By Philip Antoh
The Executive Director of the Ghana National Council of Private Schools (GNACOPS), Obenfo Nana Kwesi Gyetuah, has declared that Ghana’s current educational framework has outlived its relevance and fails to inspire the modern learner.
According to Gyetuah, the 2018 new curriculum was designed to transition from theoretical rote learning to practical skills suited for the 21st century. However, he argues that this vision was abandoned during the implementation stage.
Speaking to The New Republic, Gyetuah explained that the core objective of the curriculum review was to shift focus away from an examination-oriented system toward one that nurtures inherent skills.
He believes the current system is failing to produce graduates capable of meeting modern societal needs.
“Ghana’s current education is not yielding the needed results because the system failed to train learners to meet the modern needs of society,” Gyetuah stated.
“When you go elsewhere with serious education, students are developing robotics, mobile phones, and meeting other technological demands. But here in Africa, and Ghana in particular, we are following a colonial education system transmitted centuries ago, which cannot boost the economy nor employ the numerous graduates we produce yearly.”
Beyond Policing: Solving Student Indiscipline
Addressing the rising concerns over vandalism and chaotic behavior among students, the GNACOPS boss argued that punitive measures are not the solution.
He added that authorities must acknowledge the growing gap between what the system offers and what students want.
“To resolve this matter is not about the militant way, it’s not about caning, it’s not about anything. It’s about sitting down and admitting that the kind of education these learners want is not what they are enjoying,” Gyetuah asserted.
He believes the system must provide students with a clear sense of purpose, helping them understand why they are in school and what they stand to gain.
Gyetuah contrasted the current situation with the experiences of previous generations, noting that while students in the past were also stubborn, they were driven by a clear vision of their future destinations.
“We were all promised a destination. We were aware of where we wanted to be, and that destination was important enough to help us restrain ourselves and remain focused,” he recalled.
“That sense of purpose is no longer sufficiently reflected in the current education system.”
A Call for Holistic Review
Gyetuah has called for a comprehensive assessment of the education sector to determine if it is truly serving the needs of the younger generation.
“We need to holistically assess the kind of education system we are turning out to the younger generation,” he urged.
“Is this the kind of education system they are looking for?”
He stressed on the need for an approach that psychologically grounds learners, helping them realize that their presence in school has a purpose and that their actions directly impact their progress toward their goals.
“Until we change our mindset and approach to education in the country, children will continue to score grade 9 in English and Mathematics, and we will see such students having academic deficiency, but we may be wasting the time of innovators and inventors,” he stated