Educationist raises concerns over categorisation of SHSs

Dr Charles Obeng Sarpong, an educationist, has criticized Ghana's categorization of senior high schools (SHSs), asserting that it exacerbates social divisions and fosters perceptions of certain schools being inherently superior to others. On the debate surrounding the placement of thousands of Basic Education Certificate Examination (BECE) candidates, Dr Obeng Sarpong emphasized that students should be afforded opportunities to succeed irrespective of their academic performance, background, or the institution they attend.

He argued that the school categorization system contributes to class divisions and societal problems during an Adom FM Dwaso Nsem interview. The educationist suggested a more equitable distribution of students across schools could help dispel the notion that academic excellence is confined to a select few institutions. Dr Obeng Sarpong highlighted the National Science and Maths Quiz (NSMQ) as evidence of how students from various backgrounds can thrive when given equal opportunities.

He noted that NSMQ's outcomes often defy expectations, with popular schools sometimes losing to less-known ones, underscoring that "nothing like this school is good or not" exists. Dr Obeng Sarpong advocated for a review of the notion that some schools are "good" while others are not, calling for equitable school placement to benefit the entire nation.

He stressed that his proposal does not advocate for the elimination of academic standards but rather an equitable distribution of students. While acknowledging that certain programs necessitate specific academic strengths—such as Mathematics in engineering—Dr Obeng Sarpong argued that persistent poor performance in subjects like English and Mathematics should not permanently hinder educational advancement.

He pointed out that factors such as students' social and educational backgrounds can influence their initial academic performance, suggesting that a poor result does not necessarily indicate long-term potential. He shared a personal anecdote of a student from a rural area who initially struggled due to his appearance, demeanor, and English proficiency.

However, after receiving support and remedial measures, the student excelled academically, ranking among the top 10 in his year group. Dr Obeng Sarpong emphasized the importance of providing opportunities and support to students who face initial setbacks, urging policymakers to rethink their approach to school placements. He questioned the rationale behind leaving thousands of young people without placement opportunities, highlighting the need to reconsider the current categorization system to prevent further division and discrimination.