To make the system work for maximum development everyone must contribute their quota.
The preceding is only conceptual and a façade in the country! We do not often get all players exhibiting the same attitude and commitment on the field of play.
Some stakeholders sit on the fence while others complain about others’ laxity without themselves charging ahead. This brings about systemic failure and inspires stagnation and backsliding in Ghana’s education and development.
The picture of the education enterprise in Ghana is not different from the above. People have always linked their lackadaisical attitudes towards work to someone’s inability to meet their professional and remunerative needs. They forget that for development to happen, every citizen in the country must contribute their quota. The undeniable fact is that the same environment pertains elsewhere but citizens decided to commit themselves to their mandate and think outside the box to achieve their goals, and it works for them to the admiration of observers.
For education delivery in Ghana to thrive, the demonstration of effective and transformational educational leadership at all levels is crucial. The class or subject teachers, heads of departments, schoolmasters, and directors of education must provide transformational leadership in their ways with the view of making an impact without being overwhelmed by the enormity of the challenges they face.
The role of the central government and district assemblies in education delivery cannot be overemphasized. The state of educational infrastructure in some primary and secondary schools leaves much to be desired. There are infrastructural and logistical deficits in schools across the country. The political class in the country can argue about the above statement.
The above notwithstanding, we should not forget that, as a developing economy, we do not have it all. As much as we desire to have the WHAT to work with, we should also bear in mind that; resources are scarce. There are simply never enough resources to meet all our needs. It must echo in the ears of those who lead in the educational enterprise that resources are not, they become! Our input determines our output. Viewing inputs only from the supply side (tangible educational materials from headquarters) without looking at it from the contributions, efforts, innovation, or proactiveness of employees is in itself queryable.
Educational leaders are the agents of change. We all have a role in transforming the system for better educational outcomes. We need to continuously remember that, the outcomes of learning determine educational outcomes. Without good learning outcomes, we will not get good educational outcomes. Focusing on learning through facilitation should be of paramount concern to the leader.
School effectiveness is the performance of the school as an organization expressed through outcomes. An effective school is sought after, and a sought-after school is an honour to its members.
Effective schools set clear student achievable goals and guide students to achieve them.
Learning, in an effective school, is embedded in the school’s culture and there are high collaborative activities among staff to achieve collective goals.
For the school leader to be effective, they assess situations they meet and provide a compelling vision to surmount challenges. Such leaders believe and rely on a shared vision. They inspire trust, motivate and praise for success. Not only that, the effective leader does not accept excuses as they do not succumb to challenges. Apart from that, the efficient school leader supports the weak and guides talents for good outcomes.
Moreover, effective school leader creates professional development opportunities for the staff they lead. If we do not do things rightly in sharpening the lives of the students in our care as players in the education enterprise, we will breed bad leaders as a result, leading to a cyclically malfunctioned society.