Beyond Brilla: Rethinking the National Science and Maths Quiz for True Equity

Accra: For more than three decades, the National Science and Maths Quiz (NSMQ) has captivated Ghana. From its humble beginnings in 1993, originating from a curious question on a tennis court at the University of Ghana, the quiz has grown into one of the country's most-watched academic programmes. It is a major platform for promoting science and mathematics education among senior high school students, a showcase of the nation's brightest young minds, and a unifying force that transcends regional and ethnic divides. According to Ghana Web, it is worth acknowledging the work the organisers of NSMQ have done. Under the leadership of Mr. Kwaku Mensa-Bonsu, the intellectual acumen of the late Prof. Marian Ewurama Addy, and now the efforts of Prof. Elsie Effah Kaufmann, the competition has helped demystify science and mathematics for many young people. It has created national role models, encouraged thousands of students, especially girls, to pursue science programs, and fostered healthy rivalry among schools. Howe ver, beneath the surface lies an uncomfortable truth: the NSMQ is not an equal playing field. After 30 competitions, only 11 schools from Ghana's elite category A schools have emerged as champions, with four schools-PRESEC Legon, Prempeh College, Mfantsipim School, and St. Peter's SHS-accounting for 66.7% of the trophies. This distribution reflects not the talent across Ghana but the distribution of opportunity, resources, and structural advantage. Elite schools benefit from strong alumni networks, financial support, and mentorships, which newer or less resourced schools cannot replicate. They also attract top-performing students, further reinforcing their dominance. An institutionalized quiz culture and the seeding system advantage schools with historical success, as they enter the competition at later stages. This seeding system means such schools face less fatigue and fewer opportunities for early elimination. The one-off elimination system also does not reflect a school's preparation or excellence, as s chools can be eliminated after just a single contest. The current structure risks missing out on showcasing the full breadth of intellectual talent across the country, and the legitimacy of a national competition could be questioned if most schools feel they have little realistic chance of success. To address these structural issues, a proposal for a two-division system is suggested. The proposed Gold Division would include the strongest schools, while the Green Division would feature schools from Categories B, C, and D. This structure would create meaningful competition at multiple levels and allow for promotion and relegation between divisions. It would also address current inequities by celebrating excellence at all levels and creating meaningful competition for all schools, regardless of their resources. While objections to this proposal are anticipated, the Premier League's prestige, for instance, is not diluted by the existence of the Championship. The division system would ensure every school in ea ch division competes equally, and logistical challenges can be overcome with proper planning. The NSMQ has evolved since its creation, and as our understanding of equity deepens, it is time to create a system where every school can compete meaningfully. The brilliance of Ghana's youth is everywhere, and a competition that celebrates this brilliance more broadly could inspire more students to pursue science, innovation, and discovery, benefiting Ghana as a whole.