As part of its 2024 political parties manifesto influencing initiatives, STAR-Ghana Foundation held six zonal townhall meetings in Accra, Ho, Cape Coast, Wa, Tamale and Kumasi to provide a platform for diverse stakeholders to engage in constructive dialogue on key issues affecting their communities.

Eduwatch provided technical support by developing and presenting a discussion paper at the townhall meetings on the key education issues that should be prioritized by the various political parties in developing their manifestos. Key among them are:

1. Bridging the rural-urban gap in access to education and learning outcomes.
2. Targeting the free SHS Policy at students from low-income households.
3. Expanding the Complementary Basic Education to cover all underserved districts.
4. Adequate funding of inclusive education.
5. Scaling up TVET infrastructure and facilities upgrading
6. Enhancing equitable access to tertiary education.

Feedback from the Townhall meetings would serve as points of reference for STAR Ghana's engagements with the manifesto committees of the leading political parties ahead of the 2024 general elections.

© Africa Education Watch

On Monday March 25, Eduwatch’s Senior Programme Officer, Divine Kpe was a panelist on Mastercard Foundation-MEST's monthly radio series, Edtech Monday, on Citi FM. The topic for the episode was “Empowering Innovation - Investments in Ghana’s Education.”

In his submission, Mr. Kpe acknowledged the investments being made by the government in education technology in recent times citing examples such as the iCampus, iBox, free Wi-Fi connectivity in secondary schools initiative, Learning Passport for Basic Schools and the radio and TV learning programmes among others. He also underscored the significance of integrating technology into teaching and learning processes.

Mr. Kpe, however, recommended the need for a strategic document that provides guidance on government's EdTech agenda, and the need to provide ongoing technical support to teachers to ensure the use of tech devices are effectively integrated into teaching and learning processes.

© Africa Education Watch

After about seven years of Free Senior High School (FSHS) implementation, stakeholders argue that the time is due for the government to welcome new models that give schools some level of autonomy.

The stakeholders who turned up in their numbers at the British Council to participate in the annual Achimota Speaks open forum shared various successful global models of autonomy at the second-cycle level, such as the charter schools system in the USA, Academies in the UK, public-private partnerships (PPP) in Scandinavia, and community schools system in Asia, among others.

They raised concerns about the strain on educational standards due to the overcrowding of classrooms, stretched resources, and difficult learning environments.

Additionally, the rapid expansion of infrastructure has struggled to keep pace with demand, resulting in inadequate facilities in SHS in some cases; hence, the calls for autonomous models that would enable some of these institutions to raise developmental funds to support.

Chief Executive Officer of Margins ID Group and MOBA Ebusuapanyin elect, Moses Kwesi Baiden, in his keynote address, underscored the essential role of quality education for the future of Ghana’s youth, yet the current state of public education post-free SHS has raised concerns about the standard.

Moving forward, he stressed that it is essential to revisit past educational models that successfully integrated these elements, while still meeting international benchmarked standards, academic rigour and market relevance.

“Exploring avenues for autonomy within education systems globally could provide opportunities to reintroduce cultural components into the curriculum and elevate the overall quality of education in Ghana’s secondary schools.

“The autonomy granted to academies in the UK – our former colonial masters for instance – enables them to adopt innovative teaching methods, provide targeted support for students and collaborate with external partners to enhance educational provision,” he said.

He made these remarks, speaking on the theme ‘Exploring models of autonomy in Ghana’s secondary education’, indicating that the about 13 various global autonomous models mentioned demonstrate varying degrees of autonomy, proving that education is a shared responsibility for all.

During the panel discussion, experts highlighted the importance of collaborative structures in delivering efficient secondary education as it makes room for flexibility, control and responsibility necessary for innovation, adaption to local needs and continuous improvement in teaching quality.

Managing Director, Merson Capital Limited, and organising partner of Achimota Speaks, Yaw Benneh-Amponsah, mentioned that the old students’ associations’ coalition has put together a document that proposes well-thought-through models like the Charter Schools System, where schools are publicly funded but operate independently, allowing them greater autonomy in various aspects of operation. However, authorities in charge of education have declined to engage outright.

Former Director-General of the Ghana Education Service, Rev. Ama Afo Blay, reiterated that FSHS is a fantastic idea but the implementation has gone wrong, leading to all the problems encountered; hence, the need to review the models.

She indicated that the country used to boast a culturally rich second-cycle education system that gave students a full-bodied experience and balanced career lines or lifestyles. The time for review, she added, is now and the discussions must be louder.

Executive Director – Africa Education Watch, Kofi Asare, taking his turn, lamented the lack of political will to effect any meaningful change to the current state of FSHS due to the politicisation of issues and the lower-class masses’ taste for free things irrespective of quality and aftermath effects.

Source: thebftonline.com

Parliament has approved the highest-ever allocation from the Ghana Education Trust Fund (GETFund) to basic education under the current political administration.

The allocated amount of GH₵800million represents 20 percent of the total GETFund formula for 2024, compared to the 12 percent allocated to the basic level in 2023. This 2024 allocation marks a significant 196 percent increase from the GH₵270million allocated in 2023, indicating a heightened recognition of the urgent need for infrastructure at the basic level by the government.

According to the budget breakdown, out of the total allocation to basic education, GH₵370million is designated for new and ongoing basic school projects, GH₵270million for procurement, and GH₵100million for furniture.

Executive Director – Africa Education Watch, Kofi Aare, described the outcome as a huge progress for basic-level education, considering the myriad of challenges crippling the sector. Even though this took years of advocacy and public outcry from CSOs urging the government to pay more attention to the basic level.

“The development follows one-year intensive advocacy for desks and basic school infrastructure, with support from FCDO and Oxfam, and in partnership with STAR Ghana Foundation, ActionAid, education CSOs and the media.

“Our meetings with the Parliamentary Select Committee on Education and regular engagement with the Minister of Education have been productive; and will continue to ensure full budget execution, spending efficiency and quality implementation,” he said.

He added that Eduwatch and its partners are grateful to the Parliamentary Select Committee on Education and the Minister of Education for listening to public concerns and responding accordingly even though much more could be done.

The CSO also urged the Ministry of Finance to improve upon the slow release of the GETFund to ensure all ongoing projects are completed this year.

Prioritising investment in basic education

Ghana has made remarkable progress in achieving equitable access to basic education, but learning levels remain low. Basic education in Ghana covers kindergarten (KG), primary and junior high school (JHS). Foundational learning acquired during these years provides a basis for children to progress to high levels of education and ensure they have basic functional literacy and numeracy.

Reflecting this importance, the Education Sector Plan 2018-2030 establishes that by Primary Four (P4), all children in Ghana should have learned to read fluently with comprehension, acquire fundamental mathematical competencies, and develop resilient socio-emotional skills.

Yet, the 2021 National Standardized Test Results for P4 students showed that half (50 percent) of the students scored below basic proficiency in English and Mathematics.

Persistent gaps between gross enrolment ratios and net enrolment ratios indicate that many children are failing to gain the required skills and transition to higher levels of education.

These factors can be attributed to the lack of infrastructure and required teaching and learning materials at the basic level; hence, the persistent clarion call by CSOs like Eduwatch, the Institute of Education Studies (IFEST) and the Coalition Against Privatisation and Commercialisation of Education (CAPCOE) for the government to uncap GETFund and increase allocation to that sector.

Source: thebftonline.com

On Tuesday March 26, Eduwatch honored an invitation from the Data for Governance Alliance (a consortium of CSO partners in East, Southern, and West Africa that focus on issues captured by the AU agenda) to speak at its webinar based on African Union's theme for 2024: Educate an African fit for the 21st century.

Speaking on the topic, “the State of Education in Africa, and the Role of CSOs towards achieving Quality Education”, Divine Kpe, Senior Programme Officer for Eduwatch, highlighted the progress made by many African countries over the last two decades in increasing access to education and closing gender gap. He however expressed concern about the 98 million children that were out of school by 2020, the learning poverty on the continent which was exacerbated by the Covid-19 pandemic, and the spending inefficiency by African countries in the education sector.

Mr. Kpe noted that the current challenges pose a threat to the universal access to and completion of primary school by 2030 as envisioned in the SDG 4. He called on African CSOs to among others, hold governments accountable to international education commitments, and empower citizens to demand accountability on education spending and learning outcomes.

© Africa Education Watch

Eduwatch, on Thursday March 28 joined other CSOs to meet the manifesto committee of the National Democratic Congress (NDC). The objective was to discuss key issues across various sectors that needs to be considered as the party develops their 2024 elections manifesto.

In the event put together by the Foreign Commonwealth, and Development Office (FCDO), Eduwatch made a presentation on key issues in the education sector, which included among others the rural-urban gap in access and quality at the basic education level, inadequate funding for inclusive education, and the wholesale implementation of the free SHS Policy. Eduwatch made key recommendations for the party's consideration while developing their manifesto.

Eduwatch was represented by Kofi Asare (Executive Director) and Divine Kpe (Snr. Programme Officer). The meeting also saw presentation from SEND Ghana, IDEG, CDD-Ghana, STAR Ghana Foundation and Ghana Integrity Initiative.

©Africa Education Watch