Science education aims to improve individuals’ mental abilities and proficiency in applying science for personal development, adapting to a continuously evolving technology-driven world, and pursuing scientific endeavors. It also promotes responsible engagement in addressing social issues related to science (Akpan, 1992). Furthermore, Ghana (formerly the Gold Coast) achieved political independence from colonial rule in 1957, making it the first country south of the Sahara in Africa to accomplish this significant achievement.
Situated in the Atlantic Ocean’s Gulf of Guinea, this ex-British territory spans about 92,000 square miles (approximately 238,000 square kilometers). It is adjacent to three Francophone nations: Cote d’Ivoire on the western side, Burkina Faso to the north, and Togo on the eastern side. Prior to achieving independence, Ghana’s initial educational system sought to combine civilization with evangelism (Anum-Odoom, 2013), representing its methodology during that era.
The education system in Ghana, influenced by European presence on the Gold Coast, has a direct connection to the historical activities of European nations. The Portuguese, being the first Europeans to reach the Guinea coast in 1471, expressed their desire to establish schools through imperial instructions. These instructions, dating back to 1529, encouraged the Governor of the Portuguese Castle at Elmina to educate the local population in reading, writing, and the Catholic religion. Evidence shows that other European merchants such as the Danish, Dutch, and English also established schools within their forts and castles for the purpose of educating their mixed-race children born to native women.
The implementation of formal education in Ghana was closely connected to the Christian missionaries. They recognized that well-educated local assistants were necessary to effectively spread the word of God. As the British Gold Coast Colony solidified its control over the coastal region, its administration became increasingly assertive in implementing its educational policy. This was spurred on by the British acquisition of the Danish property at Christiansborg in 1850 and the Dutch Elmina Castle in 1872.
To address the challenges faced by mission schools, including the need for local teacher training and improving education quality, the administration provided grants to the Wesleyan and Basel missions in 1874. Government grants for denominational schools in the Educational Ordinance of 1882 were contingent on assessing efficiency levels. These schools, called “government assisted schools,” primarily relied on funding from the missions and other private sources, with government grants supplementing their finances. In the Gold Coast, the appointment of Brigadier General Gordon Guggisberg as governor had its own benefits.
During his time in office from 1919 to 1927, Governor Guggisberg implemented numerous significant development projects, which emphasized the importance of enhancing the education sector in building a modern Gold Coast. Unlike the previous government, which deemed the establishment of elementary schools by Christian missions sufficient, Guggisberg believed that this existing system would not be able to support future advancements. Shortly after his appointment, the governor presented a comprehensive 10-year plan for the development of the Gold Coast.
Seeking funds for post elementary education for boys and girls was aggressively pursued. The administration proposed a technical college for Accra, but the true accomplishment was the establishment of Prince of Wales College (now Achimota College). This non-denominational school provided education for students from kindergarten to pre-university level. The birth of science education highlighted the shortcomings of the education system, as evident in a post-World War I appeal by the Foreign Missions Conference of North America to the Phelps-Stokes Funds, requesting a review of education in Africa.
The Phelps-Stokes Commission on Africa released reports in 1922 and 1925, criticizing educators for not addressing the social and economic needs of the continent. The commission, which included James Emman Kwegyir Aggrey, called for the inclusion of science education and character training in order to improve the lives of the majority of people. The Phelps-Stokes fund, established in 1920, represented an early effort to connect black Africa with Negro America.
The effort to establish this connection was a joint effort by several missionary and philanthropic organizations in the UK and the US, with the aim of highlighting similar political, social, and economic situations. According to Anamuah-Mensah (1999), Ghana was the first sub-Saharan African country, excluding South Africa, to actively pursue science education and its application in industrial and social development. This occurred after gaining independence.
The Phelps-Stokes Commission advocated for the introduction of science education in Africa, including the Gold Coast. However, to this day, Ghana has not established a definitive national policy for science education (Ahmed, 2013). Dr. Kwame Nkrumah implemented Act 87 in 1961, also known as the Free Compulsory Universal Basic Education Act. This legislation made basic education free and compulsory and imposed fines on parents or guardians who did not send their children to school as required by the Minister for Education.
The education system at the time consisted of six years of primary education and four years of secondary education. After completing secondary school, eligible students had the option to enroll in a two-year sixth form course, with the opportunity to continue on to a three-year University program. Students who were not considered suitable for further education completed a two-year pre-vocational program. The Nkrumah government encouraged the study of science by providing a special scholarship program. Undergraduate students pursuing science and agriculture received slightly higher scholarships compared to those studying humanities. Regrettably, this program was terminated after 1966.
The Dzobo Education Reforms of 1974 brought about a change in the education system, introducing the Junior Secondary School (now Junior High School) as an experimental basis. This reform aimed to address the perception that the previous system, implemented under the seven-year development plan of Dr. Kwame Nkrumah, was too long and too academic. In addition, science and mathematics teachers were paid slightly more than their humanities counterparts. The Junior Secondary School offered practical subjects and activities, enabling students to acquire occupational skills that could lead to self-employment after completing an apprenticeship.
The JSS-system remained in the experimental phase due to a variety of reasons, including economic decline, bureaucracy, and lack of interest. By 1983, the education system was facing a crisis with reduced government funding, inadequate educational resources, deteriorating school buildings, low enrollment rates, and high dropout rates. In 1987, with the help of development partners such as the World Bank, Department for International Development (ODA), and international grants, the education system underwent a review and implemented proposals known as the Evans-Anfom reforms.
Ghana’s Ministry of Education implemented a revised educational system in 1987 to replace the British-based O-level and A-level system. This transition was fully concluded in June 1996, with the final A-level exams being administered. The last O-level exams were held in June 1994, though a remedial exam was available until 1999 (Keteku, 2013). One notable strength of the 1987 Reforms was the inclusion of a comprehensive Basic Education, which enhanced educational accessibility for a greater number of school-age children.
Throughout the country, Junior Secondary Schools were established, increasing literacy levels. The reform also incorporated Continuous Assessment into the final examination, encompassing internal assessments in schools and replacing the previous single-shot examination system. The Anamuah-Mensah Report proposed an educational structure similar to the Evans-Anfom Report of 1986.
The difference in the education system was the addition of two (2) years of Kindergarten education to Basic Education and Apprenticeship training. This was aimed at providing an alternative for Junior Secondary School leavers who are either unable or unwilling to continue their education in the formal sector. The Anamuah-Mensah Reforms, which started in September 2007, initially faced challenges such as delays in supplying syllabuses and textbooks needed for the smooth start of the program. Additionally, teachers were not sufficiently trained to effectively implement these reforms.
As the implementation of reforms progressed, the problems mentioned earlier were addressed. However, a new challenge that is expected to arise is the lack of adequate classrooms and facilities as students enter their fourth year of Senior High School in September 2010.
Moving forward, the promotion of science education in the country will rely on three main drivers of change: funding, teaching and interventions, and research (Akyeampong ,2007).
Funding plays a crucial role in acquiring knowledge. Science, technology, and mathematics knowledge needed to propel the country into a knowledge society cannot be obtained at a low cost.
In order to show its dedication to science education, the government must allocate sufficient resources for science and technology. It is crucial to guarantee that schools, teacher training colleges, universities, and polytechnics have properly equipped laboratories, workshops, and facilities. Additionally, there is a shortage of essential materials and personnel for scientific research in both science and technology fields. This scarcity impedes the progress of new knowledge within our knowledge-based society.
Postgraduate research development in universities has been greatly affected by this. To meet the country’s demands, various measures are necessary to improve research in science and technology. The following suggestions have been put forward: Research institutions and universities need adequate funding for their research. Since most university research is driven by researchers’ interests, the government should motivate our scientists and provide financial support for research on issues that the country is facing.
The text suggests several steps to enhance scientific research and education in Ghana. Firstly, it proposes the allocation of research funds open to all scientists nationwide. Secondly, it recommends the creation of a National Science Research Facilities Centre with high-quality specialized equipment to enable Ghanaian researchers to conduct scientific research and attract foreign researchers. Lastly, it emphasizes the importance of researching teaching and learning methods in science, technology, and mathematics to enhance the quality of science education.
•Establish a Presidential Award for Science, which will be presented annually to honor outstanding researchers and science teachers. Recognizing achievement in this way is important.
•Initiate a formal mentoring program for young individuals, particularly those interested in pursuing a career in science. This is crucial for guiding them along the path of scientific development. Mentors play a vital role in inspiring and supporting junior colleagues, but unfortunately, such opportunities are scarce within universities. Nowadays, newly appointed scientists often struggle without adequate support.
It is important to implement a formal mentoring system in every institution to guarantee that young scientists joining universities or research institutions are connected to professors and senior scientists in their specific fields of study for guidance and assistance. This mentoring can involve collaborating on research, publishing papers, and delivering presentations at conferences and seminars. Another initiative called SMART aims to enhance the understanding of science and technology innovation (research) and promote collaboration among education, industry, and research institutes.
Secondary schools in various countries should implement a program that involves collaboration with the community on problem-solving projects. This initiative aims to promote creative and innovative thinking among students. To support this, schools will receive visits, presentations, and seminars from professionals to encourage their participation. The projects will be evaluated, and outstanding students will be invited to showcase their work at a Junior Scientist Conference. Notably, senior scientists attending the conference may serve as mentors for these students. Prizes will be awarded to students based on the excellence of their projects and presentations.
The Ghana Academy of Science and Arts is capable of undertaking this. The goal of the National Science and Technology Policy is to help achieve Ghana’s goal of becoming a middle-income country by 2020. This will be accomplished by establishing a culture of science and technology throughout society, promoting innovation, and using proven technologies in various industries and sectors of the economy (MEST, 2000).
When science education is enhanced at all levels of education, it can make our vision a reality. The three pillars crucial for promoting science education are funding, teaching and intervention, and research. Without sufficient funding, skilled teachers, supportive interventions, and illuminating research, science education will not have any impact on the lives of Ghanaians. The observation made by the National Development Planning Commission will remain true, rendering our national vision for science and technology meaningless.
