Adaklu Helekpe:Educationist Aaron Feron-Fenuku has called on teachers to reflect on their commitment to their professional responsibilities to address the declining performance of some Senior High Schools (SHSs).
According to Ghana News Agency, Mr. Feron-Fenuku emphasized that although teaching is demanding, effective teaching requires preparation, punctuality, regular assessment, remediation, and continuous monitoring of students' progress. His comments were made in response to the Ghana Education Service Performance Report, which highlighted educational failures, with at least 15 SHSs in the Volta region recording a zero qualification rate in the 2026 WASSCE.
Mr. Feron-Fenuku clarified that teachers are not solely responsible for poor results, but classroom practices significantly impact students' learning. He pointed out that inadequate lesson preparation, classroom engagement, and follow-up on weak students could adversely affect learning outcomes.
He also mentioned that school heads and management teams share responsibility, as they play a crucial role in establishing effective systems for teaching and learning. Weak management supervision can lead to unnoticed gaps, negatively influencing examination results.
Supervision, according to Mr. Feron-Fenuku, should support teachers in identifying weaknesses early, providing interventions, and keeping the academic program on track. He also highlighted a concerning trend where some students believe they can pass exams without adequate preparation, relying on potential assistance during exams, which fosters a false sense of preparedness.
Additionally, Mr. Feron-Fenuku noted that some students prefer shortcuts over sustained academic efforts, often misusing technology as a source of answers instead of a learning tool. The quality of admitted students, often with foundational knowledge gaps, also plays a role in examination outcomes.
Parents also bear some responsibility for poor results by not providing necessary learning materials or monitoring their children's academic progress and behavior. The West African Examination Council's increased monitoring and enforcement of examination rules have made it harder for students to engage in malpractices, reinforcing the need for genuine learning.
Mr. Feron-Fenuku urged stakeholders to reflect on their contributions to the declining performance and work collectively towards restoring a culture of learning, discipline, responsibility, and genuine academic achievement, rather than focusing solely on improving WASSCE results.