The author, Rebecca Abafum.
In Ghana, educational institutions often prioritize the admission of students with strong academic records. This results in the classification of Senior Secondary Schools into high-ranking, medium, and average categories, creating a framework that may not accurately reflect every student’s potential.
Educationists and academics have raised concerns that this classification system limits knowledge-sharing and academic support among students of varying abilities, potentially fostering a stigma that undermines self-worth and discourages growth.
Certain Senior High Schools in Ghana are regarded with respect and intelligence, while others are perceived as less reputable, regardless of a student’s academic performance.
It is perplexing that despite the emphasis on academic merit for admissions, there is a disproportionate representation of students from affluent backgrounds and influential families in the most competitive educational institutions, including medical and aviation schools.
This raises questions about the integrity of the admissions process, suggesting that systemic biases may influence decisions.
Michelle Obama in her memoir describes situations in which she advocated for underprivileged individuals who, despite facing significant obstacles, met the admission criteria more favorably than their more privileged peers.
For example, a student from a remote area achieving an aggregate score of 7 may be admitted over a student from a more affluent background with an aggregate score of 8, highlighting the importance of context in assessing a student’s capabilities.
This discussion also encompasses individuals who have excelled in their fields despite non-traditional academic pathways. A notable example is former Chelsea Football Club coach José Mourinho, who, despite never being a professional player, established himself as one of the most successful coaches in football history. These instances remind us that possessing natural intelligence and practical experience can sometimes outweigh conventional educational qualifications.
Many Nobel Prize winners in Literature, who initially pursued studies in the sciences, exemplify that rigid adherence to prescribed educational pathways is not always indicative of a person’s potential to excel in a particular field. Therefore, there is a strong argument for educational institutions to recognize the merits of those I refer to as the “special students.”
These individuals possess unique insights and experiences that allow them to contribute significantly, even if they lack traditional academic backgrounds in their fields of interest.
For instance, after completing secondary school, I worked as a Health Extension Worker, where I was recognized as the overall best student during my training, despite my qualifications being in Business Studies.
Unfortunately, traditional admission criteria often create barriers for those who wish to pursue fields such as nursing, limiting opportunities for capable individuals with business backgrounds, regardless of their good grades.
It is essential to identify and recognize special students as individuals who have demonstrated exceptional capability and commitment in their respective fields, warranting special consideration in the admissions process.
Introducing provisions in university admissions to accommodate these exceptional candidates, separate from standard scholarship opportunities, would help democratize access to quality education. Such a framework would allow individuals with alternative backgrounds to pursue advanced studies based on their unique attributes and capabilities.
The term “Special Students” may be appropriately applied to individuals who exhibit a natural aptitude in their chosen field of study, even without a traditional background in that area. If I continue to make significant and visible contributions to the medical field, I believe a more flexible approach to the standard admission requirements for medical school, particularly regarding the evaluation of a single grade, would be reasonable.
Furthermore, as I gain practical experience, I propose that alternative assessment methods, such as personal evaluations or examinations, could be utilized to determine readiness for a medical career, even without the typical elective science prerequisites.
In conclusion, a more inclusive admissions process that recognizes the value of diverse experiences and genuine merit will benefit both educational institutions and society as a whole.
It is imperative to reduce bureaucratic barriers in favor of a more equitable approach that values capabilities over rigid qualifications.
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The Author, Rebecca Abafum, is a Deputy Organising Secretary, Ghana Association of Writers (GAW).
Email: rabafum@gmail.com
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