In a significant effort to enhance educational quality within Ghana’s Senior High Schools (SHS) and Senior High Technical Schools (SHTS), Education Minister Hon. Haruna Iddrisu recently launched a high-level 11-member committee tasked with overseeing the shift from the double-track to a single-track system. This initiative aims to address numerous issues that have arisen since the double-track model was implemented in 2018.
The committee, led by Prof. Peter Grant from the University of Cape Coast (UCC), includes respected educators and vital stakeholders from various organizations, such as the Ghana Education Service (GES), the West African Examinations Council (WAEC), and other pertinent educational entities.
Background on the Double-Track System
The double-track system was introduced as part of the Free Senior High School (FSHS) initiative to manage the rising number of students enrolling in secondary education across the country. The system was designed to provide greater access to free secondary education by dividing the school year into two cycles-green and gold.
Although it helped alleviate overcrowding, the double-track system indisputably led to issues like decreased instructional time, increased strain on students and teachers, and challenges in syncing the academic calendar with that of other West African nations. Over time, various education stakeholders, including parents and teacher unions, have called for a review of this system to improve teaching and learning.
Committee’s Mandate
- Reviewing the 2024/2025 Academic Calendar
The committee will assess the current academic schedule and recommend necessary changes to facilitate a seamless transition to the single-track model.
- Aligning the WASSCE Calendar with Other West African Nations
A key issue with the double-track approach was the discordance of Ghana’s academic calendar with that of other West African countries, particularly regarding the West African Senior School Certificate Examination (WASSCE). The committee will aim to synchronize the academic timeline to prevent disadvantages for Ghanaian students.
- Developing a Strategy for Transitioning to a Single-Track System
The committee’s most significant responsibility is to create a comprehensive and sustainable roadmap to phase out the double-track system without causing infrastructural shortages or disruptions in educational activities.
Committee Composition
The committee consists of 11 members who bring a wealth of experience in education policy, school administration, and exam management. Its members include:
- Godwin Awabil (UCC)
- Samuel A. Atintono (PRINCOF)
- Smile GavuaDzisi (Deputy Director-General, Management Services, GES)
- Munawaru Issahaque (Deputy Director-General, Quality and Access, GES)
- W. Agbenyo (WAEC)
- Rosemond Wilson (PhD) (WAEC)
- Augustus Agyemfra (CODE)
- David Odjidja (CHASS)
- Addo Nicholas Nii Kpakpoe (COHBS)
- Prince Charles Agyemang-Duah (Schools & Instructions Division, GES)
This diverse representation would ensures that the viewpoints of teachers, school leaders, exam bodies, and policymakers are included in the decision-making process.
Challenges of the Double-Track System
While the double-track system addressed the immediate need for increased access to secondary education, it has faced various criticisms over the years. Key concerns include:
- Decreased Instructional Time
Student rotations between the green and gold tracks led to less instructional time compared to the traditional system, raising worries about the curriculum’s effectiveness.
- Increased Teacher Workload
Teachers were required to manage multiple student groups within a single academic year, contributing to a heavier workload that could result in burnout. Teacher unions voiced concerns about insufficient compensation for this extra labor.
- Infrastructure Shortcomings
The system, intended to relieve overcrowding, underscored the pressing need for additional classroom spaces, dormitories, and educational resources across many schools. Transitioning to a single-track system will necessitate considerable infrastructural investment.
- Misalignment with International Examination Timelines
The double-track schedule did not match the West African Examination Council’s (WAEC) timetable, complicating exam preparations for Ghanaian students.
- Student and Parent Frustration
Many parents and students found the system perplexing, particularly in institutions where switching tracks led to academic and social disruptions.
Expectations from the Committee
The committee’s endeavours will be scrutinized by education stakeholders, including teachers, parents, and students, who expect a structured transition. Anticipated outcomes include:
- A Practical Implementation Strategy
The committee is expected to formulate a clear guideline detailing how and when the double-track system will be phased out without interfering with academic activities.
- A Comprehensive Infrastructure Development Plan
As a shift to a single-track system necessitates additional classrooms, dormitories, and resources, the committee will likely suggest strategies for infrastructural growth, potentially involving partnerships with private organizations and NGOs.
- Recommendations for Teacher Recruitment and Deployment
Given the expected increase in student numbers, the committee might propose strategies for hiring and training more teachers to maintain an effective student-teacher ratio.
- A Unified Academic Calendar
The new academic calendar should align with the WAEC schedule and that of other West African nations to ensure a smooth examination process.
- Sustainability Measures
Long-term strategies must also be proposed to avert future overcrowding, such as constructing new schools and enhancing technical and vocational education to distribute enrolment more evenly.
Stakeholder Responses
The formation of the committee has been positively received by education stakeholders, many of whom express hope that reverting to a single-track system will elevate educational quality. However, they stress that the process should be gradual and carefully planned to minimize disruptions.
Teacher unions, such as the Ghana National Association of Teachers (GNAT) and the National Association of Graduate Teachers (NAGRAT), have highlighted the necessity for teacher involvement in the decision-making process to address their welfare and workload.
Parents and students are optimistic that a return to a single-track system will foster greater stability, allow for improved academic performance and enhanced social interaction among students.
Conclusion
The establishment of the 11-member committee signifies a crucial step toward enhancing secondary education. A well-managed transition from the double-track to a single-track system would ensure that students receive quality education while addressing the accompanying infrastructural and logistical challenges.
The education sector is a vital foundation for development, and the success of this transition will have long-lasting effects on the country’s human capital development. As the committee begins its work, stakeholders are keenly awaiting their recommendations, aspiring for a sustainable and effectively structured educational system that benefits both current and future generations of students.
WRITTEN BY:
Wisdom Koudjo Klu,
Educationist/Columnist,
Greater Accra Region.
