Malik Adama, a member of the NDC Communication Team and aspiring National Vice Chairman of the party, has called for a stronger emphasis on academic standards in Ghana’s second-cycle education system.
He argues that the country should not sacrifice quality for quantity in its quest to provide access to Senior High School education.
According to him, the recurring challenges with the Computerised School Selection and Placement System (CSSPS) should prompt stakeholders to critically examine students’ academic performance as well as the standards required for progression to the next level of education.
Speaking on Ahotor FM, Malik Adama noted that the current school placement challenge is not a new phenomenon, stressing that similar difficulties have occurred almost every year.
He cited figures from the 2024 placement exercise, claiming that about 107,509 students were not captured or placed into various schools through the system.
He questioned why the country continues to experience the same challenge and said stakeholders must look beyond the number of students who are unable to secure placement and examine the underlying causes.
Malik Adama identified the academic performance of some BECE candidates, particularly in core subjects such as Mathematics and English Language, as one of the factors that must be considered.
He referred to comments by the Ghana Education Service spokesperson indicating that some students recorded extremely low scores, including 10 out of 100, 7 out of 100, 15 out of 100 and 12 out of 100.
He argued that while concerns over the number of students without placement are legitimate, the country must also be honest about the academic performance of some of the affected candidates.
«“We are building a nation. We should not substitute quality for quantity. If you have failed, you have failed; go and write again. That is my opinion. If you get 10 out of 100, go and write again.”»
According to Malik Adama, examinations are conducted to assess whether students have understood what they have been taught before they are allowed to progress to the next stage.
He explained that where a student does not demonstrate the required level of understanding, such a student should be given another opportunity to learn and rewrite the examination.
He likened the situation to examinations conducted within schools, where students who fail may be required to repeat a class until they attain the necessary academic standard.
«“What is the essence of examination? It is to assess the students—to know whether what they have learnt, they know or they don’t. If they don’t know, you go back and learn it again. If you know, then you go to the next stage.”»
He believes the same principle should apply to progression from basic education to Senior High School.
Free SHS and the Placement Challenge
Malik Adama also traced part of the current placement challenge to the implementation of the Free Senior High School policy, although he acknowledged that the idea of making secondary education accessible to every Ghanaian child was a good one.
He noted that the concept of free secondary education had received significant public support and said the NDC had also previously pursued efforts aimed at expanding access to secondary education.
However, he argued that problems emerged from the manner in which the policy was implemented.
According to him, the perception that students could secure placement into Senior High School regardless of their BECE performance could weaken the motivation of some students to take their studies seriously.
He argued that allowing students with very poor aggregate results to obtain placement could create the impression that academic performance was no longer important in determining progression.
«“You said Free SHS. If a child gets aggregate 30, which is a fail, then you give him or her school. That made the students stop learning because they knew that no matter the grade he or she gets, he will get placement.”»
He therefore stressed that providing access to Free SHS should not mean abandoning academic standards.
Responsibility of Students, Parents and Teachers
The NDC communicator also rejected arguments that poor academic performance should be blamed solely on teachers.
He acknowledged the important role teachers play in educating students but insisted that students themselves must take responsibility for their learning and academic performance.
According to him, parents equally have a responsibility to monitor their children’s education and ensure that they take their studies seriously.
«“When we talk, they say if the teachers are good, they should transform the students. It is the responsibility of the child to learn and get there, and it takes the responsibility of the parent to check their children to learn and get there.”»
Malik Adama stressed that improving Ghana’s education system requires a shared responsibility among students, parents, teachers, school authorities and policymakers.
He therefore urged the Ministry of Education and the Ghana Education Service to find a sustainable solution to the recurring placement challenges while ensuring that efforts to increase access do not undermine academic standards.
He said Ghana must strike a balance between providing opportunities for every child and ensuring that students meet the necessary academic requirements before progressing to the next level.
By Stephen Kwaku Owusu Mintah, Ahotoronline, Accra.