BECE: The character code
It’s that time of the year again when thousands of children have to sit for the Basic Education Certificate Examinations (BECE) in order to transition to the senior high school (SHS).
Whilst this exam marks a critical milestone for the Ghanaian and other African children, the real test is the test of character of examination officials (both at the West African Examinations Council (WAEC) and in the various designated examination rooms across the country), parents, teachers and students.
Over the years, many of these groups of people mentioned have made headlines because their values betrayed them.
The inordinate love of money by examination officials made them willing to compromise their all-important role of ensuring exams are conducted with the highest standards of integrity.
It is reported that some invigilators and teachers have been answering exam questions for students for a fee.
Some insecure parents have fallen victim to scammers who promise to leak out examination questions or change the answers during marking or even change the grades when released by WAEC.
Some students have become sophisticated in their willingness and eagerness not to burn the midnight oil, but to cheat their way to the top.
Unfortunately, true happiness deludes all who do not have a strong set of values.
On the other hand, some students, parents, teachers, school heads and even the authorities at WAEC have distinguished themselves in recent times by working hard to uphold what is true and good for God and country.
Discipline
In spite of all the great work, issues of discipline in our schools and the adoption of national values remain unresolved. Deliberate efforts must be made towards instilling values, as part of efforts to counteract the normalisation of examination malpractices.
This has also become necessary because of the contemporary and strange times we find ourselves in.
As is always the case, values should be first modelled by the adults around children.
Parents and teachers who therefore connive with students to engage in malpractices are only reinforcing unhealthy values, and this is serious because they are the duty bearers in their lives and should know better.
Values are easier to teach and reinforce in younger children.
Kindergartens and basic schoolchildren must have time within their school schedule to read, listen and discuss age-appropriate stories to emphasise morals such as integrity.
Discussions about the practical importance of specific values (such as honesty, courage, respect, responsibility and self-control) and often what happens when people do not live by those values, leave a lasting impression.
Programmes such as Maame Dokono’s ‘By the fireside’, Uncle Gorgeous George’s ‘Kyekye-Kule’ and Auntie Tina Moses’ ‘Children’s own’ were great initiatives.
Coining catchy phrases that sum up the value discussed in a story makes the values relatable. Encouraging children to share and point out the values in their specific behaviour or that of others makes them more self-aware.
Rules, boundaries
Setting rules and boundaries at home and ensuring no one lives above the rule teaches children the importance of submitting to authority.
As much as possible, children should be allowed to participate in the setting of these rules and boundaries.
Where these already exist, the import of these rules in the home should be explained.
Our children need to understand that rules are actually meant to protect people from harm.
As our children commence this basic exam, which seeks to evaluate knowledge and understanding, let’s remind them and the adults in their lives that it is their personal growth, attitude towards their relationships, acumen for leadership and decision-making skills that are really being tested.
The excuses, shady strategies, ‘smartness’, compromises and justifications speak more about us than mere BECE grades.
The writer is a Child Development Expert/Fellow at Zero-to-three Academy, USA.
E-mail: nanaesi_19@yahoo.co.uk
