Haruna Iddrisu is Ghana’s Minister of Education
The current structure of Ghana’s education system, particularly the automatic transition from Junior High School (JHS) to Senior High School (SHS), needs reevaluation. While striving for academic advancement is commendable, it overlooks the diverse aspirations and talents of students, forcing a one-size-fits-all approach that ultimately limits potential and strains resources.
Many talented children yearn to begin their professional careers early, prioritising literacy over extended formal education. Others possess a strong inclination towards acquiring artisanal skills, and recognising this reality is crucial. Therefore, a reviewing of the JHS curricula is paramount, one that acknowledges and caters to these often-overlooked pathways.
Drawing inspiration from the technical and vocational training workshops of the PNDC era, the proposed restructured JHS should empower students to make informed choices about their educational trajectory.
The JHS programme should be modified to allow students to take an SHS entrance exam at the end of any year. Students desiring to pursue SHS can do so, while others inclined towards technical and vocational training can continue to JHS 4, specialising in their chosen skills. Upon completion, these students would receive certificates that validate their acquired competencies and enhance their employability.
This restructuring offers several key benefits. Firstly, it eliminates the automatic, wholesale transition to SHS, allowing students to pursue paths aligned with their individual talents and ambitions.
Secondly, it incorporates a vocational and technical training component, empowering students to terminate formal education at the JHS level with employable skills.
Thirdly, it creates a workforce of skilled local artisans, reducing reliance on foreign expertise and fostering economic growth.
Finally, a reduced influx of students into SHS can lead to significant cost savings for the government.
The existing three-year SHS system also requires critical review. The time dedicated to instruction is effectively reduced to two and a half years due to exam preparation, hindering holistic student development. Extra-curricular activities and the development of crucial social skills are often neglected.
To address this deficiency, a significant revision of the SHS curricula is needed. These curricula should be designed to attract diverse talents, incorporating practical skills alongside traditional academic subjects, mirroring the success stories of individuals like Abedi Pele who excelled in their chosen fields.
The SHS programme should be extended to five years, with the first two years dedicated to general courses. Students entering SHS from JHS 1 will still require six years to enter tertiary institutions, maintaining the current timeline.
This expanded curricula would allow students interested in terminating at the SHS level to specialise in areas like home economics, sports, carpentry, phone repairs and masonry, receiving recognised certificates for employment.
Furthermore, entrepreneurial skills should be integrated into the curricula to equip students with the knowledge and tools to start their own businesses. For those pursuing careers in fields like football, basketball, athletics, music, performing arts, basic knowledge of contract agreements should be incorporated.
While the additional two years in SHS may appear to increase costs, the reduced number of students transitioning from JHS can offset this increase. Furthermore, the enhanced skills and employability of graduates will contribute positively to the national economy.
Finally, the system of National Service, both before and after university, should be reinstated. Pre-university National Service should prioritise posting students outside their home regions to foster a deeper understanding and appreciation of different cultures, environment and perspectives within the country. This exposure would promote national unity and broaden students’ horizons, contributing to the development of well-rounded and engaged citizens.
In conclusion, a reviewed educational structure that acknowledges diverse aspirations, prioritises practical skills, and fosters holistic development is crucial for building a more robust and prosperous future.
By restructuring the JHS and SHS curricula, we can create a system that empowers students to pursue their passions, acquire valuable skills, and contribute meaningfully to society, regardless of their chosen path.
