At its most recent annual conference, in March 2016, the West
African Examinations Council, WAEC, presented its International Excellence
awards to three Ghanaian girls, Jessica Ayeley Quaye (1st
position), Ruth Ewura-Ama Awadzi (2nd position) and Danielle Amo-Mensah
(3rd position),
the best three candidates in the most recent (2015) WASSCE exam. The
WASSCE is the most important exam of the Council, an international
school leaving test taken by all five member
countries of WAEC
(Nigeria, Ghana, Sierra Leone, Liberia and Gambia)
that enables
successful candidates to secure places at tertiary institutions.
Remarkably, the three top candidates all came from a single school in
Ghana, the Wesley Girls High School. The school, a strict Christian
institution founded in 1836, is regarded as one of the best in Ghana, a
country with something of a tradition of high quality, well endowed
boarding schools at the senior secondary level. At WeyGeyHey, as
it is fondly called by alumni, girls follow a strict routine, rising at
5 a.m. and
following a tightly regimented timetable up to lights-out at
9 p.m. Hair
is kept short and unplaited, mobile phones are not allowed and
visitors, even family, are discouraged.
Just as remarkable as Wesley Girls' achievement in 2015, Ghanaian
candidates have
topped the WASSCE for the last four years despite far higher numbers of
candidates from Nigeria. Since 1984, when WAEC introduced
its International Excellence awards for the best three WASSCE
candidates, Ghana and Nigeria have dominated the list of winners. In
the eighties and early nineties the odd Sierra Leonean and Gambian
graced the annual awards, but since 1995 neither country has appeared
on
the list (download
a complete list of winners since 1984 here). Almost
as remarkable is the degree of gender parity Ghana and Nigeria have
managed to achieve, reflected here in the appearance of the three
ex-Wesley High School girls on the podium, all of whom are doing
Science, traditionally favoured by boys. The available data (WAEC is
notoriously reticent about sharing statistics on its examinations)
suggests
that Nigeria, with large, conservative Muslim and traditional
populations, and Ghana are sending significantly higher percentages of
girls to take the WASSCE than the other WAEC countries. In the 2015 WASSCE,
of Ghana's 268,812 candidates, 139,868 were male and 128,944 were female.
In
Sierra Leone the dropout rate for girls from the primary school leaving
stage to the WASSCE appears from available data to be very high.
In the STEM (Science, Technology, Engineering and Mathematics)
subjects, critical for national development, Nigeria and Ghana again
appear to be pulling away from their West African neighbours, many of
whose students prefer to take the 'soft' courses in business studies
and arts. Reports indicate that
of Ghana's 112 students who recorded 8 A1s in the 2015 WASSCE, 98 were
Science students.
It's unclear why Ghana has so dominated the list of WASSCE winners in
recent
years when pitted against its much larger neighbour, Nigeria, which
enters approximately six times as many candidates. Whereas Ghana
recorded 112 students who scored 8 A1s in the 2015 WASSCE, Nigeria
recorded just 34. Other
data appears to indicate that when broader measures of examination
performance are analyzed, Nigeria appears to do slightly better than
Ghana. The differences between performance of the very best
candidates
in each country and performance across the entire national spectrum may
have to do with the way education is funded in the two countries. In
Ghana the government, although placing a high (and possibly increasing)
premium on education generally, which regularly commands 25% of the
national budget, appears to fund quite generously a select group of
long-established premier schools. In Nigeria on the other hand, the
policy appears to have been to establish new government secondary
schools all over the country. The exact differences would be an
interesting subject for further study.