Bright Simons, Vice President of IMANI Africa, has expressed concern over what he describes as a lack of creativity in Ghanaian policy suggestions, particularly in education.
He believes the nation is too quick to propose classroom-based solutions for societal issues without considering their practicality or effectiveness.
In a recent statement, Simons shared his skepticism about a suggestion made by a high-ranking official that “anti-corruption” training should be incorporated into Ghana’s basic school curriculum.
“I recently chuckled when a high-ranking official recommended that ‘anti-corruption‘ training be incorporated into the basic school curriculum. How about headmasters and teachers modeling high-integrity lifestyles instead?”
“Over the years, I have heard similar suggestions made for anti-galamsey training, deforestation sensitization, disability awareness, road safety awareness, native cuisine appreciation, chieftaincy symbols, fashion sense, religious discernment, and a host of other noble wisdom. I guess the only one I am yet to hear is ‘how to smile without meaning it like a Ghanaian.’”
Bright Simons
Simons contended that while various fields of knowledge have their own significance, it is impractical to incorporate all of them into the basic school curriculum.
He emphasized that education should be structured in a way that prioritizes fundamental subjects while ensuring that students are not overwhelmed by an excessive number of topics.
He pointed out the numerous challenges that come with attempting to expand the curriculum indefinitely.
These include a shortage of trained teachers in specialized subjects, limited space within school timetables, inadequate textbooks and assessment tools, and, most importantly, the cognitive capacity of young learners.
He argued that expecting a nine-year-old to grasp an overloaded curriculum would be counterproductive, as it could dilute the effectiveness of foundational education.
Simons suggested that while additional areas of knowledge can be valuable, they should be introduced at appropriate stages of education where they can be properly taught and absorbed.
Rather than cramming every possible subject into early schooling, he stressed the need for a balanced approach that ensures children receive quality education without unnecessary pressure.
The Reality of Ghana’s Education System
Furthermore, Bright Simons highlighted a pressing issue in Ghana’s education system—students already struggle with basic literacy and numeracy, making it unrealistic to introduce complex subjects like anti-corruption education at the basic level.
According to him, even under current conditions, Ghanaian children are overwhelmed with too many subjects, often taught superficially, without the experiential learning necessary for proper understanding.
“Even in the current situation, we regularly hear that children in Ghana are taught too many courses in too shallow a fashion and that they don’t receive the experiential enrichment necessary to fully grasp what they are being taught. And we want to add anti-corruption taught by reciting passages on the blackboard?”
Bright Simons
He further highlighted a troubling statistic, noting that 80% of Ghanaian children are unable to spell, write, read, or perform basic arithmetic proficiently by the time they complete primary school at age 12.
Even more concerning, a significant number still struggle with these fundamental skills by age 15 when they sit for their basic school terminal exams.
Given this reality, Simons raised doubts about the feasibility of introducing complex topics to students who are still grappling with basic literacy.
He questioned how children who struggle to spell simple words like corruption by Junior High School (JHS) 3 could be expected to understand and apply intricate concepts such as conflict of interest.
“More importantly, the classroom is not the only place for educating a population. The media (including social media), the public square, arts, cinema—all of these are channels for inculcating various forms of knowledge, wisdom, values, and ideas in a serious society.”
Bright Simons
He further emphasized that not every essential skill needs to be embedded within the formal school curriculum.
While structured lessons are important, extracurricular activities can play an equally significant role in shaping students’ knowledge and abilities.
Simons’ perspective challenges policymakers to move beyond conventional approaches and explore more dynamic solutions to educational and societal challenges.
His critique calls for a broader, more holistic view of learning—one that recognizes the value of experiences beyond the classroom in fostering well-rounded development.
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