Dr. Michael Boakye-Yiadom, Director-General of the Institute for Educational Planning and Administration (IEPA), has stated that to provide a free senior high school (SHS) system with a high-quality education, educators must adopt a holistic approach in which both teachers and students are not solely focused on preparing students for exams.
Instead, the education students get must provide them with the skills needed to improve their own well-being, contribute to peaceful, democratic societies, and become economically productive. He made this claim in connection to the VVOB's concept of quality education (a non-profit organisation that supports high-quality education in developing nations). He continued by saying that SHS graduates should not struggle to choose their post-secondary educational options or to define their job paths.
Dr. Michael Boakye-Yiadom, Director-General of the Institute for Educational Planning and Administration (IEPA), has stated that to provide a free senior high school (SHS) system with a high-quality education, educators must adopt a holistic approach in which both teachers and students are not solely focused on preparing students for exams.
Instead, the education students get must provide them with the skills needed to improve their own well-being, contribute to peaceful, democratic societies, and become economically productive. He made this claim in connection to the VVOB's concept of quality education (a non-profit organisation that supports high-quality education in developing nations). He continued by saying that SHS graduates should not struggle to choose their post-secondary educational options or to define their job paths.
The curriculum also covers the fundamental disciplines of mathematics, English, and science, among others, which often provide students with the essential knowledge and abilities they need to succeed in the course or program they choose for further education. Once more, SDG 4 promotes the constructivist approach to teaching and learning, which acknowledges individualism and diversity and asks for various teaching strategies to accommodate the variety of needs of students.
Nevertheless, the data shows that, in practice, the teacher-to-learner ratio is now 1:50, as opposed to the Ghana Education Service's (GES) 1:35 guideline. This makes it difficult for teachers to use a variety of techniques and creative approaches to meet the requirements of their pupils. However, Dr. Mills suggested that teachers would benefit from using various teaching strategies.
Dr. Mills said that the difficulty of students transferring into the university system, where some students have no idea regarding the paths the SHS courses' combinations are provided at the postsecondary level, is another gap connected to the curriculum found at the SHS level.
She suggested that coaching and counseling at the SHS level may help with this problem. She emphasized that it is regrettable that guidance and counseling in schools are still overseen by a lone employee who is too overburdened to manage both the position and teaching. Typically, guidance and counseling coordinators lack the time and space to meet with each student one-on-one and provide guidance.
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