A brief history of science education in ghana from the colonial era to present day Essay

cognition teaching is the cultivation and disciplining the mind and early(a) faculties of an somebody to utilize acquisition for improving his life, cope with an increasingly technological world, or pursue erudition academic on the wholey and profession anyy, and for dealing responsibly with science related social issues (Akpan, 1992). Ghana, actorly known as the Gold Coast, was the prototypal African estate to the s poph of the Sahara to gain political independence from colonial rule in 1957.This former British colony of 92,000 square miles (about 238,000 square kilometers) shares boundaries with three French-speaking nations the Cote dIvoire to the west, Burkina Faso to the north and Togo to the east. The Gulf of dago of the Atlantic Ocean is to the south of the country. EARLY HISTORY OF EDUCATION BEFORE INDEPENDENCE As was the fount in many colonies during the early colonial period, the main goal of education was to get civilization manifest hand-in-hand with evangeli zation (Anum Odoom, 2013). This terra firmament gives a clear description of how education in Ghana was implemented at that time.The formal, western-style education in Ghana is directly associated with the history of European activities on the Gold Coast The Portuguese were the first off Europeans to arrive at the Guinea coast in 1471. Their intention to establish schools was expressed in gallant instructions that, in 1529, encouraged the regulator of the Portuguese Castle at Elmina to teach reading, writing, and the Catholic theology to the people. It is imply proven that the Danish, Dutch and the English merchants also set up schools in their forts and castle to acquire their mulatto children by native women.Unmistakably linked to the murder of formal education in Ghana with the Christian missionaries, who realized that in order to spread the word of God, they needed salubrious- educated local assistants. Following the integration of the coastal region as the British Gold C oast Colony, the administration became more aggressive in pursuit of its educational policy. This was precipitated by the British purchase of the Danish property at Christiansborg in 1850 and the Dutch Elmina Castle in 1872.To admirer redress problems faced by the mission schoolssuch as didactics local teachers and improving the quality of educationthe administration made grants to both the Wesleyan and Basel missions in 1874. In the preceptal Ordinance of 1882, government grants to denominational schools were made dependent on an assessment of the level of efficiency. The schools receiving grant-in-aid were define as government assisted schools, but their primary funding was to come from the missions themselves and from other private sources. On the Gold Coast, the appointment of Brigadier General Gordon Guggisberg as governor brought its own advantages.During his tenure from 1919 through 1927, Governor Guggisberg initiated several major knowledgeal programs that included educa tional progressions as a critical ingredient in his construction of a modern Gold Coast. While the previous administration had seen the pro mess of elementary schools by the various Christian missions as adequate, Guggisberg was of the conviction that the current organization could non sustain future learnings. In fact, only a few months after his arrival, the governor presented a 10- form development plan for the Gold Coast.Among other things, funding was aggressively sought for post elementary education for boys and girls. Even though the administration proposed a technical college for Accra, the Prince of Wales College (now Achimota College) was the real trophy of the administrations educational program. This non denominational school catered for students from kindergarten to the pre university level. THE BIRTH OF wisdom EDUCATION The inadequacies inherent in the system of education were observed in the post-World War I pull in made by the Foreign Missions Conference of Nort h America to the Phelps-Stokes Funds for a review of the state of education in Africa.The Phelps-Stokes Commission on Africa issued reports in 1922 and 1925 in which educators were criticized for inadequately catering to the social and economical needs of the continent. The commissioning of which James Emman Kwegyir Aggrey was a member, called for instructions in the mechanical operations necessary for the improvement of the condition of the mass majority of the people. This included science education and character training. The Phelps-Stokes funds founded in 1920, is an African Education Commission represented one of the early guarantees to link black Africa with Negro America.The attempt to forge this link represented a concerted policy on the part of a number of missionary and philanthropic groups in the United Kingdom and the United States to draw attention to what seemed to be analogous situations-politically, socially, and economically. Ghana is said to be the first indep endent sub-Saharan African country outside southwestward Africa to embark on a comprehensive drive to promote science education and the application of science in industrial and social development (Anamuah-Mensah, 1999). learning Education after IndependenceAfter Phelps- stokes commission had pushed for the birth of science education in Africa in general and in particular, Gold Coast, there has not been any clear cut national policy for science education in Ghana up to date (Ahmed, 2013). Dr Kwame Nkrumah who aimed at achieving Free Compulsory Universal Basic Education instituted an Act called 1961 Act, (Act 87) . This Act was to make Basic education free and Compulsory and anyone who fails to send his or her child to school was made to start out over a fund by the Minister for education.The education system at that point consisted of six year of primary education, followed by four-years of secondary education. At the end of the four years suitable students went on to do a two-ye ar sixth form course that could lead to a three year University course. Students, who were not suitable to continue, completed two- year of pre-vocational stratumes. The Nkrumah government encouraged the learning of science by instituting a finical scholarship scheme which enabled science and agriculture undergraduates to enjoy scholarships a little higher than those of their counterparts in the humanities. This set was withdrawn after 1966.Science and mathematics teachers were also paid a little more than their colleagues in the humanities. (Djangmah, 2007) The Reforms The seven year development plan instituted by Dr. Kwame Nkrumah was short lived. The system was later regarded as too long and too academic. Thus Dzobo Education Reforms of 1974 saw a reform of the system, instating the Junior alternative take aim (now Junior High School) on an experimental basis. The Junior alternate School introduced practical subjects and activities allowing students to acquire occupational skills, which after an apprenticeship lead to the qualification for self-employment.Due to a wide range of factors such as the economic decline, bureaucracy and sheer lack of interest the JSS-system never went beyond the experimental phase. By 1983 the education system was in a state of crisis. It faced drastic reductions in Government financing, lack of educational materials, and stultification of school structures, low enrollment levels and high dropout rates. With the assistance of several development partners (World Bank, Department for International increment (ODA) and international grants) the education system was reviewed and proposals were implemented in 1987 known as Evans-Anfom reforms.In 1987, Ghanas Ministry of Education introduced a restructured educational system that gradually replaced the British-based O-level and A-level system. The transition was completed in June, 1996, when the last class took A-level exams. The last O-level exams were administered in June 199 4, although a remedial exam was offered through 1999 (Keteku, 2013) The 1987 Reforms had strengths as well as weaknesses. matchless of the strengths was that it provided a comprehensive Basic Education which improved access to education for more children of school-going age.Junior Secondary Schools were provided throughout the country and this helped to increase literacy levels. The reform also introduced Continuous Assessment which formed part of the last examination. This ensured that internal assessment in schools was included in the final examinations and this ended the integrity-shot examination existing in the old system. The Anamuah-Mensah Report recommended similar structure of education just like the Evans-Anfom Report of 1986.The difference was the inclusion body of two (2) years of Kindergarten education as part of Basic Education and Apprenticeship training for leavers of the Junior Secondary School who unable to or do not want to continue in the formal sector. The i mplementation of the Anamuah-Mensah Reforms began in September 2007, and it was faced with initial problems. These problems included delay in the supply of syllabuses and textbooks for the smooth take-off of the programme, and teachers were not adequately prepared in terms of training to implement the reforms.These problems were later dealt with as the implementation of the reforms progressed. The beside major problem being anticipated is the inadequate classrooms and other facilities as students will enter the quaternary year of Senior High School in September 2010. The Way Forward For Science Education Promotion of science education in the country will depend on three drivers of change, namely, funding, instruction and interventions, and explore (Akyeampong ,2007) Funding Knowledge is not cheap. Science, engine room and mathematics knowledge required to move the country into the knowledge society can never be cheap.Governments commitment to science education should be demonst rated in the level of resources allocated to science and technology. Laboratories and workshops in the schools, teacher training colleges, universities and polytechnics should be well render and new ones constructed to take into consideration the increasing student population. Research The knowledge society thrives on the creation of new knowledge. Research provides the means by which new knowledge is created. Resources, both material and human, for query in science and technology are woefully inadequate or non-existent.This has had a profound military issue on the development of post graduate research in the universities. A number of measures need to be taken to strengthen research in science and technology in order to meet the demands of the country. The by-line are being suggested Research in research institutions and the universities should be adequately funded. Most researches carried out in the universities are those that interest the researchers and are hence supply-drive n the Government should challenge our scientists and provide funds to carry out research on problems confronting the country.This can be done through the provision of research funds to be competed for by all scientists in the country. Establish a National Science Research Facilities Centre equipped with world class specialized facilities which are normally expensive and therefore beyond the means of single institutions, to provide opportunities for Ghanaian researchers to carry out scientific research and development and retain local researchers as well as attract foreign ones. To improve the quality of science education at all levels, research in science and technology should include research on teaching and learning science, technology and mathematics.Institute special awards for best researchers and science teachers. This could be termed the Presidents Award for Science to be precondition annually. We need to celebrate achievement. Set up a formal scheme for mentoring the Youth- This is critical to the development of a career path in science for the youth. Mentors excite interest in junior colleagues and help them to walk the path. This experience is however rare in the universities. These days, newly recruited scientists struggle to keep undirected with little or no support.A formal mentoring system should be established in all institutions to ensure that young scientists recruited into the universities or research institutions are attached to professors and senior scientists in their fields of theater to receive advice and support. The mentoring can take the form of joint research, publications and presentations at conferences and seminars. To raise the level of awareness of science and technology world (research) and foster a synergy among education, industry and research institutes, a project referred to as SMARTMOVES in some countries should be established in secondary schools. This project will contain encouraging schools through visits, presenta tions and seminars to work on problem solving projects with support from the community. The projects will be assessed and students with modernistic and creative projects will be invited to present their projects at a Junior Scientist Conference which will be attended by senior scientists who can later act as mentors for the students. Prizes will be given to students based on the quality of project and presentation.The Ghana Academy of Science and Arts can take up this. Conclusion The vision of the National Science and Technology Policy is to support national socio-economic development goals with a view to lifting Ghana to a middle income status by the year 2020 through the protraction of a science and technology culture at all the levels of society, which is driven by the progression of innovation and the mastery of known and proven technologies and their application in industry, and other sectors of the economy. (MEST, 2000)This vision can function a reality when science educati on is given a boost at all levels of education. It has been suggested that the promotion of science education hinges on three pillars funding, teaching and intervention, and research. Without adequate funding, quality teachers, supportive intervention activities and research to illuminate our understanding, science education will have no impact on the everyday lives of Ghanaians and the reflection made by the National Development Planning Commission will remain true.Our national vision for science and technology will be therefore be meaningless. REFERENCES Ahmed, M. (2012). Ghana to launch National Science policy. Retrieved 4th October, 2013, from http//www. ghanaweb. com/GhanaHomePage/NewsArchive/artikel. php? ID=235350. Akpan, O. E. (1992) Toward Creative Science teaching and learning in West African school. Ghana Catholic Press Akyeampong, K. (Centre for International Education, University of Sussex, England) in his lecture on 50 Years of Educational Progress and argufy in Gha na, at Parliament House, London, England 2007 Anamuah-Mensah, J.(1999). Science and Technology Education in Ghana. A piece delivered at the National education Forum on the theme Towards Sustaining an Effective National Education System, held at the Accra International Conference Centre, Accra, 17-19th November. Anum-Odoom, A. K. M . Educational Reforms in Ghana, 1974-2007. Retrieved on 12th October, 2013, from http//www. ghanaweb. com/GhanaHomePage/blogs/blog. article. php? blog=2091&ID=1000004125- Djangmah, J. S. elucidate Ghanas national vision for the application of science and technology to development. Retrieved on 12th October, 2013, from http//www. ghanansem. org/index. php? alternative=com_content&task=view&id=234 Keteku, N. W (EDUCATIONAL REFORM IN GHANA THE SENIOR SECONDARY SCHOOL). Retrieved 10th October, 2013, from http//www. bibl. u-szeged. hu/oseas_adsec/ghana. htm Ministry of Environment, Science and Technology (MEST) (2000). National Science and Technology Policy D ocument. Accra MEST.