Bawku's unfinished lessons: The call to activate Ghana's Education in Emergency Plan for Continued Learning
In the serene corridors of learning, where chalk dust mingles with dreams of a brighter future, an insidious intruder has once again asserted its devastating presence.
The recent tragic closure of Bawku Senior High School, following the fatal shooting of a student, Hakim Kundima, on campus, serves as a stark, heart-wrenching reminder: education, often seen as an unassailable right, remains profoundly vulnerable to the tremors of conflict.
As the echoes of gunfire replace the familiar rhythm of classroom discussions, and final-year students face the daunting prospect of imminent examinations with schools shut down, Ghana stands at a critical juncture. This moment demands not just sympathy, but the urgent, decisive activation of its meticulously crafted Education in Emergency (EiE) Contingency Plan, a document designed precisely for such a grim reality.
The narrative unfolding in Bawku is a microcosm of a global challenge: how to safeguard learning when peace is shattered. Yet, Ghana is not without a blueprint. The Ministry of Education and the Ghana Education Service (GES), having learned bitter lessons from the unprecedented disruptions of the COVID-19 pandemic, developed the "Education in Emergency Contingency Plan (2023-2026)."
This visionary document is more than just policy; it is a commitment to ensuring that even amidst the chaos of conflict, natural disaster, or public health crisis, the flame of knowledge continues to burn, providing a beacon of hope and stability for the nation's youth. Its fundamental premise is to guarantee continuous, quality, and inclusive education delivery, striving for educational continuity even for those most severely impacted.
The EiE Contingency Plan is built upon a robust framework designed to strengthen system-wide coordination, preparedness, response, and recovery actions. Its goal is ambitious yet vital: to ensure improved learning outcomes for all children, even in the face of adversity. Key objectives include enhancing emergency preparedness, ensuring immediate access to safe and quality education for affected schools and displaced populations, and building back better with resilience at its core. The plan emphasizes detailed operational insights, robust coordination among diverse stakeholders, and the establishment of a resilient education system.
Central to the plan’s success is its emphasis on leadership and coordination. It advocates for the strengthening of existing education coordination structures and emergency response mechanisms, particularly through the EiE sub-sector working group led by the MoE/GES. This is crucial for avoiding duplication of efforts, maximizing resource allocation, and standardizing approaches in times of crisis. For Bawku, this means the immediate convocation of the District Disaster Management Committee, spearheaded by the District Director of Education. This body, comprising representatives from GES, MoE, the National Disaster Management Organization (NADMO), and Ghana Health Service (GHS), must become the nerve center for coordinating all emergency educational interventions.
The urgent priority in Bawku is to ensure that learning continues, especially for the final-year students of Bawku SHS who are mere days away from their crucial West African Senior School Certificate Examination (WASSCE). The EiE plan offers concrete strategies for equitable access to learning that must be swiftly implemented. Remote learning, for instance, a strategy detailed in the plan for disease outbreaks, can be readily adapted to conflict-induced displacement. Leveraging the National Knowledge and Skills Bank, through entities like CENDLOS, can facilitate the delivery of curriculum content via online platforms. This would require immediate assessment of digital access and potential provision of devices or access points for affected students.
Furthermore, the plan's provisions for establishing alternative learning spaces become paramount when school buildings are unsafe or inaccessible. Dialogue with community leaders is essential to identify and set up safe, temporary structures for learning. The distribution of "School in a Box" kits, which contain vital learning materials, along with guidance on their use, would enable continued instruction outside traditional classrooms.
The deployment of additional skilled personnel, including National Service personnel, to facilitate teaching in these emergency settings would also be a critical step. For the affected students of Bawku SHS, special arrangements must be made in collaboration with the West African Examinations Council (WAEC) to ensure they can sit for their exams. This could involve designating alternative, secure examination centres, perhaps even in neighbouring, safer districts, or exploring staggered examination schedules if absolutely necessary. WAEC, being mandated to conduct these exams, must play a proactive role in safeguarding the academic future of these students.
Beyond academic continuity, the human cost of conflict demands an immediate focus on mental health and psychosocial support (MHPSS). The EiE Contingency Plan rightfully mandates gender and age-appropriate MHPSS for students, teachers, and other education personnel. The trauma of witnessing violence, compounded by displacement and uncertainty, can have lasting psychological impacts. Teachers must be trained and equipped to provide initial psychosocial support, and a functional child protection and health referral mechanism must be readily available to address deeper needs. Investing in the emotional well-being of students and educators is not ancillary; it is foundational to their ability to learn and teach effectively in a crisis.
Ultimately, strengthening the education system from national to sub-national levels is a continuous endeavour envisioned by the plan. This includes risk-informed planning, robust budgeting, conducting simulations, pre-positioning supplies, and establishing effective early warning systems. The Bawku incident underscores the need for regular, localized risk assessments and the immediate pre-positioning of emergency education supplies in conflict-prone areas. Community engagement is also highlighted as crucial; ensuring that children and caregivers receive timely, culturally appropriate, and gender-sensitive information about educational options and available social services is vital for maintaining trust and cooperation.
The closure of Bawku SHS due to violence is a profound tragedy, but it must not be allowed to become an educational catastrophe. Ghana's Education in Emergency Contingency Plan is a testament to foresight and commitment. The time for activation is now. By swiftly implementing the plan's coordinated response mechanisms, leveraging remote learning and alternative spaces, providing critical psychosocial support, and ensuring seamless communication with affected communities, the government can transform this moment of crisis into a demonstration of resilience. The promise enshrined in the EiE plan, that every child has a right to continuous learning, no matter the circumstance, must be upheld, ensuring that the dreams of students like those in Bawku are not casualties of conflict, but rather, triumphs of an activated, responsive education system.
The writer is the Founder & CEO of the Orpington Group, an educational consulting firm focused on education investment, research and advisory in Ghana and Africa. He is the former Deputy Director-General of the Ghana Education Service.
Email: drkbtandoh@gmail.com
