The Ghana National Association of Private Schools (GNAPS) has called for the government to scrap the 15% priority placement policy for students from private schools seeking admission to senior high schools. This demand highlights ongoing concerns about equity and access within Ghana’s education system.
Eredon Gien Joseph, Media Relations Officer for GNAPS, stated the policy is discriminatory. He argued that parents who send their children to private schools also pay taxes and contribute to education through various levies. Joseph emphasized that these parents bear the additional cost of private school fees, making the policy unfair.
This call comes as Ghana continues to grapple with equitable access to quality education, a critical component of its human capital development strategy. The government’s Free Senior High School (Free SHS) policy, while expanding access, has also brought challenges regarding placement and resource allocation. Data from the Ghana Statistical Service consistently shows education expenditure as a significant portion of the national budget, underscoring its economic importance. The debate around private versus public school student placement reflects deeper societal discussions about fairness and opportunity in a mixed education landscape.
Speaking on Asaase Radio’s Townhall Talk, Joseph confirmed that the government’s decision to reduce the priority placement allocation from 30% to 15% had improved access for some private-school students, particularly to Category A schools. However, he stressed that the association still seeks the policy's complete abolition, stating, “We are still calling on the ministry to make sure that that entire policy is scrapped.”
The implications of this policy debate extend beyond individual students to the broader economic fabric of Ghana. A perceived lack of fairness in school placement can erode public confidence in the education system, potentially impacting future investment in human capital. It also raises questions about the government's recognition of the private sector's role in education provision. Decision-makers will need to weigh the arguments for equity and non-discrimination against the stated goals of the placement policy. The Ministry of Education and the Ghana Education Service will likely face continued pressure from GNAPS and other stakeholders to review the policy.
Joseph further raised concerns about inconsistencies in students’ examination results following the release of this year’s results. He noted that some results appeared to change on the examination portal after initial release. He questioned explanations attributing discrepancies to incorrect school codes, arguing that the examination body’s auditing processes should have identified such issues before results were published. Joseph stressed that examination results must be a trusted means of assessing capability, as they determine students’ progression to higher education levels.
The GNAPS official also highlighted that the current year’s placement exercise generated concerns beyond private schools. Some students reportedly observed different school placements when checking the system at various times. Such inconsistencies, Joseph warned, could negatively affect public confidence in the entire education system. Maintaining trust in examination and placement processes is crucial for the integrity of Ghana’s educational framework and its ability to produce a skilled workforce.
Additionally, Joseph urged stakeholders to change the perception surrounding technical and vocational education and training (TVET). He argued that students should not feel that choosing TVET or other skills-based programmes indicates poor academic performance. Creative and technical skills offer viable career paths and should be presented as legitimate options within Ghana’s education system. Promoting TVET is vital for addressing youth unemployment and fostering economic diversification, aligning with national development goals.