National Service Scheme
Overview:
Ghana's National Service Scheme was started in 1980, requiring a mandatory two year service period with at least six months of military training for all "National Service" personnel. However, in 1995 this was reduced to one year. Those mandated to participate are all graduates of Ghana's Universities. The aim of this program is to provide graduates with experience right out of school, help support industries throughout the country that need more manpower as well as reach out and connect different parts of the country through service.
Objectives (as listed on the National Service Schemes website):
1. Encourage the spirit of national service among ALL segments of Ghanaian society in the effort of nation -building through active participation.
2. Undertake projects designed to combat hunger, illiteracy, disease and unemployment in Ghana.
3. Help provide essential services and amenities, particularly in towns and villages of the rural areas of Ghana.
4. Develop skilled manpower through practical training.
5. Promote national unity and strengthen the bonds of common citizenship among Ghanaians.
Slogan: "Service to the Nation"
Sectors Personnel Assigned To:
(a) Agriculture
(b) Health
(c) Education
(d) Local Government
(e) Rural Development, including surveying, physical planning, civil engineering and rural industries.
(f) Youth Programs
Impact on Communities & Education:
While I think that the idea of mandatory service is wonderful, and would be very beneficial to all countries, including the U.S., there are many flaws with the system. One of these issues which I witnessed during the summer was that of the inconsistencies created by teachers changing every year.
Primary through secondary schools throughout Ghana have a serious problem with teacher retention. Many of the teaching roles are filled by National Service volunteers, which is wonderful in the fact that it provides students with a knowledgeable teacher as well as gives the Nation Service student experience (Frontani & Taylor, 2009). There are a few problems with this though. First of all, as Frontani and Taylor discuss, not all National Service volunteers have any desire to teach or to live in certain rural areas. This can create an intimidating and unmotivating classroom environment.
The other major issue is the high turn over rate that is a result of the one year service requirement with National Service volunteers. A couple of teachers that I worked with expressed a desire to remain and teach in the village after their service, but were unable to due to lack of funds. Wouldn’t the funds being used to provide unnecessary uniforms be better spent allowing teachers to continue where they are needed? In addition to National Service volunteers, there has been a noted problem with keeping primary school teachers at their schools. Dawn Whitehead shows that this is “due to initial teacher motivations, the low status of primary school teaching, the natural progression to higher levels of teaching, and environmental factors.” When there is a lack of teachers available, often times “a large number of unqualified teachers or pupil teachers” may be used to fill the gaps (Whitehead 2007).
Ghana's National Service Scheme was started in 1980, requiring a mandatory two year service period with at least six months of military training for all "National Service" personnel. However, in 1995 this was reduced to one year. Those mandated to participate are all graduates of Ghana's Universities. The aim of this program is to provide graduates with experience right out of school, help support industries throughout the country that need more manpower as well as reach out and connect different parts of the country through service.
Objectives (as listed on the National Service Schemes website):
1. Encourage the spirit of national service among ALL segments of Ghanaian society in the effort of nation -building through active participation.
2. Undertake projects designed to combat hunger, illiteracy, disease and unemployment in Ghana.
3. Help provide essential services and amenities, particularly in towns and villages of the rural areas of Ghana.
4. Develop skilled manpower through practical training.
5. Promote national unity and strengthen the bonds of common citizenship among Ghanaians.
Slogan: "Service to the Nation"
Sectors Personnel Assigned To:
(a) Agriculture
(b) Health
(c) Education
(d) Local Government
(e) Rural Development, including surveying, physical planning, civil engineering and rural industries.
(f) Youth Programs
Impact on Communities & Education:
While I think that the idea of mandatory service is wonderful, and would be very beneficial to all countries, including the U.S., there are many flaws with the system. One of these issues which I witnessed during the summer was that of the inconsistencies created by teachers changing every year.
Primary through secondary schools throughout Ghana have a serious problem with teacher retention. Many of the teaching roles are filled by National Service volunteers, which is wonderful in the fact that it provides students with a knowledgeable teacher as well as gives the Nation Service student experience (Frontani & Taylor, 2009). There are a few problems with this though. First of all, as Frontani and Taylor discuss, not all National Service volunteers have any desire to teach or to live in certain rural areas. This can create an intimidating and unmotivating classroom environment.
The other major issue is the high turn over rate that is a result of the one year service requirement with National Service volunteers. A couple of teachers that I worked with expressed a desire to remain and teach in the village after their service, but were unable to due to lack of funds. Wouldn’t the funds being used to provide unnecessary uniforms be better spent allowing teachers to continue where they are needed? In addition to National Service volunteers, there has been a noted problem with keeping primary school teachers at their schools. Dawn Whitehead shows that this is “due to initial teacher motivations, the low status of primary school teaching, the natural progression to higher levels of teaching, and environmental factors.” When there is a lack of teachers available, often times “a large number of unqualified teachers or pupil teachers” may be used to fill the gaps (Whitehead 2007).