The evolution of the education system in Ghana since independence
Ghana’s independence in 1957 marked not only a political milestone but also the beginning of a transformative journey for its education system. As the first sub-Saharan African nation to break free from colonial rule, Ghana inherited an education system designed to serve colonial interests rather than empower its people. Over the past six decades, the system has evolved dramatically, driven by bold reforms, economic hurdles and an unwavering commitment to progress. From the ambitious changes of the post-independence era to the innovative advancements of the 21st century, Ghana’s educational journey reflects resilience, adaptation and hope.
The colonial legacy and early post-independence reforms
Before gaining independence, the British colonial policies severely influenced Ghana’s educational system. Education was essentially elitist, producing clerks, interpreters and low-level officials to assist the colonial authority. Education was limited, with just a tiny proportion of the population attending school, mainly in cities. Mission schools played an important role, although their curricula were frequently detached from Ghana’s needs and realities.
When Ghana’s first president, Dr Kwame Nkrumah, took over the reins of government, he saw education as an important weapon for national growth and social reform. His government stressed educational possibilities to promote national unity, economic prosperity and self-sufficiency. Key changes included the implementation of free primary education, the construction of additional schools and the development of technical and vocational training. The Education Act of 1961 made primary education compulsory and free, which dramatically increased enrollment.
The Nkrumah administration also prioritised higher education, resulting in the founding of the University of Ghana, Legon and the Kwame Nkrumah University of Science and Technology (KNUST). These institutions were envisioned as centres of excellence, producing the trained workforce required for Ghana’s industrialisation and modernisation.
Challenges and setbacks in the 1970s and 1980s
Despite the progress that was gained in the early years of independence, Ghana’s education system faced substantial hurdles in the 1970s and 1980s. Economic collapse, political instability and mismanagement contributed to a reduction in educational quality. Schools were overcrowded, teachers were underpaid and the infrastructure was inadequate.
The implementation of the Junior Secondary School (JSS) system in the 1980s by the Provisional National Defence Council (PNDC)’s government sought to address these problems. However, a lack of funds and logistical difficulties plagued the implementation.
During this time, the brain drain phenomena began, with many competent teachers leaving the country in search of better prospects elsewhere. This compounded the quality of education, with many schools understaffed and ill-equipped to meet students’ requirements.
The 1990s: A turning point with educational reforms
An important shift in Ghana’s educational system occurred in the 1990s. The government started implementing several reforms to increase quality, equity and access with assistance from global institutions including the World Bank and UNICEF. When the Free Compulsory Universal Basic Education (FCUBE) programme was introduced in 1996, its goal was to give all children of school age free and mandatory education. In particular, enrollment rates among girls and children in rural areas increased significantly as a result of this campaign.
Teacher training and professional development also received attention during this period. The establishment of colleges of education and the introduction of distance learning programmes helped to address the shortage of qualified teachers. Additionally, the government invested in school infrastructure, including the construction of new classrooms and the provision of teaching and learning materials.
The 21st Century: Progress and persistent challenges
Ghana’s educational system developed further in the twenty-first century, with an emphasis on accomplishing Sustainable Development Goal (SDG) 4, which is to guarantee inclusive, egalitarian, high-quality education for all.
The School Feeding Programme and the Capitation Grant, which were introduced in 2005, have significantly expanded access to education, especially for underprivileged children.
In recognition of the role that STEM education plays in fostering innovation and economic expansion, the government has also taken significant steps to promote STEM education. ICT integration into the curriculum and the creation of STEM-focused schools are steps in this direction.
The role of private and international actors
Ghana’s educational system has been significantly shaped by the corporate sector and international organisations. Private schools have become increasingly popular as alternatives to public education, especially at the elementary and secondary levels. While some private schools offer excellent instruction, others have problems with accessibility and pricing.
Additionally, through technical aid and capacity-building, international organisations and donor agencies have supported the advancement of education. Infrastructure development, curriculum development and teacher training have all benefited from initiatives like the Ghana Partnership for Education Grant.
Looking Ahead: The future of education in Ghana
The education system in Ghana needs to address both developing and long-standing issues as it looks to the future. To improve the quality of education, it will be essential to use technology, strengthen teacher preparation programmes and upgrade infrastructure. Furthermore, establishing collaborations between the public and private sectors as well as civil society will be crucial to attaining long-term advancement.
The government’s recent introduction of the Free Senior High School (FSHS) policy in 2017 is a bold step toward increasing access to secondary education, ensuring that all Ghanaian students have access to secondary education.
While the policy has been praised for its potential to reducing financial barriers, concerns about its sustainability and impact on quality have been raised. Addressing these concerns will require careful planning and resource allocation.
Conclusion
Since gaining independence, Ghana’s educational system has advanced significantly in terms of increasing access and enhancing equity. Ghana can establish an education system that empowers its people and propels the country’s progress in the next decades by building on its past achievements and tackling enduring issues.
BY PRISCILLA OSEI-WUSU NIMAKO & JOYCE ADWOA ANIMIA OCRAN
