Ghana's expansion of access to secondary education through the Computerised School Selection and Placement System and the Free Senior High School policy has opened doors to thousands of young Ghanaians. However, a pressing question confronts the education system: are current school selection, placement, and financing arrangements inadvertently destroying community day schools established to bring secondary education closer to children? This issue requires urgent national attention to ensure the survival of these schools.
The Computerised School Selection and Placement System was designed to match students with schools based on academic performance, programme preferences, residential preferences, and available vacancies. However, the system's focus on placing students in boarding schools has led to an uneven distribution of students, with community day schools struggling to fill classrooms. This has resulted in a situation where the government invests in establishing schools in deprived communities, but the same education system makes it difficult for these schools to attract students.
Research on Ghana's Free Senior High School policy has documented a pattern of increased demand for boarding schools, while many day schools, particularly in rural areas, operate below capacity. The financing structure of the policy may be contributing to this trend, as boarding students receive accommodation and meals, while day students have to live at home and bear commuting costs. This has created an incentive for families to pursue boarding places, even when quality day schools exist within their community.
The consequences of this trend are far-reaching, with community day schools facing declining enrollment, struggling to justify staffing levels, and eventually losing the confidence of the community. The government continues to spend money maintaining infrastructure that is not being fully utilised, creating a vicious cycle. This issue is not merely a school problem but a national resource-allocation problem that requires urgent attention.
Another issue requiring national discussion is the relationship between BECE performance and entry into secondary education. Ghana's current placement arrangement does not operate with a simple nationwide minimum aggregate that determines who qualifies for SHS. Instead, placement depends on various factors, including candidates' performance, school competitiveness, programme demand, preferences, and available spaces.
The current system has a commendable social objective of ensuring no Ghanaian child is denied an opportunity for further education due to poverty or geographical location. However, access must not be confused with automatic progression without adequate academic preparation. The system risks converting secondary schools into remedial institutions without giving them the necessary resources or structure to perform this function.
To address these challenges, the education system must be re-examined to ensure that community day schools are not disadvantaged. The purpose of the Computerised School Selection and Placement System should be to achieve a fair and educationally sound distribution of students, not simply to satisfy the strongest parental demand. The government must consider the consequences of its policies and work towards creating a more balanced and equitable education system.
Key points
- The Computerised School Selection and Placement System and Free Senior High School policy have unintended consequences for community day schools.
- The financing structure of the Free Senior High School policy may be contributing to the increased demand for boarding schools.
- The education system must be re-examined to ensure that community day schools are not disadvantaged.
