
 Low levels of social advancement
 More tribal and family oriented beliefs
 Heavy reliance on agricultural source of income
 Strong sense of fatalism (doctrine of fate) meaning the variety of
opportunities available to one’s descendants was the same for the
grandparents
Stage 2: The preconditions for takeoff:
This stage is explained as the phase where growth is coupled to
the society’s transitional process into “the takeoff” stage. As one would

96. Traversing the Gap Within the Ghana Education System
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agree, to get to this stage from the “tradition” stage takes as substantial
amount of time. In this stage there is/are
• Some outside influences that penetrate the society and promotes
change;
• More state or government capacity;
• Economic progress as a necessary condition;
• New types of innovators come forward willing to activate
savings, take risks in the quest of proceeds or transformation of
that society;
• Banks and other institutions for attaining credit;
• Increased investments, such as improved infrastructure: roads,
better transportation, buildings and the like
Stage 3: The Takeoff
This is the stage considered as the forces making economic
progress, which precedes modern activity, but is limited in scope and
also expands and begins to take charge of the society. In this stage there
is/are
 Increases in investments and savings rates;
 Changes in agricultural practices and increases in production;
 Creation of more avenues of income for society’s habitants;
 Expansion in industrial areas and new existing factories;

97. Traversing the Gap Within the Ghana Education System
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 New methods in agriculture with farmers willing and ready to
accept them;
 Rapid expansion of industries that yields large profits for the
society.
Stage 4: The Drive to Maturity:
In this stage, the country is said to be well above average and
headed into the highly developed and equipped world. The increase in
investment and technology puts them in the international latter for more
imports and export deals. In this stage there is/are
 A prominent position in the international economy
 An increase in urbanization;
 The ability to “demonstrate that it has the technological and
entrepreneurial skills to produce not everything, but anything that it
chooses to produce.”
Stage 5: The Age of High Mass Consumption
This is the final stage, as the society shifts toward robust
consumption of merchandise and services. When societies reach this
stage of perfection, according to Rostow, two major things happen:
 Real income per head rises to a point where large number of
individuals gain a command over consumption which is expand beyond
basic necessities: food, shelter and clothing; and

98. Traversing the Gap Within the Ghana Education System
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 The structure of the work force changes to boost both the
quantity of the entire population and the population working in offices
or expert industrial unit jobs.
Ghana currently falls in stage two of Rostow’s, The Stages of
Economic Growth, that is, the preconditions to takeoff. With its
continued hard work and rehabilitation, it can move to the takeoff stage.
The reason for placing Ghana in this stage of economic growth is
simply due to the current behaviours it exhibits. In stage two of
Rostow’s The Stages of Economic Growth, he states that a country or
society said to be in the preconditions stage for takeoff has some
outside influence the penetrate the society and pushes change; based on
this fact that Ghana can identify that it has outside influence from the
UN, USAID, World Bank and others. This assistance has aids served as
a catalyst for changes that needs to occur, although change has proven
stagnant due to the lack of resources. An example is the implementation
of school reforms to liberate the Ghana education system in the late
1990s, where plans were formulated but to proceed with the work
proved almost impossible due to the absence of aid. For that reason
when the World Bank gave Ghana over $250 million, it pushed change
to occur. The capacity of Ghana based on its governance system has
increased overtime after rough passes from one political party to the
next. Due to the historical rivalry between the two the political parties

99. Traversing the Gap Within the Ghana Education System
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(NPP and NDC), with each implementing mostly a dissimilar policy
than its predecessor, especially concerning the education system – has
affected the education system greatly, causing its students to explain it
as “playing with [their] education like a soccer match, passing it
ubiquitously without putting the future of the students first. (Student
interviewed)
Rostow also asserts that
As a country moves out of the traditional, stage and prepares for
economic takeoff, its economy begins to grow much faster than
the economics of countries that remain in the first stage. The gap
between rich and poor would then be explained by the fact that
not all countries enter the development process at the same time.
Thus, the gap between rich and poor countries would be expected
to disappear as the countries progress into the later stages of
growth. (Rostow, 1960, p. 14)
For a country to grow, according to the modernization theory, it
has to allow external injection of influence into the country: food,
business investments, and other assistance. As third world countries
such as Ghana, and many other countries in Africa, have survived
economic eradication through assistance from the World Bank, USAID,
UN and others. While this assistance was beneficial, often it came with

100. Traversing the Gap Within the Ghana Education System
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incentives that are very detrimental to adhere to because they demand a
large amount of objective interest in terms of paying the money back.
The problems these third world and developing countries face
based upon a lack of development. These nations are known for the raw
materials they naturally possess. Sadly are the consumers of the end
products made from the materials while taking no part in the
productions of these goods. The developed countries come to such
sectors of the world, extract needed raw materials and utilize the
monetary value of the end products to develop their own country. This
tactic of the developed countries is understandable,, as it is human
nature to survive by any means possible. A world where the
manipulation of these third world countries have been the playground
for Western countries for centuries, and is seems are being
economically smart rather than merely selfish.
Let us take the case of the Congo, located in Central Africa,
northeast of Angola. A country abundantly wealthy in cobalt, copper,
niobium, tantalum, petroleum, industrial and gem diamonds, gold,
silver, zinc, manganese, tin, uranium, coal, hydropower, and timber.
Indeed, it is a solid statement that the Congo can supply electricity to
the whole of Africa three times over. The Central Intelligence Agency
gives an economic review of Congo as;
A nation endowed with vast potential wealth - is slowly
recovering from decades of decline…. Foreign businesses

101. Traversing the Gap Within the Ghana Education System
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curtailed operations due to uncertainty about the outcome of the
conflict, lack of infrastructure, and the difficult operating
environment. Conditions began to improve in late 2002 with the
withdrawal of a large portion of the invading foreign troops…
Progress has been slow and the International Monetary Fund
curtailed their program for the DRC at the end of March 2006
because of fiscal overruns. Much economic activity still occurs
in the informal sector, and is not reflected in GDP data. Renewed
activity in the mining sector, the source of most export income,
boosted fiscal position and GDP growth from 2006-2008. The
recovery in mineral prices beginning in mid 2009 boosted
mineral exports, and emergency funds from the IMF boosted
foreign reserves. The global recession cut economic growth in
2009 to less than half its 2008 level, but growth returned to 6%
in 2010. The DRC signed a Poverty Reduction and Growth
Facility with the IMF in 2009 and received $12 billion in
multilateral and bilateral debt relief in 2010. (CIA reports)
The root of Congo’s problems dates back to when King Leopard
II began to exploit its raw and rare resources, rending the country in
almost annihilation. Nonetheless, the country bounced back with aids
from foreign donors and is doing a moderate work sustaining what is
left of it after gaining its independence, and gong through rough native
governance.

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It is then safe to conclude that the disparity between Ghana’s
social classes is much greater than it could be and will be difficult to be
bridged. The country is still recovering from its downfall in the early
1990s. However, Ghana is to be applauded for its progress in the last
decade: new roads, the repair of old roads, the establishment of the
Accra Mall, development of and new source of revenue. The CIA
describes Ghana’s economy as “well endowed with natural resources
and agriculture accounts for roughly one-third of GDP and employs
more than half of the workforce, mainly small landholders. The services
sector accounts for 40% of GDP. Gold and cocoa production and
individual remittances are major sources of foreign exchange. Oil
production at Ghana's offshore Jubilee field began in mid-December,
2010, and is expected to boost economic growth” These steps have
opened doors for Ghana to probe the international economy – inviting
better investments and passing role saving to its people. It will be of no
surprise, however to see Ghana leap from stage two to stage three in the
coming years. With its steady construction Ghana is expected to get
back into the hot spot for international trade, however the fear of it
being able to balance the attention while maintaining its economy at a
secure state.
For Ghana to move from Stage Two or have a solid foundation
for this stage, numerous cuts and rigorous supervision have to made in
the governance of the current regime. When an accountability

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movement is set in place that includes the government and their cabinet,
then surely that will trickle down to the education systems and its
administration and indeed down to the individual schools.

104. Traversing the Gap Within the Ghana Education System
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Teacher Theme
To meet the goals of education for all children, training colleges must
be capable of producing sufficient number of qualified teachers to keep
up with population growth.
History of Teacher Training
Teacher training colleges in Ghana tripled during the 1990s as
many responded to the call for qualified teachers for the newly built
primary schools. In this post independence era, Ghana was at a stage of
immense growth of school buildings which was accompanied by a high
number of primary school admissions.
In this part of the study, teacher-training colleges in Ghana will be
described and analyzed. The courses offered and the funds received as
well as the admission process will be discussed to the best of my
capacity as the information was discovered. The case study focus upon
the Presbyterian Training College in Ghana, which is located in the
Eastern region of Ghana in a town called Akropong.
Presbyterian Training College (PTC) now Presbyterian College of
Education-Akropong Akwapim is the first training college in Ghana
and second to only Fulade (located in Sierra Leone) in West Africa. It
was established in 1848 and is the oldest and enjoys the reputation as a
first class teacher's college. It was built by the Basel Missionaries and

105. Traversing the Gap Within the Ghana Education System
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was the only training college in the nation for years to come. Like other
schools in the country, PTC was established by the missionaries to train
natives in spreading the gospel. The gospel was to be spread at all costs,
and the soon-to-be preachers had to be trained in literacy as well as
educated in the gospel and everything that is coupled with it.
The college was originally meant to train teacher “...and pastors as
future leaders in school, missionary education centres and local
Presbyterian churches.” (Francis Dwamena 1982). Admission into the
college was conducted the traditional way: through recruitment. The
only difference is that “recruitment of candidates concentrated only on
candidates who were Presbyterian Church Members and also active and
regular church communicants.” (Dwamena)

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One will wonder why of this college is located in what modern
day media refer to as the “rural areas.” The reason for this seems to be
unknown, although other teacher training colleges are located in other
regions and towns further away from the capital city. The reason for
this lies in how the applicants choose the teacher training colleges to
attend.
Before the process of becoming a teacher in Ghana is explained,
it is very important to understand what the participants are gaining from
their experience and where it leads them post graduation.
Prior to the new millennium, teachers received a four year training
course this was referred to as “Set B” or “Certificate B.” By attaining
this certificate and individual had, permission to teach, … [the 1937-41
Education Committee] felt that since there was urgent need for primary
school teachers, a two-year course leading to a Teacher’s Certificate B
should be introduced, in addition to the existing four-year course,
which was to lead to a Certificate A. [the committee] felt that the new
course would meet “the demands of efficiency and finance.
(McWilliam, 1962). The new course, which was now the certificate B
allowed almost twice the number of applicants to attain teacher training
for half the same cost as a person attending the college for four years to
receive the Certificate A. This of course devastated the system and
caused “a large number of untrained pupil teachers came in to help
staff the classrooms, and the proportion of trained teachers in primary

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schools dropped sharply from more than 52 to 28 percent.” (Betty
George 1976).
The decision of the committee meant that “two years certificate B
course will replace the four would take twice as long to turn out a
trained teacher and that a training college would need twice the
number of places to turn out each year the same number of certificate A
as certificate B teachers.” (Villars Anowie). The 1962 regime
abolished the 4-year certificate A course and put into practice a
program to turn out large number of certificate B teachers who had only
2 years training following middle school. This program resulted in a
stable boost in the production of trained teachers and gradually restored
the earlier balance between trained and untrained teachers in the
primary and middle schools.
Untrained teachers vs. Mass Establishment of Primary Schools
The push of new untrained and properly trained teachers to cater
for the fast growing attendance in schools and establishment of many
schools resulted in the lowering of standards across the field, In 1961-
62, as in 1952 the government had gone ahead with its program of
elementary school expansion before enough trained teachers were
available to handle the expected increase in enrollments, recognizing
that result would be a “dilution” of the staff with untrained pupil
teachers and a lowering of standards.(Betty George 1976)

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Masses of people were accepted into the teacher training programs to
become teachers. Once trained, these individuals would reach out to the
communities and teach all levels of society in the nation. The question
which every prominent and/or passionate educator will ask will be:
Did the administrators and committee weed out the people who were
not passionate about teaching or fit of it due to behavioural concerns,
criminal history, illiterate or other troubling factors or did they simply
allow all who wanted to teach secure the job?
“Under the ADP, Teacher Training Colleges were opened and
‘pupil teachers’ were trained while in service. The ADP introduced
tuition fee-free primary education and undertook ‘emergency’ training
of large groups of teachers. The emphasis was on expansion of access to
education for all groups in society.”(Little) and not the quality of teacher
productivity – an overlooked important factor which has cost the public
education progression and robbed the students of immense, passionate
and knowledgeable educators. It became clear that the focus was on
quantity not quality. There was rapid expansion of education with a
target of reaching all children in the nation but the quality of this
education as appalling and very low. The general quality of education
available to the masses was low, due mainly to the large numbers of
untrained and poorly trained teachers.
In addition to the issue discussed above, prior history shows that
the admission process used during the time of rapid expansion was

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flawed in the colonial times. These flaws transcended the successor
regimes. The missionaries were more concerned about having teachers
to teach the primary school, so much so that they ignored the
establishment of higher education. In the senior secondary schools. “the
missionaries’ argument for their concentration on primary and middle
school education was that it did not necessarily follow that a teacher
who had knowledge of, for example, higher branches of mathematics
would be better qualified to teach the elements of arithmetic in infant or
junior high school than would one who did not have such knowledge
but had spent more time studying the methods of teaching arithmetic.”
(Dwamena) Thus, the methods and skills of teaching were being put on
the same plateau as the knowledge and understanding of teaching.
These two, pedagogy and knowledge, may often times be coupled
together, however in the field of education and teaching, more
specifically, the two lay apart until effective training serves as the
conjunction between the two. For instance, a person with knowledge of
a subject does not necessarily posses the ability (or skill) to implement
or reproduce this acquired information before students. Therefore, it
was a detrimental and ignorant exhibition to overlook the importance of
skill and knowledge as couples.
In the words of other educators, teacher training had not placed
sufficient emphasis on developing teaching expertise in a school-
focused orientation. Some saw the problem as an overemphasis on

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trainee academic knowledge instead of method of teaching (Awuku
2000)
Further Predicaments
Other problems began to arise as results from national exams
suggested that students who took it did not demonstrate any level of
improvement at all. The public schools were sinking deeply and quickly
and a miracle was needed to slow this decay down or to reverse if all
together. These issues resulted mainly in the untrained teachers who
were being allowed in the schools to balance the trained teachers and
assist with the excessive incoming students in the primary school.
“…progress the decay of those parts of the system patronized by
the mass of the population was so marked that it was doubtful
whether children were learning anything. More than half the
teachers were untrained, there were virtually no textbooks in the
schools, there was no inspection or supervision, and the few
resources available were used to employ superfluous staff rather
than purchase essential educational materials. In addition
pilferage and theft has reached endemic proportions.” (World
Bank, 1989: vi)

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In 1999 an evaluation of the World bank-supported Primary School
Development Project (PSDP) indicated that many teachers were not
meeting professional expectations. The study reached a conclusion that
the management and utilization of instructional time was a fundamental
problem which undermined the quality of education in public schools.
It revealed that higher teacher absenteeism, frequent loss of
instructional time, poor instructional quality, poor management, and
inadequate textbooks were major problems. (Fobih et. al, 1999)
It is of no surprise that the quality of teachers’ expectations
Ghana classrooms never met the satisfaction of the parents, the nation,
and the students. Teaches received less assistance with textbooks and,
training and salaries were sadly lacking. Few positives were seen with
regard to teaching as a good occupation and career. Other corporate
jobs paid more and garnered more respect. Teachers build the
foundation of educating the future leaders, yet they are treated with
little or no respect and regard for their art.
The art of teaching comes with be associated with of the name
“teacher.” However, like any other person and profession, many losses
interest and fail and put in as much effort when there are few or no
incentives rewards to do so. The teaching profession in Ghana and in
Africa is looked down upon by local and overseas citizens. One might
expect citizen who are privileged to travel overseas to understand the
teaching profession and give positive light to it, defending it when that

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time comes; but sadly the mentality of teaching being a poor man’s
profession does not change. I have many a times had encounters with
fellow Africans (of all professions and age differences) who ask “What
is wrong with you? Do you not want money?” Others have gone as far
as saying “You leave Africa to come do this?” Other encounters have
been nonverbal and harbored strong condescending remarks. Hence it is
of no surprise that in the olden days the views of teachers were tainted.
Thoughts of current trainees
Below are the thoughts and responses of the current students who
attend the Presbyterian Teachers College in Akropong. This survey was
completed by second year students (200 levels). They answers are
sincere as Ghanaians are taught to speak with mind with remorse. This
culture in instilled within them from early stages is barely erases from
their mannerisms. It is a quality that is most appreciated in times and
topics such as these.
The series of questions the students had to answer as follows:
1. How did you hear about this training college?
a. Through a friend
b. Through media advertisements
c. Through prior knowledge
2. Was teaching your first choice?
a. Yes or
b. No.
What was your first choice?
3. Is the training you are receiving here what you expected?

113. Traversing the Gap Within the Ghana Education System
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a. Yes
b. No
Explain your answer below
4. What grade(s) do you want to teach? (check all that apply)
a. Pre-K
b. Elementary/Primary school
c. JHS
d. SHS
e. Higher Education
f. Other
5. Why did you choose the grade above?
6. Do you think the training you are receiving is the best?
a. Yes
b. No
Please explain your choice below
7. Would you study to be a teacher if you are given the chance to
travel abroad?
a. Yes
b. No
Please explain your choice below
Some of the questions will be put in a graph form to best
understand a analyze the thoughts and answers of these
participants
Figure 8: Responses to question are as follows
Question 1: How did you hear about this training college
Through a friend
Through media
advertisement
Through prior
knowledge

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The pie graph above indicates that majority of students heard
about the training college through another friend. This could mean that:
1. Advertisement of the training college has been successful, and
the qualities of the school are is apparent as much as other colleges and
institutions. This assertion is explained by the number of participants
2. Are there any media advertisements that are perpetually
broadcasted or seasonally?
It is impossible to know precisely why a friend would suggest
the training college to the participant; however, educated guesses lead
me to give these reasons:
• Lack of jobs;
• Easy admission;
• Easy career with pay;
• Difficulty getting their other preference(s).
As mentioned earlier, teaching in Ghana is considered a
profession of last resort, an occupation to turn to when all else failed.
Thus, the respect for the art, passion to teach, understanding and
knowledge is nonexistent.

115. Traversing the Gap Within the Ghana Education System
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Figure 9
From the above pie graph one will notice that although these
students are training to be teachers, their first choice of occupation was
not teaching or education. Some of the fields/occupations which
followed the answer “no” were:
• Law;
• Journalism;
• Banking (consulting or finance);
• Nursing;
• Accountancy;
• Agriculturalist (agricultural officer);
• Business;
• Architect;
• Human Resource Manager.
The reason for the above responses lies in the negative
connotation that teaching is a low level career and serves as the last
resort for failures. The idea of a good life has been illustrated through
Question 2: Was teaching your first choice?
Yes
No

116. Traversing the Gap Within the Ghana Education System
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many mannerisms as working in an office, sitting behind a desk with a
computer with papers surrounding you, and, of course, answering
phone calls or having meetings. This idea is very much the Western
culture which has seeped through the Ghanaian culture, paralyzing it in
many ways. Few, options exist regarding while tainting the natives of
what it means to have a good life. A student captures the struggle by
saying “…when you study outside Ghana, the respect and recognition
that you gain is very much sufficient to earn a better living. You are
seen as a fountain of knowledge from which others depend on”
In addition to the discouraging comments toward the teaching
profession, especially toward the public school teachers, the salaries of
public school teachers are appalling, and thus, not an incentive for the
teachers to give their best to the students and themselves. Aside a lack
of from money being a significant part of the problem at hand, scarcity
of textbooks and updated textbooks, is also a factor keeping teachers
from giving their students the correct information and education is a
timely and accurate manner.
Perhaps the most important question out of the entire survey in
question number six (Do you think the training you are receiving is the
best?). From this prompt can be deduced the thoughts of the students
about the training they are receiving from the college and indeed the
entire education system. The participants had to answer this question by
choosing one of two answers, yes or no; and explain their choice.

117. Traversing the Gap Within the Ghana Education System
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The graph below shows the results from the question.
Figure 10
From the graph, it can be concluded that twelve of the
participants believe they are receiving the best training to be rounded
teachers while eight participants disagree and one participant did not
answer. From this graph I compared to the one-on-one conversations
and interviews that transpired while at the college. It is rather
contradictory as the students received only subject related courses and
nothing beyond that.
For instance, a student admitted as a future SHS teacher (that is
he or she will teach one specific subject) has six subjects or courses to
complete and most pass the exams that follow. The student is required
to take the general requirements that consist of English, math and
science and, at the end of each semester; all students take an exam in
the above subjects and must pass. Aside from these three subjects,
Question 6: Do you think you are receiving the best?
Yes
No
No answer

118. Traversing the Gap Within the Ghana Education System
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which are also called “core subjects”, the student is to enrol in three
electives in their subject area of focus. For example, a student training
to be a science teacher will take the three elective courses within the
initial field or interest or subject.
Let us look at Luke as an example:
Luke is a second year science student. Below are his requirements
Core subjects
 English
 Math
 Science
Electives
 Biology
 Chemistry
 Physics
 Agricultural Science
Aside from the above courses that the students may undertake,
the picture below, taken from the class of the participants will give a
broader view and understanding of the graph above. This should assist
in understanding why some participants answered yes and why other
answered no to the question.

119. Traversing the Gap Within the Ghana Education System
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Figure 11
The above picture is the weekend schedule of the students with
the times and subjects. One will notice that aside from the core
subjects, the students receive a variety of other subjects such as
computer skills (ICT), special needs and a broad diversity courses. The
contradiction to this time table, as well as other questions, arise when I
took a stroll with four students around the school and overheard a
conversation in which one of the students asked what “autism” was and
stated that he had never heard that word before. We were taken aback to

120. Traversing the Gap Within the Ghana Education System
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hear this and proceeded to explain what the disability was and what it
entails. This led me to question the depth and diversity of the training
being received and I agree with some participants when they state that
the training and education in most schools in Ghana are theory heavy
and little or no hands-on activities are present.
On the last question in the survey: Would you study to be a
teacher if you are given the chance to travel abroad? 100% of the
students answered “yes” giving examples like:
“…I would be very glad because I think in abroad, there are
resources which would make me get more understanding, thus you
learn to your possible best.”
“…when you study in outside Ghana, the respect and recognition
that you gain is very much sufficient to earn a better living. You are
sees as a fountain of knowledge from which others depend on”
“I learned teachers are highly respected and earn bigger salaries.”
“…it can help you gain more knowledge and experience through
your study”
“I wish to experience the training of being a teacher abroad and
to add that knowledge … so that I can effectively impact good
knowledge into the pupils.”

121. Traversing the Gap Within the Ghana Education System
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Becoming a Teacher
Application and Admission Process
Since the first Ghana teacher training was initiated, over thirty
teacher training colleges have been built to accommodate applicants in
other regions of the nation. All applicants apply to the Training College
in the region in which they will eventually teach after graduation. The
stages of becoming a student at a teacher training college consist of
more than a desire to teach and an idea regarding what level of students
one desires. One has to decide which district he or she wants to teach in
as after graduation, and they are placed in this same region to be
teachers for the years that follow. Hence, the applicants usually choose
training colleges that are in the in place of residence or close to it. The
applicant has no choice regarding which part of the region they will be
places, nor does teacher attachment (which is referred to as student
teaching in the United States) or the school at which they become
permanent teachers. This policy is to ensure that the future teachers’
experiences and abilities are of value to the area assigned. For instance,
if an applicant, who is also from Volta region, speaks the language and
understands the culture, he or she is placed in that district.
A prospective applicant is accepted into the training if he or she
has been to secondary school and has graduated, with the W.A.S.S.E.C
(SHS) results to prove so. Unlike the United States and other places,
higher level application forms are free and available to print from the

122. Traversing the Gap Within the Ghana Education System
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internet or can be picked up at the offices or designated places.
However, in the case of Ghana the applicant has to buy forms from the
office of the college of its headquarters. The forms, when converted
from cedis to dollars (for most application) are seen as inexpensive
and/or affordable to us, but for majority of the applicants, it is the
opposite feeling. The fees for the forms of P.T.C are sixty cedis which
is difficult for most applicants to come by. Hence, the struggle lies not
in the availability of the forms, or resources but in the monetary means
or acquiring it.
When the applicant attains the forms, he or she includes with the
forms, a photocopy of W.A.S.S.E.C results and submits it to the school.
Once the application and SHS results are satisfactory, the applicant is
called for an interview. During this interview, the original copy of the
SHS (which the applicant brings with him or her) is cross checked with
photocopy initially submitted. The mannerisms of the applicant are also
observed during the interview, as well as the physical appearance –
which includes attire, shoes and readiness level)
It is after this thorough process, which hundreds of people
experience that about four hundred candidates are selected to be full
time students. Most applicants are turned away and asked to try again at
other locations or the following year.
Admitted students move on to an orientation session which lasts
a full week. It is during this process that they are prepared for the three

123. Traversing the Gap Within the Ghana Education System
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years ahead of them. They are given detail of the school, its policies,
rules, and regulations. They are introduced to their faculty, classrooms,
dorm rooms, and other places of importance.
Students stay on campus for their first two years (level 100 and
200) followed by one year of practical teaching, also known as student
teaching in some countries. Upon their return from practical teaching
the students undergo intense exams to test their knowledge and ability
as teachers, classroom management skills, and their area of interest
(primary education or specific subject area). Students are given three
chances to pass these exams and after that are asked to reapply to enter
as a first year student and commence the entire process.
Student Financial Aid
Students are supported financially by the government on a
monthly basis of 2.9 million cedis which converts to 161 dollars. This
amount may be seen as small and not enough for the average person.
However, because of currency differences and values of items in
Ghana, this amount suffices and many go through the entire process
just to get the funds from the government and later withdraw from the
program before they are apprehended.
The money received from the government is divided to pay for
various expenses the student will incur. From this 2.9 million cedis the
student will pay for books and feeding and maintenance fee (room and

124. Traversing the Gap Within the Ghana Education System
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board). Both feeding and maintenance fees are automatically deducted
from their account before student cash their checks, making it easier for
the school to manage the upkeep of the students and its staff. Aside
from the two fees the students are asked to pay, they are not required to
pay tuition. This burden of additional costs is borne by the government,
all other miscellaneous cost (whether in relation to the school in one
way or the other) is left to the student to untangle.
Almost There
The last year in the training journey is always the most
challenging as the students are placed in primary schools with
cooperating teachers. Unlike the majority of higher education
institutions United States and other countries, the student-teaching
process (referred to as the practical teaching in Ghana) has a duration of
one year. During their placement they are supervised by their professors
from the training college four times before their student-teaching ends.
After student-teaching, the students return to the campus to take final
examinations which they have three chances to pass.
Post Graduation
After passing the all exams and completing all other
requirements, the new teacher is placed in the same district the training
college is located with a school where his or she qualities are best

125. Traversing the Gap Within the Ghana Education System
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needed. The teacher is given a school to start his career and what
follows after that lies in his or her own discretion. While others become
comfortable with the certificate they earned, few continue to get their
teaching degree in the university level. Only a few can attain this due to
the cost of continuing education immediately or eventually. Once again
the low financial aid acceptance rate sets many aback and discourages
them from pursing higher education. It should also be understood that
there are loans set up in place for such decisions however like all loans
taken wherever one is located, paying back becomes another burden,
and like many people around the world, some teachers would find it
difficult to go higher due to the obstacle of money and the nation’s
system not structure to assist them more.

126. Traversing the Gap Within the Ghana Education System
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Conclusion
Traversing the Gap
The gap between the rich and the poor remains a chasm both
groups struggle with, continue to garnish with pity from the higher end
and hope from the lower end. This gap takes roots down into the core
history of each society and that of growing world – the broader scope of
all things. Changes made to this growing world and to each individual
society is indicative of that community’s path toward supreme status in
all area (economic, agricultural and industrial)
Ghana has undergone various regimes and reforms which have
done more to damage the country’s stability than to heal it after its
independence was gained on March 6, 1957. The regimes’ policies
flustered the economy and its education system, creating chaotic
atmosphere for all involved, especially the less fortunate (the poor).
Ghana’s political, social, and economic entities still suffer from harsh
blows each president threw, as well as enjoy amenities that place Ghana
on pedestal and highlighted West Africa in the process.
Education in Ghana was the best in African and still holds its place as
the best when it comes to international and private schools. However,
greatness seldom comes with half the journey analyzed and the other
half forgotten. The public schools in Ghana are falling apart, creating a
broader gap between the rich and the poor and the opportunities both
groups can equally enjoy.

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The growth of the nation in the centuries to come fall on the
fragile shoulders of the youth who majority are receiving
questionable education and teaching in infrastructures that are years
overdue in remodelling. This study has observed some problems in
the school system in the country as well as questionable allocations of
funding within the school system. As a result of my findings in the
research, I have dedicated particular concentration to the public
schools: its primary, junior high school and senior high schools.
Among these levels of education is the curriculum that each student
experiences before the university level. In this part, suggestions will
be provided as to how the gap can be bridged and both sides (public
and private/international; rich and poor) can reconcile or possible
balance equally.
Suggestions to Reform the Curriculums In the School System
It should be the prior goal of the government to continue to make
the education system the best it can possibly be; by investing resources
for its curriculum and focusing on the training of its future leaders. The
skills and knowledge required to govern their immediate community
and the country in the future are to be acquired from the roots of growth
and teaching: primary level and to be more specific the kindergarten
level.

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Primary Level
Education at this point in a child’s life is indeed the foundation
of his or her life. Therefore general education focuses on basic skills of
literacy and mathematics from the kindergarten stage upward. The
prevalent way of teaching the children, with its concentration on
memorizing and teaching without explanation, should be replaced with
informing the students why the lesson is taught and what they can use
the knowledge they are gaining for. Like adults, children want a better
understanding of why they are asked to sing songs, write well, read
more, and calculate accurately. Children often have more questions
than the average adult does, and the right to answers should not deny
them. In the public primary schools there should be more hands-on
activities, requiring the child to use their minds energy to problem solve
by making connections or attempting to make connections between
realizations. The curriculum should be fused with more kinaesthetic
activities that allow them to move around the room more while learning
simultaneously. In the words of the Director General of the Ghana
Education System (GES) Mrs. Benedicta Naana Biney, “Anything
learned at this stage is what can be built on”
Another hurdle that this early schooling stage needs to overcome is the
quality of life teachers who are placed in classrooms. Although the
children are below the age of six and would rather run around, climbing
and displaying their kinaesthetic energy, there has to be training for

129. Traversing the Gap Within the Ghana Education System
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teachers who are supervising and teaching them. However, I take solace
when Mrs. Naana Biney utters in my interview with her “there is new
infrastructure being built, teachers are being trained for the
Kindergarten level more and more, curriculum is being revised and
drawn for this level.” On a bleaker note, the education system in Ghana
has fallen into the deep pits of unaccountability from the top of the
pyramid to its base. The supervisors are commonly known as the circuit
officers in Ghana. Circuit officers have the duty of supervising and
monitoring the work of teachers in the various schools. These officers
are given a cluster of schools to monitor. However, the crisis to this job
is whether the job is completed and well, and who holds them
accountable and how they are held accountable.
The Upper Levels
For upper primary level, starting from the first to fifth grade, I
recommend similar changes. The students in these grades need more
exposure to their surroundings in the school, their immediate
community, the broader community, the nation. Excursions outside the
classroom should be frequent to allow students to broaden their
thoughts and, problem-solving capabilities as well as to increase their
knowledge – relating what is learned or not learned within the
classroom. Limiting students in these public schools to the same four
walls, and to remain glued to their seats is not an effective way of

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teaching them and allowing them to educate themselves and each other.
The national curriculum distributed to these schools (non-private and
non- international schools) needs modification that includes less rote
learning and more imaginary and practical forms of teaching. Children
at this level rely on more than words on a paper and more on their
external sense and mental strength, and when the education system is
unable to illuminate these senses, the children do not flourish to their
full potentials.
The Secondary Schools (JHS and SHS)
My suggestion for these levels stem from indicators that the
education at this stage is becoming more Western influenced. If slightly
that modified to fit the majority of the students who will reside in
Ghana and will become its leaders this would be effective. In the early
millennium the title of the junior and senior levels were changed from
Secondary School to High School, imitating the Western way of
referring to students who have passed the primary levels. I agree that
some positive influence is necessary for growth to occur in each
society. It also becomes a threat to that society’s culture when more
light is shown on the modernity happening in other countries, therefore
conforming to their culture, habits and traditions. Many students I
interviewed gave me neutral feelings about the name change, but did
not fail to mention that the idea of Western cultures and school systems

131. Traversing the Gap Within the Ghana Education System
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is affecting the cultural morality amongst their schoolmates. Some
students, especially the girls, noticed changes in attitude that were
questionable and disrespectful to Ghanaian culture. The girls also
informed me of changes in dress, where girls wore clothes that showed
more skin than the authentic culture of the Ghanaian where girls,
especially teenagers and pre married women, were taught to cover up
and be more respectful of showing their skin to the opposite sex. In this
case, exceptions were never made, the rule applied to all females.
It is of no secret that the Western culture was being introduced
and certain aspects thereof were raising eyebrows. Consequently, the
influence sprinkled the need to educate students in the use of computers
and other technologies which other children their age in other countries
were exposed to. The international and private schools can afford the
addition of computer labs and lessons established it in their schools,
and as expected, the public schools continue to suffer in their lack of
resources, some rural schools and students oblivious to the very
existence of a computer and are unable to identify or use it. Therefore,
for this reason I do commend the influence and wish a collaboration
will be made between the two cultures, teaching Ghanaian the tactic of
merging to entities and benefiting from the result, rather that
abandoning the old ways. The modern ways present us with a vast
amount of information and with the wide range of alternatives how to

132. Traversing the Gap Within the Ghana Education System
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obtain and utilize it, merging out prior knowledge with our new
knowledge.
Teachers and Teacher-Training Colleges
The training colleges, like the public schools, need the
curriculum to expand regarding the subjects and topics taught, include
more hands-on activities in the lessons, to relate to the reading and
theories that come with the reading. There needs to be additional course
work which trains teachers in depth about student’s physical and mental
impairments focusing on how to accept them and not identify them by
their disabilities but as a “normal” student who can push beyond their
challenges. The aura of teaching should be changed from teaching
being the last resort into a profession that is an art in itself, requires
passionate, and determine people. Like any university in the country,
teacher-training colleges should have a high- competitive admission
process and acceptance. The teacher salaries should be increased as a
form of reward system and appreciation for their hard work toward
education the students well.
Allocation of funds
The allocation of funds has perpetually been a difficult for
Ghana and its many offices. Corruption, like in other countries, also
exists in Ghana and it has debts worse than other countries. Hence, the
education system has been affected deeply leaving significant holes in

133. Traversing the Gap Within the Ghana Education System
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financial assistance toward educating the students and providing
teachers with the necessary and basic tools they need to teach.
Therefore, strict and knowledgeable people should be assigned to
diligently and efficiently allocate the monies to the needed schools; as
well as follow up with these schools about the monies given and their
products. Supervision should not be left out of the process but rather
fuelled and bring all leaders, educators and donors to the same page.
Accountability
It is easy to dodge our responsibilities, but we cannot dodge the
consequences of dodging our responsibilities." - Sir Josiah Stamp
We as humans are held by the bond of our words. However, when
words cannot be heard, we are held accountable by our skills, talents
and gifts. These defining capabilities are what teach as where our place
is in the society, the family we are born into and the work place we find
ourselves in. Hence, the art of being an educator, in or out of the
classroom should be treated as a skill, a talent and a gift which puts us
in our various roles in educating students. Consequently, to be held
accountable for our jobs should be a very serious priority of the
Ministry of Education, Ghana. School administrations, teachers, and
especially circuit offices should be supervised without fail at a regular
basis, submitting detailed reports of each visit to their correspondent.
The Ministry of Education should in part establish the

134. Traversing the Gap Within the Ghana Education System
134
recommendations made by the educators in the field and allow
autonomy to flow freely yet with boundaries. Teachers should be held
accountable, however giving them the right tools to ensure this must
first occur. Professional development seminars, retreats and other
programs should be provided often that what they usual provide. These
seminar should be made affordable or free to teachers teaching in rural
areas, including their transportation to and from the location if need be.
When the teacher and schools are giving the right tools in the right
amount they are automatically held responsible and thus accountable
for giving their best to the students. The supervisors of each teacher and
staff of a school should also be trained to ensure good reflexions and
again accountability.
It is through this atmosphere of accountability from all involved
that the system will notice a solid and lasting revival and improvement.
The students will notice these changes in attitude and work ethic and
follow. There will be lighter shown in the entanglement of the public
schools and steps will be apparent on how to resolve the current
problems the public schools are facing.
Bridging the Gap
To bridge the gap between the affordability of going to a
private or international school means bridging the gap between the rich,
the middle class and the poor. Many will agree that this task is in many

135. Traversing the Gap Within the Ghana Education System
135
ways impossible. However the government can smoothen the rough
edges of those who cannot move into better schools by offering
frequent continuous teacher training seminars to refresh, update and
introduce new methods and new cognitive aspects of teaching to the
educators. The government should hold continuous teacher training
seminars for free or at a low price for teachers, especially those in the
public schools. These seminars should be made and targeted toward
teachers in the public schools across the nation. Prior to these seminars,
teacher trainings schools should have more intense training that goes
analyses other fields of difficulty the teachers will encounter when they
begin to teach. There should be mandatory courses added to the
curriculum that will coach the future teachers about disabilities,
inclusion and ways of teaching students who in one way or another
need more assistance in the classroom; these course should be
embedded from the start of their training to the very end,, with
examinations to test their understanding and awareness of the subject
matter. Teacher training colleges should teach beyond the subjects,
training the students to be better prepared to handle all situations and
disabilities.
Lastly, current teachers and students training to be teachers
should be made to understand that teaching is an art and not a – plan C
or Z career option. To be a teacher is a form of art which only the basics
can be taught and the rest of the art comes into play according to the true

136. Traversing the Gap Within the Ghana Education System
136
understanding and passion to be an educator. Once the basics are not in
place the art of teachers begins to suffer and the students suffer with it.
There should be a revival and retreat put in place effectively and
immediately reminding teachers their worth and the power they have to
enrich and students’ lives and futures. This revival and/ or retreat should
be held once a year, inviting teachers from other cultures and countries
to exchange teaching skills and ideas. Through such contacts from other
countries they teachers will be strengthen and assured that their career is
of great importance and the future of the nation does indeed fall in their
hands. With the little or no resources, the encouragement, ideas and
knowledge gained from such an event will produce better results which
will be enjoyed by all parties involved.
Ghana has plenty to fix, to amend, to reform and to build.
However, among these never ending to-do list comes its education
system which should be placed first above everything else, because it is
through great education that the nation will bear fruits to a greater and
firm economy, and be placed once again at the top tier of strong
countries.

137. Traversing the Gap Within the Ghana Education System
137
The overhead cry for change is still being sang, a song of change and
reforms in the educational system that will only liberate the students,
teachers and nation in hopes of Ghana gaining back its title as one of
the best if not the best country in Africa to provide excellent education
in public school education.

138. Traversing the Gap Within the Ghana Education System
138
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