Free Senior High School Students Have Better Results Than The Fee Paying SHS Students From 2016
The governemnt of Ghana through the Ghana Education Service (GES) and the National Council for Curriculum and Assessment (NaCCA) have done a similar investigations of the aftereffects of the West African Senior School Certificate Examination (WASSCE).
Per this report, the public authority is offering an unequivocal expression that regardless of the Free Senior High School strategy which many scrutinized and said it needed quality, the outcome produced by the understudies is much better than 2016.
The report additionally attempted to clarify the ventures the public authority made into these understudies to guarantee that they come out decisively.
Notwithstanding, many have gotten this report with a spot of salt with the clarification that the 2020 WASSCE was filled with a ton of spilled questions and other assessment acts of neglect which gave the competitors a more prominent possibility at passing.
Peruse Full Report Below:
Today, the ever-developing spotlight on equivalent admittance to quality training in strategy recommendations for schooling in Ghana is glaring, following the ongoing spike in the quantity of arrangements planned from September 2017. Ghana’s ongoing history has been described by expanding center in equivalent admittance to quality instruction for Ghanaian youngsters, reflected in the different strategy intercessions made to help results for understudies and families, particularly for the individuals who are generally distraught and underserved. This is in acknowledgment of schooling’s outsized function in public turn of events and how it can connect imbalances and level out life results.
In September 2017, Ghana started to actualize an ‘expanded essential instruction’ framework which makes senior secondary school (SHS) training free and comprehensive. For strategy formulators, various settings underlined the plan and usage of this free, comprehensive schooling system. These incorporate a lasting feeble progress issue (particularly for students from fundamental schooling to auxiliary), lopsided characteristics in training access, the need to battle destitution and wrongdoing and animate improved municipal life, wellbeing and day to day environments just as financial development for the individuals of Ghana. In regard of frail change for example, from the 2010/11 to 2016/17 scholastic years, out of a sum of 4,000,000 understudies who began grade school, just 500,000 understudies were selected senior high training (Education Management Information System (EMIS) information, 2010-2017), demonstrating that a critical dominant part of understudies (i.e., 3,500,000 understudies) couldn’t access senior secondary school. The BECE ‘stanine’ standard referred to evaluating framework, based on an exceptionally ‘specific’ methodology, had a long-standing impact in intensifying the issue of restricted admittance to optional instruction, year on year. Further, it is evident from the 2012/13 and 2016/17 Ghana Living Standard Survey (GLSS) information that considerable imbalances in admittance to instruction exist over the different abundance quintiles, with understudies coming from the least fortunate 20% of families at an intense burden with regards to getting to auxiliary schooling. In spite of the undeniable defenses, the turn out of the Free SHS strategy was met with uneasiness in specific quarters, with certain pundits contending that it would prompt a trade off in the nature of training on offer to Ghanaian kids.
On the rear of these worries, it has gotten important to inspect and think about the exhibition of the primary alumni created under the Free SHS strategy to earlier years’ exhibitions, especially the scholarly year going before the usage of the approach. Table 1 and Figure 1 show the level of competitors getting the tertiary instruction qualifying grades (TEQG) (A1-C6) in the WASSCE center subjects in the previous five years.
Concerning the level of competitors acquiring the tertiary instruction qualifying grades (TEQG) (A1-C6) in the center subjects, the current year’s WASSCE results is truly outstanding over the most recent five years. Looking at the level of up-and-comers acquiring the TEQG (A1-C6) in the WASSCE center subjects in the previous five years, it very well may be seen that the best improvement was in arithmetic. The level of applicants making the TEQG in science (the most feared subject in the educational plan) expanded from 32% in 2016 to dramatically increase this number (for example around 66%) in 2020. Additionally, arithmetic recorded the most elevated rate increment (9.43%) of competitors acquiring a Grade A1, while the English Language recorded a negligible rate increment (0.6%) of applicants getting a Grade A1. Moreover, the extent of competitors making the TEQG in each of the four center subjects surpassed half over the most recent two years (for example 2019 and 2020). This implies somewhat over portion of the up-and-comers taking the WASSCE over the most recent two years acquired the tertiary instruction qualifying grades (A1-C6).
It is fascinating to take note of that these significant enhancements in WASSCE are going on when the passage prerequisites for section into SHS have been decreased radically from the BECE qualifying total of 30 to as low as total 522 because of the comprehensive free SHS activity. All the more significantly, the current year’s test, composed under the pall of the Covid-19 worldwide pandemic was all by itself a special occasion. No other graduating class in our set of experiences, it tends to be contended, has needed to attempt their last assessments under the extraordinary physical and mental conditions that these fearless small kids did. The outcomes are, along these lines, clear signs that the public authority’s mediations pointed toward guaranteeing Ghanaian youth access a comprehensive and fair quality SHS instruction just as to achieve better learning results are working. For arithmetic, specifically, the improvement is a ‘pronouncement duty’ satisfied. It tends to be contended that Ghana has arrived at a phase where a big part of its childhood have tertiary instruction qualifying grade in science or numerate, putting the nation on the way to turning into an arithmetic well disposed country.
The line diagram of the information (Figure 2), show how the aftereffects of the center subjects have improved over the most recent five years.
The level of applicants making the TEQG in Social Studies expanded from 54.5% in 2016 to 64.3% in 2020, demonstrating a 10 rate point improvement. Likewise, there have been a few
upgrades in Integrated Science and English Language. These outcomes recommend about half of the around 342,500 applicants who composed the WASSCE, which is more than 150,000, are probably going to fit the bill for tertiary schooling (for example get the Grades A1-C6 in their best six subjects including the English, Mathematics and Integrated Science).
The investigation shows that the 2020 WASSCE execution is up to standard and contrasts well and the 2019 execution. Overall, the 2020 execution shows a 12.7 percent expansion from the 2016 exhibition for every one of the four center subjects. It is in this way evidential that the 2020 exhibition is an astounding one contrasted with the 2016 presentation (the year going before the usage of the Free SHS). In aggregate, the current year’s presentation, similar to some other exhibition in the previous three years, keep on dispersing the worry of bargained training quality all things considered.
Ruler Hamid Armah is the Acting Director-General of the National Council for Curriculum and Assessment (NaCCA). He is a teacher, and training and exploration expert, with instructing, examination and strategy commitment encounters in both the United Kingdom and Ghana settings, for more than 18 years. He has been broadly distributed in the Ghanaian and global media and has more than 60 composed distributions including strategy records, reports, addresses, peer and non-peer-investigated papers on a scope of instructive issues in Ghana.
Kwasi Opoku-Amankwa is the Director-General of Ghana Education Service (GES) and an Associate Professor. He was already the Dean of the International Programs Office, Dean of the Faculty of Arts and Head of Publishing Department, all at Kwame Nkrumah University of Science and Technology (KNUST). Prof. Opoku-Amankwa has a profound comprehension of social, political and instruction changes, having contemplated, worked and explored into various central points of interest for more than thirty years.