Dr. Adu Owusu Sarkodie, a distinguished figure at the University of Ghana's Department of Economics, is raising critical questions about the current education policies in Ghana. During a recent Thought Leadership Forum organized by Media General-Star Ghana, Dr. Adu Sarkodie proposed a redefinition of the existing Free Senior High School policy.
The central tenet of his argument is that for an education policy to genuinely be labeled "free," it must encompass essential components such as quality, equity, and inclusivity. Dr. Adu Sarkodie emphasized the need to address issues such as inadequate infrastructure, deficient learning materials, and high pupil-teacher ratios. According to him, without these fundamental elements, the current policy cannot be considered a true embodiment of "free education."
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At the heart of his concerns lies the call for a comprehensive redefinition of free education to incorporate not just accessibility but also quality, equity, and inclusivity.
Dr. Adu Sarkodie underscored the urgency of this matter, highlighting that genuine progress in Ghana's education sector is pivotal for enhanced productivity and the growth of the country's gross domestic product (GDP). He stressed that until these critical elements are addressed, a claim of providing free education in the country would be misleading.
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The discussion at the Thought Leadership Forum, themed "Financing of Basic Education in Ghana," also saw contributions from Kofi Asare, the Executive Director of Africa Education Watch. Asare urged the government, particularly the Finance Minister, to allocate resources to address the deficit in textbooks in junior high schools. He emphasized the importance of budgetary provisions to mitigate this pressing issue, advocating for a proactive approach to ensure comprehensive and equitable access to learning materials. Asare's call for budgetary allocation aligns with the broader objective of enhancing the quality and depth of education across the country.
These insights from experts in the field signal a pressing need for a holistic approach to education policy in Ghana, one that goes beyond mere access and addresses crucial factors such as infrastructure, learning resources, and equitable distribution of funding.
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