Strategic measures in addressing education during COVID-19 in Ghana, West Africa

Upon recording the first case of novel COVID-19 on 12th March 2020, highly recognised decisions were taken by government in line with the World Health Organization (WHO) protocols.

In Ghana, fractional decisions taken were a partial lockdown limited to Greater Accra, Greater Kumasi, Kasoa and Tema; and comprehensively, general directives were given subject to closure of groups of which educational institutions, religious bodies, non-essential services were restricted from operating nationwide.

With focus on education, the Educational Ministry with its line of operation which is West Africa Examination Council thought it prudent to further suspend both basic and senior high candidates who were initially exempted from the restrictions. Frustration of these BECE and WASSCE candidates for 2020 examination began subjected to variations in learning abilities that have great influence on their performance. Subject to this, there should have been modalities to exceptionally accommodate these candidates by observing WHO protocols.

As of now, the Ministry of Education has lost direction on how best to manage the pandemic as it affects the academic calendar of the year. In Ghana, all levels of students are supposed to enjoy at least three months rest period out of the year but unfortunately, the Senior High School (SHS) has no breath due to the double-track system introduced as a flagship program in September 2017 by His Excellency Nana Addo Danquah Akuffo Addo, the president of the Republic of Ghana.

Notably, end of term and end of semester examinations respectively affected all calibre of students at all levels due to the development of the pandemic (COVID-19). It is obvious that wasted time can never be regained but to every challenge, there is a solution. Academically, addressing the need of writing the end of semester examination in the tertiary institutions can be strategically done or achieved through invitation of selected Programmes to resume to write their end of semester examination by adopting WHO protocols and utilizing other departmental examination halls in enforcing social distancing. This can be structured and carried out within two weeks for each group in writing the end of semester examination. In adopting this measure, the academic calendar will not be much affected.

In addressing BECE and WASSCE candidates, there should be consultation between the Ministry of Education, Ghana and WAEC in adopting self strategies in writing this years’ BECE and WASSCE. A good strategy to adopt at WASSCE level is to invite these candidates in groups which implies that some selected programs at the senior high level should be grouped and be allowed to write their elective subjects within a period of time. This will help reduce congestion at the senior high level and create space in utilizing facilities such as examination halls, dining halls, dormitories, washrooms etc.

In adopting this strategy, it will highly de-congest the student populace and this will help observe WHO protocols.

Finally focusing on BECE candidates of which their examination last for a week, there should be total consultation with the senior high schools so that after WASSCE, their campuses can be used to accommodate the public basic schools within a few weeks of revising and that one week of writing examination. Previously, most private basic schools accommodate their students for a period before the start of BECE. This can similarly be done this year to public basic schools.

In conclusion, these strategies will help us address the pandemic educationally.