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Academic Leadership Journal

Authors

Francis Godwyll

Abstract

In Ghana, on average, a child enters the first year of the primary school at the age of six because few manage to go to first grade at the age of five. About 30% of these children would have had access to kindergarten or nursery education for at least one year (Ministry of Education, 1995). There are some children who before entering first grade, would have had early education on a continuum from one to three years. Yet, the majority of children will enter the first year in the primary school with no prior exposure to early education. Therefore, they encounter large amounts of obstacles in their classrooms such as holding a piece of chalk or a pencil. The purpose of the study is to investigate the hardships of first graders, which stem from fundamental weaknesses of Ghanaian education, and how their challenges reflect upon the entry behaviors of the students. The crux of the matter is that to develop leaders for tomorrow we need to pay attention to the students of today. According to a report from the Centre for Research into Quality Primary Education in Ghana (CRIQPEG), the country had one of the most developed educational systems in Africa but, as a result of political instability and economic mismanagement educational facilities, have deteriorated had and achievement levels fallen abysmally (CRIQPEG, 1993).

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