However, policy-making often prioritises policies over students and teachers, hindering real change. To achieve impact, the focus should be on students and teachers themselves.

Current state

Education Week is a yearly event in many countries where stakeholders, including politicians, civil servants and educators, discuss objectives, and strategies, and raise awareness. However, the focus often shifts to policies and structures, neglecting the practical experiences of students and teachers, and a lack of constructive perspectives from key stakeholders.

Neglect of teachers and students

Usually, policies are developed in a hierarchical approach whereby little, or no input is sought from the practitioners who are responsible for addressing the problems and embracing the available solutions in the classrooms.

And though the policymakers indeed use data and research to come up with the policies, sometimes they tend to overlook the details which are familiar to students and teachers on the ground such as overcrowded classrooms, poor equipment, as well as other mental issues concerning education today.

In the hierarchy of the education sector, teachers are expected to implement any reform that is put on paper, often without having been consulted. 

Modifications brought to the curriculum, how instructions are given, or the introduction of technology, are often the source of complaints but there remains a mandate to toe the line.

This is also the case with the student whose role is to enjoy the fruits of such policies. Often, they are the last ones to know anything about such policies and are just recipients of the education.

While their needs, learning styles or education histories are quite useful in creating an appropriate education system for them, often, these people tend to be left unheard.

Centering students and teachers

The time has come for a shift. Students and teachers must be at the centre of National Education Week discussions not just as passive participants, but as active contributors.

Their experiences provide the most accurate and insightful data on what works, what does not, and what is truly needed for educational reforms to succeed.

Teachers as key stakeholders

One essential element of the education apparatus is the teacher. Through their everyday engagements, they are best placed to understand what works or does not, regarding the teaching methods employed, the structure of the curriculum, and the provision of resources.

In many countries, for example, Ghana, teachers tend to operate under difficult conditions that are characterised by overcrowding in classrooms, lack of teaching materials, and poor training for the teachers themselves.

These challenges cannot be truly grasped or resolved without the engagement of the teachers in the dialogue.

In this way, when deliberating on ways to improve education the teachers, and politicians attending National Education Week can glean information about the realities of executing any education changes.

The changes may include the one providing a voice to what teachers need; more training, more support, or even a lighter load.

Teachers are involved in the experiences of students beyond the classroom and so their input goes a long way in making realistic policies instead of policies that only exist on paper.

Students as focus

The ultimate goal of  education is to empower students, but often, their needs and aspirations are overlooked in favour of abstract policy goals.

Students are the ones who experience the education system firsthand, and their input is essential for creating a meaningful change.

In Ghana, the government has made efforts to improve education through policies such as the free senior high school (SHS) policy, but challenges such as overcrowded classrooms and inadequate facilities continue to affect learning quality.

National  Education Week should focus on listening to students, particularly through student councils or youth organisations to foster a more inclusive and effective education system.

Moving beyond talk

For National Education Week to change people’s mindset about education in a lasting manner, it is imperative to focus on the results that can be realistically put into action.

The mere pronouncement of high-sounding assurances by the decision-makers is not sufficient; the discussion should lead to workable solutions that meet the demands of the students and teachers. Below are some of the ways forward:

Making policies inclusive: Policymaking does not end with policy declaration; teachers, students and other educational stakeholders should also be engaged in this process. 
Create opportunities during National Education Week for discussion between education stakeholders and policymakers, where the former can air their views and suggestions.

In Ghana, for example, this could be achieved through workshops, town hall discussions or students’ contributions which are valued and appreciated.

Investing in teacher education and assistance: Realise and appreciate the great mission of teachers in every education system.

Rather than just concentrating on policies of reform, commit financial resources which enable the teacher to undergo effective in-service training to be able to implement new policies.

For instance, focusing on continuous teacher training and understanding the purpose of quality teaching resources in Ghana could lessen the effects channelled toward educational reform.

The focus should shift from policies to student-centred learning, focusing on practices that support student well-being, engagement and success.

Addressing factors such as class size, mental stability and an environment that encourages imaginative and logical thinking can help eradicate systemic issues.

Monitoring and accountability are crucial for effective reform implementation. Establishing bodies that include teachers and students to check progress is essential. National Education Week should not be limited to policy discussions but should involve students and teachers as the primary focus.

This shift in focus can help establish an education system that caters to its clients, requiring a fundamental policy shift that empowers teachers and students.

The writer is the Education Programme Officer
Ghana Commission for UNESCO
Email: mrkwakyekofi@gmail.com