Features
Semester versus term system in second cycle institutions
Different educational systems are usually developed and implemented by countries to ensure that trainees, both young and old, are properly developed with the adequate knowledge and skills they need to enable them provide socioeconomic development for the people in their countries.
In the United Kingdom (UK) for example, the system of education may be different from the United States (US) but at the end of the day it is the implementation of the knowledge and skills that are needed to develop the respective countries.
USING DIFFERENT IDEAS
The two countries or any other country may, therefore, have to use its own ideas to groom its young ones to come out as scholars who can meet the challenges of life and build their countries to become prosperous entities.
THE SEMESTER SYSTEM
The decision of the Ministry of Education to change its position on the implementation of the semester system to that of the term system was the result of disagreements between the Ministry on one hand and the Teacher Unions on the other.
To begin with, a semester system is where the academic year is divided into two main portions, that is, first and second semesters, while the term system usually uses three portions of time for the academic year.
SEMESTER AND TERM SYSTEMS
The semester system usually consists of about 16 weeks while the term system is also made up of about 12 weeks. In either case, each of the systems covers the academic calendar to ensure that adequate preparations are made for students or pupils.
These different systems are used in various parts of the world depending on the preference of the school authorities.
DISAGREEMENTS
The Ministry of Education in Ghana had wanted to introduce the semester system for schools operating under the Ghana Education Service but members of the teacher unions had some disagreements with the change over.
Many of them said the shift from the term system to the semester system was a major change in policy for which they should have been consulted. The Ministry on its part stated that some consultations were made.
OPPOSITION TO NEW SYSTEM
Probably the consultations did not go down well with the teacher unions, hence the decision to oppose it.
CONSULTATIONS
In such change overs, we wish to encourage the ministry to ensure that the teachers are adequately consulted for their views so that they will become part of the programme.
Adequate consultation is necessary because it allows for ventilation of views on the subject matter. In addition, all disagreements can be ironed out before the implementation of the programme.
Again, adequate consultation ensures that stakeholders feel to have become part of the new system thereby owning it. Once there is a sense of ownership, the stakeholders will be more willing to embrace its implementation to the letter.
There is no doubt that the Ministry of Education meant well for all stakeholders in the education sector. The disagreement over the semester system only shows that the stakeholders felt that they were not adequately consulted over the matter.
ABSENCE OF MALICE
Similarly, the teacher unions which opposed the semester system that was to be introduced could not have acted out of malice. Rather, all the stakeholders acted in good faith but in matters of this nature, we all need to ensure that there is a common understanding of the issues at stake to avert any possible confusion and disagreement.
PROBLEMS WITH NEW SYSTEMS
The introduction of new systems have always brought about such problems.
Many years ago, all institutions of learning, higher and lower, were running the term system until it became necessary for our tertiary institutions to adopt the semester system for some good reason.
Before the adoption by the tertiary institutions, there was a little confusion as to why the change to the semester system, but today, it has become an adopted norm for institutions of higher learning. What did the trick was the sensitisation and education of authorities at the tertiary level to understand, appreciate and accept the new system.
Similarly, teacher unions operating under the Ghana Education Service would want adequate exchange of views on the new system so that they can appreciate the justification for the change over.
WORKING TOGETHER
The Ministry of Education, the Ghana Education Service and all institutions at the primary and second cycle levels must continue to work together with all stakeholders so that at the end of it all, the country will benefit from the implementation of systems that are meant to bring about quality education in the country.
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BY DR. KOFI AMPONSAH BEDIAKO
One of the issues we have been grappling with as a nation is corruption, and it has had such a devastating effect on our national development. I have been convinced that until morality becomes the foundation upon which our governance system is built, we can never go forward as a nation.
Our traditional practices, which have shaped our cultural beliefs, have always espoused values that have kept us along the straight and the narrow and have preserved our societies since ancient times.
These are values that frown on negative habits like stealing, cheating, greediness, selfishness, etc. Our grandparents have told us stories of societies where stealing was regarded as so shameful that offenders, when caught, have on a number of instances committed suicide.
In fact, my mother told me of a story where a man who was living in the same village as her mother (my grandmother), after having been caught stealing a neighbour’s cockerel, out of shame committed suicide on a mango tree. Those were the days that shameful acts were an abomination.
Tegare worship, a traditional spiritual worship during which the spirit possesses the Tegare Priest and begins to reveal secrets, was one of the means by which the society upheld African values in the days of my grandmother and the early childhood days of my mother.
Those were the days when the fear of being killed by Tegare prevented people from engaging in anti-social vices. These days, people sleeping with other people’s wives are not uncommon.
These wrongful behaviour was not countenanced at all by Tegare. One was likely going to lose his life on days that Tegare operates, and so unhealthy habits like coveting your neighbour’s wife was a taboo.
Stealing of other people’s farm produce, for instance, could mean certain death or incapacitation of the whole or part of the body in the full glare of everybody. People realised that there were consequences for wrongdoing, and this went a long way to motivate the society to adhere to right values.
Imagine a President being sworn into office and whoever administers the oath says, “Please say this after me: I, Mr. …., do solemnly swear by God, the spirits of my ancestors and the spirits ruling in Ghana, that should I engage in corrupt acts, may I and my family become crippled, may madness become entrenched in my family, may incurable sicknesses and diseases be my portion and that of my family, both immediate and extended.”
Can you imagine a situation where a few weeks afterwards the President goes to engage in corrupt acts and we hear of his sudden demise or incapacitation and confessing that he engaged in corrupt acts before passing or before the incapacitation—and the effect it will have on his successor? I believe we have to critically examine this option to curb corruption.
My grandmother gave me an eyewitness account of one such encounter where a woman died instantly after the Tegare Priest had revealed a wrong attitude she had displayed during the performance on one of the days scheduled for Tegare spirit manifestation.
According to her story, the Priest, after he had been possessed by the spirit, declared that for what the woman had done, he would not forgive her and that he would kill. Instantly, according to my grandmother, the lady fell down suddenly and she died—just like what happened to Ananias and his wife Sapphira in Acts Chapter 5.
NB: ‘CHANGE KOTOKA INTERNATIONAL AIRPORT TO KOFI BAAKO
By Laud Kissi-Mensah
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BY ROBERT EKOW GRIMMOND-THOMPSON
