Kofi Asare, Executive Director of Eduwatch Africa, has taken a firm stance against the reintroduction of Senior High School (SHS) admission cut-offs, describing them as outdated and discriminatory.
According to him, such policies belong to the past and do not align with modern educational best practices.
Asare argued that cut-offs fail to accurately measure a student’s academic ability or potential, especially when comparing students from vastly different learning environments.
“There is no scientific proof that one with aggregate 6 from Presec Primary, where over 10 teachers teach in JHS, is academically better or has a higher IQ than one with aggregate 36 from Mafi Dugame, where one teacher taught the entire JHS in 2021.”
Kofi Asare
Even if such a disparity were proven, Asare insisted that every child must have access to basic and secondary education with relevant learning outcomes before entering the workforce.
He believes that Ghana’s education system should aim to raise the minimum human capital standards for all citizens.
Asare noted that during his first visit to Brazil in 2010 to study free secondary education models, he observed that even the least qualified taxi drivers had completed secondary school.
This, he noted, had a direct impact on the country’s workforce and economic productivity. “Their approach to business, given the quality of secondary education served in that country, would likely be better than a primary school graduate’s productivity.”
Investing in Skills-Based Education
Ghana currently has one of the youngest populations in the world, with about 60% aged below 25.
To maximize the potential of this youthful demographic, Asare believes that secondary education must be made accessible to all, and career guidance should be strengthened at the basic education level.
“The guidance system must be deliberate in facilitating the direction of at least 20% of primary students to skills and creative arts pathways by JHS and nurture them till second cycle – Creative Arts School, TVET, Agric Colleges, etc.”
Kofi Asare
Asare commended the introduction of Creative Arts Schools under the former Minister of Education but stressed that more non-academic pathways are needed to support students with diverse talents.
He also emphasized that teachers and parents must engage in discussions about potential careers, ensuring that career guidance becomes a key performance indicator (KPI) for teachers.
Learning, Not Exclusion, Is the Solution
Moreover, Kofi Asare asserted dismissing students from secondary education based on their aggregate scores does not solve the problem of academic underperformance.
Instead, it denies them the opportunity to develop skills that could be useful in the future.
“Not allowing an aggregate of 40-50 students to enter secondary school is never a solution but the opposite. The most important thing is that learning must take place in secondary schools.”
Kofi Asare
He further highlighted that individuals who are rejected from secondary education due to their academic performance may still go on to develop valuable skills that benefit society.
“At the end of the day, the student you abandon for holding Agg 45 may be the one to build your house for you. The quality and skill he exhibits, among others, may depend on the education you served or denied him.”
Kofi Asare
Asare cautioned against treating education as an exclusive privilege, emphasizing its role as a public good.
He insists that access to education should not be limited by policies that prevent students from pursuing secondary education. “Remember, education is a public good. One’s consumption must not affect the other’s enjoyment.”
With these remarks, Asare called on policymakers to rethink the approach to SHS admissions and focus on building an inclusive education system that nurtures every child’s potential.
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