Prof. Jane Naana Opoku Agyeman addresses 'untruths' on state of education in Ghana under Mahama

Prof. Jane Naana Opoku Agyeman addresses 'untruths' on state of education in Ghana under Mahama

now that tells book ratio at the time was one book to three children so what it means is that the two children who are sharing that this will have the one book maybe tend to them and then the person sitting in front of them will turn round so then you ask yourself what does that child see in and when those who the book want to be generals then they will tilt the book to the side so it means that neither child you know among the three of them nobody was seeing the right thing like it should be and president let me thank you very much because you understood the need and you quickly helped us to to raise the ratio from one book to three children to four books to one child and mr. president your concern didn't stop there you are also very much interested in how about the children who are not in school the UNESCO report of 2016 after the MDGs had been done shows that Ghana had the deficits of out of school children but it shows that you were there before because we had introduced the complementary Basic Education to try and mop up those children and many people will testify that it happened in their districts or in their communities the complementary basic education also allowed us to use the local language and to see the effect and the beauty of it was that within nine know within two years of the complimentary Basic Education using the local language we had covered almost two years of the syllabus and that also helped us review the language of instruction for the school that's another matter altogether and of course to rely beautiful things as I keep saying so you go to that school they are learning under trees or in some precarious structures so it means that should the weather change what happens so you see you don't even need to ask for the report of that school you should know immediately that the school will not do well but then you also notice that this I own children do they're your own relatives and so on so it should be a matter of consent for us and that was why we remove the schools from under trees to the over thousand and so on that we did and at the same time we also repaired schools that were in distress we also noticed that if you looked at the BC results you'll notice that hardly you know the overall score would have been six hundred meaning that they child didn't make any mistake at all we all know it's not possible at that age so normally when your child got fall 65-inch on you were very sure that the child was going to the school of choice because was hard for the children to each day so my team and I we posed the question and the president stretched us why can't the children reach 500 what is the problem so we noticed that by reducing the teacher absenteeism no we removed it from 27 to 7 when we were living as I said we increase the the books in their schools we retrain teachers we also visited the syllabus in the college's of Education we introduced the detail I think in education I need the whole day so I'll just jump in from one to the other so as I was coming to the 501 so all these helped and colleagues in 2014 we broke the ceiling and we're excited at the ministry we didn't have a party but we were very happy [Applause] maybe we suit up anyway so the highest I think was five or seven and eleven students had called that we're very excited in 2015 in 2015 again we made history by the highest was 504 so we told ourselves you know we can't be going down we should know what else should we do and so on but so we had done better than in the previous yes and actually college we did our research way back to the Common Entrance days and we looked at the data coming forward to see where are the gaps and what should we do so our our interventions were based on solid research so that you saw some problems once and for all so that it's not every year that you go to the same problem that doesn't make for progress and in 2001 we were exiting do you know the number of students who made five hundred and more over five hundred and do you know the highest score from five or seven five or six do you know the number of students who made that 3993 president Mohamed the children of Ghana thank you very much now whenever the president spoke at the SONA he'd always make a certain statements we had it the first time the one who had the second time you know when anything is repeated it means there's a pattern isn't it so you have to take it seriously he'll keep talking about adding value of course we are not in finance again and the son have the things they said but I think I could follow it so my team and I will sit on an Oscar so for those of us in education how should we understand the president's statements this is the second time he said that how should we train how should we retrain because you see in education every ministry is important so we are not ranking what what want to say is that at the basis of you know no matter what you have if you don't train the people well you have we have no property you have no investment so for us the training of children the training of people was very very important for us so if he is talking about adding value and adding value what does our syllabus look like what is the status of our vocational technical education we notice that there are 125 of the 500 and more of the vocational schools under the ministry the rest went so whether they are or not how do you reach out to them so you need to look at the syllabus they are doing advice and hand-rolled to ensure that they were also given the quality training then we looked at technical training actually we picked 18 technical university sorry technical schools for upgrading for expansion and an area that everybody seems to have forgotten for a long time their teachers what is the background of these ditches where did they trained what was the last time they had a workshop who provided the workshop how does the president's interest to add value translate into the syllabus day so it means that you need to look at that – okay and then you also need to ask yourself so where do these students end up most of them the highest to me that the Diploma at the Polytechnic but you know that there are many countries where technical education does not end at the Diploma level so we needed to we set up a team to do an evaluation of all the polytechnics and that is where that idea came from to raise the level and turn them into technical universities the person who is doing construction must study to the highest level the person dream plan brain must study to the highest level refrigeration whatever because you see and we got a lot of criticism from that but all what we needed were a low level and medium level my colleagues and Friends today the work of the low level people are being done by machines so if you don't raise the level of your training yes though gets out of school all right and they'll have very little to do so we saw that education also had something to do with their level of unemployment among our youth so that was also one intervention and us at the time we were living we had was a six or eight eight of the technical schools that had been turned into technical universities no Polytechnic standing to technical investors and it wasn't just because we liked your face or we liked the region where you come from we did an impartial objective technical study of each one of them and because the initiative had come from the president it became our responsibility to ensure that they had what they needed to transit the rest of it you know we can talk about at another level and if we come to the textual level know the secondary level okay second cycle we did not promise free SHS for the simple reason that if we thought if we did that would be paying attention to the number that was in already but the president has always been interested in those who are outside the door how do you bring them in therefore you needed to expand the lesson infrastructure we expanded a hundred and twenty-five secondary schools some got dormitories sample science labs some got computer labs whatever it was that they needed we also picked another hundred and seventy-five for what we call the quality improvements because we had gone to their schools and seen many things you know you go then you ask the headmaster my brother so what does your physics lab look like you go to the lab and there's a bench day you don't have to ask yourself what the performance offices in this school you should know do you have a physics teacher no so what are the children going to do especially when we say that science is compulsory and actually I've done an article to be coming out soon on what we did understand because that we think is very important okay so for the quality improvements that was all they had the assistant will be some rooms and so on but it hadn't been adequately fitted and I along with this we also refitted 200 of the science resource scientists that was also very very important we also noticed that if we are going to realize the dream of adding value that we need to look at science and math again we did the research from way back the percentages had not changed what it meant was that these two subjects were posing constant challenges to a young ladies so we asked ourselves what really is there about science or about mathematics that our children cannot pass lots of people who are not able to move up have been stopped because of these subjects and we argue that these subjects can be taught they can be learned everybody can do it so we set up a committee of eminent persons remember professor Kuhn prophesied young mappers animal Mensa we asked we we brought in mathematics teachers who were supposed to be good cause the one that got a lot of traction the e blocks these blocks were designed not only with the technocrats we also as the learners themselves what schools they wanted to attend those who are attending these schools what did what do they want to see those who attended their schools and her graduated what do they want to see we also did a survey of as this and their schools in the country that is the day publicly funded schools not the private ones so we've all seen them in our communities and maybe there's a reason why they are never overpopulated everybody at that age they want to go to the schools that look nice why not so it was the case then we need to build them so the rest they are everywhere we are totally on the bushes on that doesn't faze us at all because if we move that school then the nest will be further away than this one so that's what an issue you wanted to deal with and I want to sum up by very briefly talking about the universities you know along with all of these two new universities were established at home and nationally and the SUNY anyone the SUNY anyone you know is all that we don't like the others we like all of them but because it was energy and because we had was struggling with energy were particularly interested in what we were doing we're particularly interested in a show that they got proper research fund because at the time where we were living they were conducting research on creating the solar panels so imagine what will happen to all of us if were able to cut down on importation of this item so that we can expand the solar access and then of course the World Bank had their competition the centers of excellence and with the support of the president we put in the 24 million required requirement and gonna go three who were very very proud of that they gon go to KN USD got one so you see it does turmoil in education today it is totally uncalled-for thank you very much clutch professor Dean an apartment


2 thoughts on “Prof. Jane Naana Opoku Agyeman addresses 'untruths' on state of education in Ghana under Mahama”

  • What's she talking about?what did she achieved?she piled salarie arrears for about 4 years for teachers.She promised to build 200 schools,how many she was able to terminate?these people have nothing good to offer Ghana.They had free education but in their time they don't want other poor people to benefit.They say we should wait for 30years before we can practice free education.You see how they're thieves and hypocrite?

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