By King Amoah
In recent years, the implementation of free education policies in Ghana has been touted as a significant step towards equity and accessibility in education.
However, Mr. James Buckle, a retired teacher with decades of experience in the field, raises critique regarding the effectiveness of these policies in promoting discipline and academic integrity among students.
According to Mr. Buckle, the very initiatives designed to bolster education, such as the “Green and Gold” vacation policy, have inadvertently contributed to a culture of indiscipline.
This particular policy allows students to enjoy extended breaks, which he argues results in a dangerous cycle of disengagement from their studies.
“Students are spending too much time at home, disconnected from their academic responsibilities,” he asserts. The repercussions of these long vacations have been dire, he claims, leading to an alarming increase in teenage pregnancies and drug abuse among young boys.
The retired educator doesn’t stop there; he also expresses concerns over the current climate in schools that discourages teachers from applying necessary disciplinary measures.
He observes that educators are often reluctant or outright barred from correcting students who demonstrate a lack of respect for their studies.
“When teachers are not empowered to hold students accountable for their academic performance, we are setting them up for failure,” Mr. Buckle contends, suggesting that this laissez-faire attitude is contributing to a generation of students ill-equipped for the workforce.
The consequences, he argues, extend beyond indiscipline. Many students struggle to express themselves fluently in English, a critical skill for professional success in an increasingly competitive job market.
By allowing such issues to fester, the educational system risks producing graduates who are not only academically unprepared but also lacking the social and communication skills necessary for employment.
Mr. Buckle’s concerns raise question: Does the free education initiative truly fulfill its intended purpose, or has it become a vehicle for mediocrity?
He challenges President Akufo-Addo and his administration, asking them to reflect on whether the reforms are truly beneficial to Ghanaian students or if they are merely a façade that masks deeper structural problems in the education system.
The implications of Mr. Buckle’s arguments are significant.
If educational policies are to foster an environment of discipline and academic excellence, they must also address the underlying issues that contribute to student indiscipline.
This could involve re-evaluating vacation lengths, empowering teachers to enforce academic standards, and providing support systems that promote responsibility and self-discipline among students.
