A renewed push to improve academic performance in the Sekyere Afram Plains District has brought parents, teachers, education authorities and learners to the same table in an unprecedented public review of school results.
The initiative, led by the Vision for Action Foundation (VAF), forms part of the “I Am Aware” project spearheaded by CDD Ghana with funding support from the William and Flora Hewlett Foundation. The project seeks to strengthen citizen demand for accountability in public service delivery, including education.
Circuit-level stakeholder dialogues were held across Dagomba, Dawia, Anyinofi, Drobonso, Funsua and Akoma, where participants openly examined the causes of poor Basic Education Certificate Examination (BECE) performance and proposed practical, locally driven solutions.
In a significant shift from traditional review meetings, each school’s academic performance data was projected publicly for discussion. Learners, headteachers and teachers were given the opportunity to explain results and commit to measurable improvements ahead of subsequent mock examinations.
Absenteeism and inadequate textbook supply were identified as key factors undermining performance. District Director of Education, Mr. Charles Sarkodie, described the process as the first of its kind in the district, noting that it directly involved learners in accountability discussions. He urged parents to prioritise academic support for final-year students, discourage excessive involvement in farming activities during school periods, and monitor mobile phone use at home.
Mr. Owuraku Boafo Justice, VAF Coordinator, stressed that improved BECE outcomes are critical to enhancing the district’s standing on the national education league table. He advocated sustained collaboration with the Ghana Education Service (GES) and promoted community-based interventions such as school farming projects to supplement funding.
For off-grid communities, he encouraged residents to provide solar lamps to enable effective night studies for candidates preparing for the BECE.
The dialogues mark a community-driven attempt to reverse declining academic trends through transparency, shared responsibility and sustained engagement among stakeholders in the district.
