Feature Article of Wednesday, 4 January 2012
Columnist: Owura, Eduku Korora
A call on a Government, to look into the biased interpretations of WASSCE...” Injustice
There has been vast ignorance in our society, which persistently holds back
the progress of our nation, and yet, anticipates only Presidents to pull it forward.
This guarantees standstill in governments’ performance and will lead to
dissatisfaction in every president ever to inherit the seat of our nation.
As we are all doubt aware, education has been the spine of our nation’s
development through socialization by means of creating awareness in uneducated
persons, exploitation in the id, ego, and super egoism which framework democracy in
terms of civility, dynamism and justification and also acquisition of skills, which
are embraced in systematic approach to the tertiary level. Deprivations to such
opportunities devastate the welfare of our nation and individuals at large.
Everybody can bear with me or by statistics that, most candidates who enter
into tertiary institutions or related; sometimes with lower grades, astoundingly,
performs better than those with higher ones. It is real and 100% true and that if
statistics is to be correlated, it can be ascertained that most students who scores
aggregate 6 into secondary school or tertiary institutions declines to 15 or
lesser and vice versa for those with 15 above into the same institution, during
their training in the school. This might be outstanding to the one time assessment
by WAEC, which does not favour students, at the countenance of illness, but paves
way for the “ aphor “. This contradicts with Pavlov’s law of learning, which
constitutes, continual participation, concentration, understanding, and repetition,
prior the candidates have to wait for some time and re-write. Assessments should be
of 65% Cumulative and 35% exams with vigilance and
security in the accumulation.
With the above delineate, being partial in recruitment, as being elucidation
in WASSCE – SSCE, is tantamount to setting a trap to ensnare one’s own self, since
we all constitute the facet to build a nation. Additionally, should you raise a
reasonable point, and Ghanaians not understanding you, is as a result of their
educational background which obliterates nation’s progress.
. There has been preconceived notion in the interpretation of WASSCE results,
which baffles us as youth, as if we are being deprived, to reach the level of our
heads, due to future competition.
The interpretation of as below raises many questions, which follows;
A1 – 1
B2 – 2
B3 – 3 then
C4, C5, C6 – 4 also
D7 - 5
E8 – 6 and some institutions does not recognized it
F9 - fail
1. If C4, C5, C6 are calculated the same, then what was the necessity of their
2. If C4, C5, C6 equals 4, why not B2, B3 equals 2…………..bias!!!
3. If the SSCE was not good and has been abolished, why then should we compare the
WASSCE to it, and not have it own means of acceptance.
4. If we should be justice, SSCE was from A – F thus from 1 – 6 inclusive of F, but
would exceeds 6 if F9 is taken into consideration.
5. Also why E8 attached to F9 being failure.
To make justification to the version of WASSCE, Points should be considered in their
interpretation, and reception into Tertiary institutions, for true impact in our
nation’s development. This also brings about a new step from the SSCE as followed.
A1 - 1
B2 - 1.5 or B+
B3 - 2 or B
C4 - 2.3 or C++
C5 - 2.6 or C+
C6 - 3 or C
D7 - 4 or D
E8 - 5 or E
F9 - 6 or F fail
This will leave the best 6 subjects result, with a whole number, or a decimal, which
must be regarded during the admission requirements. Eg Admission with WASSCE should
be 18.5 (18+) or (18++) for 18.8. The (++) or (+) refers to whether decimal is above
or below 5, thus giving it a newly and true lift, from SSCE.
This will boost up students not to accept inferiority complex, in the strive to
achieve their potentiality, and equal opportunity.
I am consequently appealing the noble Government and the Ministry of education to
look into this, prior to my third paragraph above, to ensure truthiness and
justification in student and the nation at large
Eduku Korora Owura, GRNA.
Nawule – Western Region