The Free SHS policy is, without doubt, a commendable initiative. It has expanded access to secondary education for many students who would otherwise have been excluded due to financial constraints. In many ways, it represents a significant step in national development and the growth of human capital. However, like every major policy, it requires continuous review to ensure it achieves its intended purpose effectively and sustainably.
That said, I am strongly against the growing trend of parents going to schools to shower their children with luxury gifts upon completion of their WASSCE. While no one is opposed to celebrating a child’s success, the timing and manner of such displays are often misplaced and send the wrong signal within the school environment. School authorities, in my view, must take a firm stance in stopping such practices to maintain some decorum.
Personally, I believe rewards should be tied to results or performance, not merely completion. Motivation must remain anchored in achievement and effort. This is not to discourage encouragement or celebration, but to ensure that discipline, hard work, and measurable performance remain at the centre of our educational values.
As a mother, my children can attest to this principle. I have always tied their rewards to performance. For me, it is simple: results come first, rewards follow achievement. Until the results are out, no expectations are guaranteed.
It is not unusual for them to ask, “Mommy, what if I pass Biology?” or “What will I get if I do well in Physics?” And my response remains consistent: do your best first, then we will talk about rewards.
In addition, school authorities today appear to have less room to enforce discipline compared to the past. Even minor disciplinary actions are sometimes escalated to higher authorities, which can weaken their ability to maintain order effectively. This raises an important question: the rise in indiscipline in our educational institutions, who is responsible?
It is commendable that the Ghana Education Service has begun to address some of these concerns. Such interventions are necessary to restore discipline and ensure sanity within our citadels of academic excellence.
In the end, the conversation around education is not only about access, but also about values, discipline, responsibility, and accountability. We all have a role to play in maintaining discipline and upholding standards in our schools.
The Author is a Communications Specialist
