The recent release of the 2025 West African Senior School Certificate Examination (WASSCE) results, a key qualification for university entry, has sparked considerable debate among civil society, individuals, education stakeholders, and the international community. However, the discussion often feels narrow, overlooking the intricate relations between the economy, the labour market, development, and, fundamentally, productivity.
In this article, I propose a broader outline for understanding these relationships—exploring how economic development, education, social orientation, collective discipline, industrialisation, and governance interplay, with the production of goods and services at the core.
I touch on how Antonio Gramsci’s ideas of planned economy, inspired by “Fordism” in the 1930s, emphasise production as a driving force for national organization. Gramsci saw “Fordism” as the cultural counterpart of new production methods, with their intense drive for productivity. The success of the “Asian Tigers,” where state-led investment in skills development fueled growth, offers a compelling contrast. Yet, development economists diverge on education’s role: is it a catalyst for progress, or does infrastructure hold more weight? Government, acting as a “Leviathan,” must balance security, welfare, and a comprehensive development policy that fosters decent jobs in both public and private sectors. Thus, assessing education outcomes can’t be divorced from the economy. A simplistic approach to education policy, disconnected from overall development policy and social values shaping workforce readiness, deserves scrutiny. Let’s dive into the implications of these results with this context in mind.
Work and Learning Pathways
Thanks to researchers and stakeholders for analysing the 2025 WASSCE results, the methodology, and the political ramifications, as well as the examination process’s integrity. The relationship between education and work is contested, involving social and economic institutions like education and training, the labour market, industrial relations, and family structures. Social orientation—how communities value work, innovation, and progress—shapes learners’ aspirations and skill relevance. Geographical disparities and inequality in infrastructure and instructor availability exacerbate challenges for rural and hard-to-reach schools.
Occupations and qualifications are key labour market currencies. Giles and Cole highlight that qualifications serve three purposes: entry or progression in the labour market, higher studies, and social inclusion. A good system provides pathways with safety nets for those who fall through. Notably, do we adequately cater to learners with disabilities? Does our system meet Ghana’s developmental needs or prepare learners for technology’s pace?
Between 2016–2018, Ghana’s Basic schools enrolled 95% of the age population, with 85% transitioning to Junior High School (JHS), 45% to Senor High Schools (SHS), and 3% to formal TVET. In 2017/2018 academic year, tertiary enrollment totaled 432,043: Universities (335,013), Technical Universities (33,365), Colleges of Education (50,009). The low TVET participation (7.7%) and minimal focus on agriculture (0.18% enrollment) raise questions about our industrialization agenda and social attitudes toward technical skills. Surprising, isn’t it.
Skills drive industrial progress. Embedding social orientation in curricula—promoting teamwork, adaptability, entrepreneurship—prepares learners for change. But Education for Sustainable Development (ESD) must foster awareness, activism, and critical consciousness, confronting how capitalism’s growth imperative fuels unsustainability. Curricula should empower pupils to challenge unsustainable development, not just pursue SDGs. Our educational structure suggests industrialisation is more rhetoric than reality. Exams show internal transitions but say little about pathways beyond.
In conclusion, the 2025 WASSCE results are more than just a measure of academic performance—they’re a reflection of Ghana’s broader development aspirations. To truly harness education as a driver of growth, we must align it with the economy’s needs, prioritize skills development, foster a social orientation that values innovation, inclusivity, and sustainability, and critically engage with the systems shaping our future. The SDGs are laudable, but insufficient without addressing the deeper structures of capitalism that fuel unsustainability. Let’s reimagine education: one that equips learners not just to participate, but to question, act, and lead toward a more just and sustainable world. The conversation doesn’t end here; it’s just the beginning.
Hans Awude (Ph.D)
Researcher/Consultant
+233505136844
