Public Agenda NewsPaper Ghana's only Advocacy & Development Newspaper
By Ernest Tay Awoosah
Education is a cornerstone of personal and national development, but when rigidly structured, it risks stifling potential rather than unlocking it. In Ghana, the Senior High School (SHS) curriculum mandates four core subjects—English Language, Mathematics, Integrated Science, and Social Studies—alongside elective programs tailored to students’ career interests. While these core subjects aim to provide a holistic foundation, their inflexible application has inadvertently marginalized students whose talents lie outside traditional academic realms, derailing their aspirations and limiting their contributions to society.
1. Rigid Subject Requirements: A Barrier to Career Aspirations
The SHS system requires students to pass all four core subjects to qualify for tertiary education, regardless of their chosen career paths. This uniform standard disproportionately affects students with strengths in creative arts, business, or vocational fields. For example, a gifted fashion designer or musician may excel in elective courses like Visual Arts or Music but face repeated failures in Mathematics or Integrated Science, barring them from higher education. Similarly, aspiring entrepreneurs skilled in Business Studies often find their dreams thwarted by an inability to pass subjects irrelevant to their ambitions.
The system’s rigidity reinforces a narrow definition of success, privileging theoretical knowledge over practical skills. Students in vocational programs, such as Building Construction or Catering, must still hurdle the same academic barriers as those pursuing medicine or engineering. This mismatch between curriculum design and real-world needs leaves many talented individuals without pathways to formal certification or advanced training.
2. Mathematics and Integrated Science: Unintended Gatekeepers
Mathematics and Integrated Science are central to Ghana’s educational framework, driven by national priorities to boost STEM (Science, Technology, Engineering, and Mathematics) proficiency. However, their outsized role in determining academic progression has created systemic inequities. Students who struggle with these subjects—even those excelling in humanities, languages, or creative disciplines—are frequently denied tertiary admission. For instance, a student passionate about journalism may master English and Social Studies but face repeated failures in Integrated Science, derailing their academic journey.
The psychological toll is significant. Students who thrive in theoretical subjects but falter in calculations often internalize labels of “failure,” eroding their confidence. This issue is compounded by the high-stakes West African Senior School Certificate Examination (WASSCE), where a single core subject failure can invalidate years of effort.
3. A One-Size-Fits-All Curriculum: Ignoring Diversity in Talent
Ghana’s education system, rooted in a colonial-era model, prioritizes uniformity over individuality. The core curriculum assumes all students benefit equally from the same subjects, neglecting the diversity of human potential. A student inclined toward agriculture, for example, might thrive in practical courses like Crop Husbandry but must still pass Mathematics—a subject often perceived as abstract and disconnected from their goals.
This rigidity stifles innovation and perpetuates inequality. Technical and vocational education and training (TVET) programs, though available, are underfunded and stigmatized as inferior to academic tracks. Consequently, students with mechanical, artistic, or entrepreneurial aptitudes are funneled into a system that undervalues their strengths, pushing many to abandon education altogether.
4. Psychological Impact: The Hidden Cost of Academic Pressure
The pressure to pass core subjects has spawned a mental health crisis among Ghanaian youth. Anxiety, burnout, and depression are rampant, with students enduring relentless exam cycles and societal expectations. Those who fail core subjects repeatedly often withdraw from school, opting for low-paying jobs rather than facing continued humiliation.
The stigma surrounding academic failure exacerbates social exclusion. Families in rural areas, where vocational opportunities are scarce, may view education as a binary outcome: success in core subjects or lifelong underemployment. This mindset discourages students from exploring alternative paths, perpetuating cycles of poverty.
5. Limited Alternatives: The Scarcity of Vocational Pathways
Unlike countries like Germany, where vocational training is seamlessly integrated into education, Ghana’s system offers few alternatives for non-academic learners. TVET institutions are sparse, under-resourced, and poorly aligned with industry needs. Students who might excel as electricians, chefs, or graphic designers find few avenues to develop their skills without first overcoming academic hurdles.
The lack of early specialization further disadvantages students. In many developed nations, career-focused education begins in secondary school, allowing learners to build expertise in their chosen fields. In Ghana, however, the late introduction of electives and the dominance of core subjects delay practical skill development, leaving graduates ill-prepared for the job market.
The Way Forward: Toward an Inclusive Education System
To transform Ghana’s education system into an inclusive engine of opportunity, the following reforms are critical:
Flexible Admission Criteria: Universities and colleges should prioritize subject-specific performance over blanket core requirements. For example, a Fine Arts program might waive Mathematics for applicants demonstrating exceptional creativity and technical skill.
Investment in Vocational Training : Expand TVET infrastructure, align curricula with industry demands, and elevate the social perception of vocational careers through public awareness campaigns.
Tailored Core Subjects : Redesign core curricula to reflect students’ career goals. A student in Hospitality Management could study applied mathematics for budgeting, while an Agriculture student might focus on environmental science.
Personalized Learning Pathways : Introduce mentorship programs and career counseling to guide students toward fields matching their strengths, reducing dropout rates and enhancing engagement.
Practical Skills Integration : Embed entrepreneurship and hands-on projects into the curriculum, fostering creativity and self-reliance. For instance, Business students could run mini-enterprises, applying theoretical knowledge in real-world contexts.
Conclusion
Education should empower, not exclude. While Ghana’s core subjects aim to build foundational skills, their rigid application has marginalized countless students, squandering talent and hindering national progress. By adopting a more flexible, student-centered approach—one that celebrates diverse abilities and bridges the gap between education and industry—the nation can unlock the potential of every learner. The time for reform is now, ensuring that no dream is derailed by an outdated system
