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I had the intention to discuss the fairly lengthy article of Professor Naana J. Opoku-Agyemang, entitled "Prof. Opoku-Agyemang writes: On the teaching of STEM in Ghana "(Ghanaweb.com 29/06/19), in the context of Part 8 of this series of articles that seeks to make things clear about the state Ghana's public education in relation to that of Nigeria, and whether the Nigerian scholar, Professor Austin / Augustine Uzoma Nwagbara, discovered a gem of truth when the former vice- Chancellor of the University of Lagos (UNILAG), Akoka, Nigeria was scandalized and questioned the overall quality of Ghana's top academies. In his view, the big mistake that the current generation of Nigerian students and students attending higher education institutions and Ghanaian universities is likely to commit, as well as the disastrous career and professional opportunities that They are likely to meet or fire once graduated and join The Awareness of the fact that they have wasted their most critical formative years in the wrong country and bad academies will constitute the bulk of the job market . By "bad" or "bad" education or academic and professional preparation, Professor Nwagbara clearly means that Ghanaian public education is significantly or substantially lower than that of Nigeria. Unfortunately, what began as a well-written dissertation on Professor Opoku-Agyemang's barely coherent treatise has become completely fictitious.
In any case, I did not really expect to know the significant or useful results of Professor Opoku-Agyemang's article mentioned above, let alone the remarkably innovative strategies that she could have introduce or implement. in Ghana's basic education system – that is, from kindergarten to grade 12 – while she held the post of Minister of Education of the country during seven or eight years. I find this discussion necessary since, when he took over as the person in charge, the current Minister of Education, Akufo-Addo, Matthew Opoku-Prempeh, would have noticed that Professor Opoku-Agyemang had chaired Dr. Opoku -Prempeh has scathingly criticized, largely, officials of the country's main opposition party, the National Democratic Congress (NDC), for insensibly blaspheming the senior educator of former president John Dramani Mahama.
As Professor Nwagbara who, as we have noted ad nauseam, was formerly vice-chancellor of the University of Lagos, one of Nigeria's flagship academies, Professor Opoku-Agyemang was also formerly Vice Chancellor of the University of Cape. Coast, Ghana's flagship academy for training teachers and educators in the country. She was perhaps also the first Ghanaian university woman to be named this way. And in some ways, Professor Opoku-Agyemang is a pioneer of remarkable achievements. But of course, the second most logical question that the critic must ask is whether, indeed, Professor Opoku-Agyemang did a decent job of fulfilling her duties as vice- Chancellor of the University of Cape Coast, A symbolic, gender-based appeasement aimed at stifling the vehement defense of rights or protests of the feminist movement.
It seems clear that there have been palpable elements of both in his appointment as both Vice Chancellor of the University of Cape Coast and Minister of Education. Professor Opoku-Agyemang was presumably better than Ms. Betty Mold-Iddrisu, a former Attorney General and Minister of Justice, scarred by the scandal, who had also briefly served as Minister of Education, after spoiling his portfolio as as Minister of Justice. Of course, I refer to the long Woyome Heist law, of which Mrs. Mold-Iddrisu was a key player, if not the main actor, among several other key players in the National Democratic Congress, the main opposition party today.
Whatever the case may be, in the press article titled "The Ghana" Chops Last "in the World Ranking of Education" ("Whatsup News" on 21/06/19), the subtitle of the press article cited in reference is "Despite free education." This subtitle is rather false because the free high school system of President Addo Dankwa Akufo's high school Addo has been officially set up only for nine months and so it was impossible to think that it would have already borne significant fruit in terms of improving the quality of the public's Based on Ghana's Education System Perhaps self-directed, privately-run mini-academy students, such as the locally-known GIS (Ghana International School), should have been studied separately and the results published parallel to those of the publicly funded and administered system. the most logical and important thing to ask is: what did Professor Naana Jane Opoku-Agyemang do exactly as Ghana's Minister of Education for about 7 years, during which she held the most critical position on the socio-political plan? We intend to find some of these answers in the so-called STEM article written by Professor Opoku-Agyemang.
* Visit my blog at the address: kwameokoampaahoofe.wordpress.com Ghanaffairs
By Kwame Okoampa-Ahoofe, Jr., PhD
Department of English, SUNY-Nbadau
Garden City, New York
June 30, 2019
E-mail: [email protected]
Warning: "The views / contents expressed in this article only imply that the responsibility of the authors) and do not necessarily reflect those of modern Ghana. Modern Ghana can not be held responsible for inaccurate or incorrect statements contained in this article. "
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