Another academic year is upon us, and one defining feature of this period is the transition of students into new phases of their academic journeys. One issue that continues to attract attention is the placement of candidates who sit for the Basic Education Certificate Examination (BECE) into senior high schools across the country, along with the recurring challenges surrounding the process.
The Computerized School Selection and Placement System (CSSPS), introduced in 2005, was designed to replace the manual system of senior high school admissions and reduce the stress experienced by parents and candidates. More than two decades later, however, an important question remains: has the CSSPS truly lived up to expectations?
Since its introduction twenty-one years ago, the system has recorded some improvements. One area deserving commendation is the opportunity for candidates to make school selections after the West African Examinations Council (WAEC) officially releases their results. This can help candidates and parents make more informed decisions based on actual academic performance.
Despite these improvements, several persistent challenges continue to undermine confidence in the placement process. Each year, after placements are released, frustrated parents and candidates troop to resolution centers seeking answers to problems involving school placements. The scenes have become almost predictable.
No system is perfect, and occasional errors are inevitable. However, after more than two decades of operating the CSSPS, one would expect recurring problems to have been significantly reduced. Issues such as grade mismatches, placement difficulties and the excessive focus on Grade A schools require greater attention.
The school selection process should also involve stronger education for both students and parents. Because of the prestige historically associated with Grade A schools, many parents naturally want their children placed in these institutions. However, several Grade B schools also have good facilities, competent teachers and the potential to provide quality education.
The classification of schools can therefore influence parents to concentrate heavily on a limited number of highly sought-after institutions, especially when their children’s grades appear to qualify them for admission. This creates additional pressure on the placement system and contributes to disappointment when students are not placed in their preferred schools.
Year after year, educationists and consultants offer recommendations on how the situation can be improved. What is needed now is sustained action.
To build a trusted, transparent and efficient placement system, the government must engage parents, teachers, school administrators, students and other key stakeholders. The CSSPS must continue to evolve into a more robust system that inspires public confidence.
After twenty-one years, the goal should no longer simply be to manage the yearly placement challenges. It should be to create a system that prevents many of those challenges from occurring in the first place.
By Stella Annan
