Professor of Development Economics at the Institute of Statistical, Social and Economic Research (ISSER) at the University of Ghana, Professor Ernest Ayeetey, says that Ghana’s school system is facing a serious quality problem, citing declining university progression rates among students of some of the country’s leading secondary schools.
He said even established schools such as Achimota School were struggling to maintain the standards they were known for in the past.
Speaking at the Achimota Speaks event on Wednesday, November 11, he said the chances of students progressing to university after attending Achimota School had declined significantly compared with previous years.
“Today, if you go to Achimota School, your chances of not earning a beneficiary institution are more than 35 per cent. In some cases, in some years, more than 40 per cent,” he said.
“In the good old days, if you went to Achimota School and you didn’t end up in university, you were part of some five per cent.”
Prof Ayeetey explained that although some students might not gain university admission on their first attempt in the past, many eventually secured places after subsequent attempts.
He said the situation was no longer the same, arguing that the decline was not limited to Achimota School but affected other leading secondary schools across the country.
“So there’s enough evidence that there is a problem with the school system, and it’s not only Achimota School. All the best schools in Ghana have the same problem,” he said.
Prof Ayeetey criticised what he described as the tendency for education policy changes to be driven by the personal preferences of individuals rather than broad consultations and evidence of public dissatisfaction.
“Many of the changes that we’ve seen in education, and education has seen more changes than any other sector in this country. Many of the changes have been prompted by personal preferences,” he said.
He cited instances where officials returned from international conferences impressed by education systems in other countries and subsequently pushed for similar changes in Ghana.
“Individuals go to conferences, they sit by somebody from Malaysia, and the Malaysian tells them about how they are doing and is impressed. Now as soon as they return to Ghana, they start a memo to the minister, they start a memo to the chief director, and that’s how our changes are. They will push and push and push,” he said.
He argued that many of the changes had not produced meaningful improvements in educational outcomes, despite the number of reforms introduced over the years.