As mentioned earlier in the theory chapter of this paper, there are various costs of education. Two important cost elements mentioned were financial costs and the cost of time. The third element could be added to evaluate university education in Ghana is the cost of being educated. As mentioned earlier, for any worthwhile investment the returns must be enough to recover cost and bring about a relatively good profit. The returns that will be considered in the case of universities are financial returns (revenue), the returns of being educated and the returns on time.
The financial costs involved in running public universities in Ghana have always been large and as has been reiterated earlier many governments have found it hard to bear. The reasons for the high costs are the colonial design of the universities on the basis of full state funding and maintenance. Universities were built with state-of-the-art facilities on sprawling campuses.
Everything from utilities to student’s laundry was catered for by the government. With a thriving economy and a constant source of funding, this may be economically feasible but in the case of Ghana this is a nightmare. Since this full university funding ideal has become the norm the
populace has never taken kindly to the withdrawal of government support for university education. Unfortunately, with time, this issue has become a politicized making it difficult for government to take practical steps that may be unpopular. Over time a few bold cost recovery decisions have been made at some political expense but the common solution has been to let facilities and deteriorate and have some services slowly disappear. Nonetheless, the government is still responsible for most costs.
The average time used in educating students in university is 4 years for most programmes and 7 years for programmes such as medicine and architecture. These years in school could have been used in some other venture that would have gained direct financial returns or could be used in acquiring other skills that would bring greater economic returns. For many students the cost of time spent in the university is very high because the courses done do not optimally contribute to their future employment. What brings about this is the prestige attached to attending university. It is not uncommon to find students studying zoology or archaeology just for the sake of having the degree and hoping to end up with a career in business administration. Often students would forfeit the opportunity of attending other institutions to acquire skills that would eventually be more beneficial. The lopsided nature of science/technology and arts/humanities students mentioned in the previous chapter makes the cost of time for university education even higher because Ghana is in dire need of graduates with science/technology orientation but the time most students graduate with arts/humanities degrees so the time spent in university does not produce a workforce that will optimally serve the country. Being under-educated is a signal that education has been at a high cost of time and not being adequately equipped to contribute optimally to the economy is a feature of under-education.
The cost of being educated is what is lost because the person is educated. There are high costs especially in the case of over-educated and mis-educated people because in both cases the education given does not facilitate participation of the graduate but instead produces a liability for the country. The university education in Ghana has unfortunately produced both mis-educated and under-educated people.
The lopsided science/humanities student ratio makes way for over-education because great deal of students are being equipped with skills but there are not enough structures in place to absorb them. For this reason we have many over-educated university graduates. Because of the limited space, often students will take any field of study they are offered in the university just to get into the system, instead of seeking admission in other tertiary institutions. Many students only aim at going to university for the prestige of it. It is not uncommon to hear the remark, ‘After all I can also say I have been to the university’. There is little thought of how this education will be of national benefit. Other tertiary institutions are often, erroneously seen as last resorts.
Though there is increasing awareness of the worth of indigenous resources, culture and values, the university environment and education does not seem to promote this. White-collar employment is still seen as the most ideal for a university graduate and in this respect universities are producing mis-educated graduates.
Financial returns gained from education are rather low because there has been the constant struggle for citizens to contribute directly to university education and pay taxes. With time universities have instituted some measures to improve public contribution to university education including levies, fees and funds. However on the whole financial returns are far below cost except in the case of private universities. Private universities have shown that it is possible to run a university without government support contrary to the popular belief that government must fund tertiary education for it to be a success.
The returns as far as time is concerned can be seen in terms of the time individuals and government save because people have been educated. As individuals, education makes it possibility for one to understand and apply knowledge that increases productivity per time spent in production. As simple example would be an educated shop attendant calculating change quicker and more accurately, a step further would be using a computer programme to serve more customers within a shorter period of time. Having an education creates opportunities for the use of more productive methods that save time and are more productive.
At the national level the increase in education makes it possible for development to go at a more rapid pace. As a country there is the possibility to ‘leap frog’ on already existing solutions only if the labour force is at the level where it understands the old solutions and is capable of improving them. The years of development can be reduced drastically even with an improvement in personal and community hygiene. The funds and time allotted to curing simple disease could be used for other productive developmental projects. Currently university education has had some impact in this area however the drawbacks that do not allow higher returns in this area are the lack of technological input and the focus on memorisation. The lack of technological input limits the rate at which graduates can tap into technological innovations that promote efficiency. The focus on memorisation does not encourage the internalisation and use of what has been taught so even though graduates may have been exposed to more efficient methods these methods are not used in practise.
The returns that come with being educated are high when education is a force that develops well-rounded and engaged citizens, and builds more cohesive and participatory societies as stated earlier in the theory chapter.101 As has been discussed, the university system produces many under-educated, over-educated and mis-educated graduates but there have also been returns. As and individual there is still the value of acquiring some knowledge and interacting with people from different backgrounds. The connections one gains from such interactions are valuable both in the social setting and in the workplace for the individual. For the country, the university has produced many professional in various fields who have made remarkable contributions to the country. Unfortunately, there is the ‘brain-drain’ which takes a chunk of the country’s highly qualified personnel and lowers the gains that come to the country from having personnel with university education.
On the whole, the costs of education are quite high and the returns are lowered by some factors such as the struggle for citizens to contribute directly to university, the lack of technological focus and the science/technology and arts/humanities ratio among other factors.
101 Financing Education – Investments and Returns Analysis of the World Education Indicators 2002 Edition (Executive Summary), p 5
The tertiary institutions have contributed to the majority of the highly skilled labour force that runs the country today. If there has been any contribution to the economy from professional skills most of the credit goes to the tertiary institutions of the country including universities. However there is much more that can and should be done for tertiary education to contribute optimally to society.
9
The way forward
Table 9.1: Ghana’s GDP as a percentage of the World from 1950 to 2000
GDP Per Capita (1951-2000)
1951 1956 1961 1966 1971 1976 1981 1986 1991 1996
Years
GDP Per Capita
Ghana Africa
Table 9.2: Ghana’s GDP per capita from 1950 to 2000 compared with Africa’s GDP per capita from 1950 to 2000
GDP as a Percentage of the World (1950 - 2000)
0
GDP as a Percentage of the World GDP
Ghana Africa
So far we have traced education in the Gold Coast from the colonial era when education was firstly a heritage, a means of evangelising, method of making governance easier and a mechanism for the supply of a semi-trained workforce. The outcome of education was mixed because of the different reasons for providing education. Eventually education only made the colony harder to govern and eventually fuelled the struggle for independence.
In the era of Gordon Guggisberg, the aim of education was to give the Africans an opportunity of having material and moral progress, giving them the opportunity to enter any trade or profession.
In all, nationals were not to be denationalized but to graft skilfully on national characteristics.
These ideas were manifest through the establishment of a model institution, Achimota College.
The outcomes of Guggisberg’s pursuits were overshadowed by the deterioration of the already existing system as against his limited efforts.
Dr. Kwame Nkrumah wanted to have an educational system that produced a scientific and technical minded people. In this bid to provide education for all he arranged a rapid and massive expansion of educational facilities at the primary level. He also built some secondary schools.
Eventually, the expansion caused a bottle-neck at the primary level with too few secondary schools to absorb graduates from the primary and middle schools.
The next decade and a half was characterised by a great deal of political instability. Governments were in office for an average of 3 years each. During this time there was little continuity in policies. The three needs that these governments all tried to fulfil were the need to cut cost, the need to expand secondary education and the need to link educational goals with manpower requirements. A major change during this time was the introduction of the National Services Scheme.
From 1982 to 1999 the government was led by Flt. Jeremiah John Rawlings. During this time an entirely new educational system was introduced. The aim of this system was to shorten the duration of pre-university education, make education more practical, make education more accessible and cut cost. Eventually the implementation of the programme was fraught with problems that had been foreseen by some educationists and members of the public. A committee
was especially appointed by the new President John Agyekum Kufor in October 2002, to review the system.
In summary, the costs of university education are quite high and the returns are lowered by some factors such as the struggle for citizens to contribute directly to university, the lack of technological focus and the science/technology and arts/humanities ratio among other factors.
In the following section we will look at the report of the President’s Committee in comparison to other recommendations made over the years. The issue to be discussed will be whether these recommendations and view points have something to give education in Ghana today. Some recommendations for the way forward will also be suggested. In summary the suggestions for the way forward will be clearly listed.