GTEC's Ban on Entrance Exams Misses the Real Threat to Ghana's Education Standards

The Ghana Tertiary Education Commission's (GTEC) directive prohibiting tertiary institutions from conducting entrance examinations as a condition for admission has generated mixed reactions across the country. While the directive may be intended to promote fairness and standardise admission procedures, it has also raised legitimate concerns about academic quality and the credibility of the country's educational assessment system.

For many education stakeholders, the issue is not simply whether tertiary institutions should administer entrance examinations. Rather, the more pressing concern is whether the current West African Senior School Certificate Examination (WASSCE) results can, in every case, be relied upon as an accurate reflection of students' academic abilities.

Over the years, Ghana has witnessed a disturbing rise in examination malpractice during the WASSCE. Every examination season is characterised by reports of candidates, teachers, invigilators, and other collaborators being arrested or sanctioned for various forms of malpractice. The recurring incidents have gradually eroded public confidence in the integrity of the examination process.

Against this backdrop, some tertiary institutions have adopted entrance examinations as an additional quality assurance mechanism—not necessarily to deny qualified applicants admission, but to independently verify that candidates possess the academic competence required to succeed at the tertiary level. These assessments have been viewed by many institutions as a means of safeguarding academic standards and ensuring that graduates are adequately prepared for the demands of the job market.

The discussion also takes on added significance in light of the government's recently introduced policy of paying the first-year academic fees of students admitted to public tertiary institutions as a social intervention to ease the financial burden on parents and improve access to higher education. Where entrance examinations are fairly administered, they can serve as an important screening mechanism to ensure that students admitted possess the minimum academic competence required to succeed. This could help reduce situations where students gain admission, have their first-year fees paid by the government, but are subsequently withdrawn or rusticated because they are unable to meet the academic requirements of their programmes. In such circumstances, public funds would already have been expended on students who were ultimately unable to continue their studies. Entrance assessments, where appropriate, can therefore also contribute to the prudent and efficient use of public resources by helping to ensure that government support is directed towards students who are academically prepared for tertiary education.

If concerns about the credibility of WASSCE results continue to persist, critics argue that GTEC's attention should be directed towards strengthening the integrity of the national examination system rather than preventing institutions from conducting supplementary assessments. Restoring public confidence in WASSCE should arguably be a national priority.

The discussion also reopens the broader debate surrounding the implementation of the Free Senior High School (Free SHS) policy. While the programme has significantly expanded access to secondary education and deserves recognition for removing financial barriers for thousands of Ghanaian families, concerns continue to be expressed about whether rapid expansion has been matched by adequate measures to maintain academic quality.

Some education observers believe that the absence of more rigorous admission thresholds and promotion standards has contributed to declining academic discipline in some schools. They argue that when students perceive that poor academic performance carries few consequences, motivation to excel may diminish. Although this observation does not apply to every student, it reflects a growing concern among sections of the public about standards within the education system.

Reports of students engaging in inappropriate activities on social media during school hours have further fuelled public debate about discipline and academic commitment. While such incidents involve only a section of the student population, they have intensified calls for a renewed emphasis on academic excellence and responsible conduct in schools.

The central question therefore remains whether abolishing entrance examinations addresses the root causes of declining educational standards. Many believe the answer lies elsewhere. They contend that the priority should be strengthening teaching and learning at the pre-tertiary level, enhancing examination security, enforcing strict sanctions against examination malpractice, and reviewing policies where necessary to ensure that quality is not sacrificed in the pursuit of access.

Entrance examinations, where properly designed and fairly administered, should not necessarily be viewed as punitive measures. Rather, they can serve as an additional academic assessment to ensure that students admitted into specialised programmes possess the foundational knowledge required for success. Such measures ultimately protect both the institutions and the students themselves from future academic difficulties.

There is also increasing concern about the academic competencies of some students progressing through the education system. Lecturers, employers, and education professionals have occasionally expressed concerns over deficiencies in reading comprehension, writing skills, communication, and critical thinking among some graduates. While these concerns do not apply universally, they raise important questions about the effectiveness of current educational outcomes.

Ultimately, Ghana's education system must strike a careful balance between expanding access and preserving quality. Increasing enrolment is undoubtedly an important national objective, but access without excellence risks undermining the very purpose of education.

If Ghana is to produce graduates capable of competing in an increasingly knowledge-driven global economy, policymakers must focus not only on widening educational opportunities but also on restoring confidence in the quality, integrity, and credibility of the country's assessment and admission processes. The conversation should therefore move beyond entrance examinations and concentrate on addressing the deeper structural challenges confronting Ghana's educational system.

The Trial News