A recent online debate in Ghana, ignited by a secondary school student’s critique of the National Science and Maths Quiz (NSMQ) as a “show-off,” has exposed a deep-seated societal tendency to rank individuals based on their educational institutions and career paths. The exchange, which saw a student from Nsein Secondary School and a neurosurgeon trading barbs, quickly escalated into a wider discussion about the ingrained hierarchy of respect in Ghana, where attending elite schools and pursuing prestigious careers like medicine or law often garners more admiration than other pathways.
The Hierarchy of Respect: Institutions Reinforce the Narrative
In Ghana, education is widely perceived as the primary vehicle for success, but societal value is not distributed equally among educational institutions or fields of study. “Category A” secondary schools, along with degrees in medicine, law, and engineering, are often held in high regard.
Conversely, students from less prestigious schools or those pursuing creative and technical courses frequently face undervaluation. This societal bias shapes how individuals perceive their own worth and how respect is allocated.
The public reaction to the student’s comment, which focused on her perceived credentials relative to those of an NSMQ finalist who later attended Harvard University, exemplifies this ingrained bias. The debate quickly moved beyond the merits of her statement to scrutinize her background.
This culture of assigning respect based on educational labels and career prestige is systemic. Educators and parents often perpetuate this narrative by implying that only academically superior students attend certain schools or pursue specific disciplines.
The Silent Pressure of School Choice
The author shares a personal experience of attending “Harvard College” in Kokomlemle, Accra, a private institution distinct from the renowned Harvard University. Initially unaware of this school, the author had aspirations of attending Accra Academy, a choice driven by its reputation and a desire for prestige.
During the Basic Education Certificate Examination (BECE) school selection period in 1999, an unspoken hierarchy dictated student perceptions. Those selecting “top” schools were deemed more serious, while others choosing less popular institutions were unfortunately labeled as average or below standard.
Stereotypes extended to course selection. General Science, Business, and General Arts were considered the domains of “serious” students, while Visual Arts, Home Economics, or Technical courses were often unfairly associated with weakness.
These societal assumptions were internalized by young students, who followed conventional approval without fully understanding the long-term consequences.
When Life Interrupts the Plan
Despite qualifying for Accra Academy, the author could not attend due to the father’s serious illness, which prevented him from working and covering educational expenses.
After missing the first term and subsequently forfeiting the placement, the author’s mother suggested enrolling in a private secondary school with more flexible admission policies, leading to the choice of Harvard College.
Initially, the author resisted, viewing attendance at a less popular private school as an admission of failure and fearing judgment from peers attending prestigious institutions.
Internalized beliefs about such schools being for less academically capable students also contributed to this resistance.
However, after persistent encouragement from family, the author reluctantly agreed to attend.
Reframing Perceptions Through Experience
Years later, while teaching Social Studies at a private junior high school in Accra, the author witnessed the same patterns of judgment among students based on school and course choices.
A particular experience highlighted how deeply educational labels shape perceptions. Following an outstanding BECE performance by the school, the proprietor, an alumnus of Mfantsipim School, questioned the author’s attendance at Harvard College, implying a perceived mismatch between the author’s intelligence and the school’s reputation.
Sharing the story of financial hardship and missed opportunities revealed that assumptions about educational backgrounds often crumble when confronted with reality.
Systemic Emphasis on High-Stakes Exams
Ghana’s educational system places significant emphasis on high-stakes examinations like the BECE and WASSCE. Entry into elite schools is heavily influenced by performance and access to resources.
Students from well-funded basic schools, often with access to private tutoring and stable home environments, have a distinct advantage.
Consequently, brilliant students from low-income backgrounds may end up in under-resourced schools due to circumstances rather than a lack of ability.
Even the NSMQ, while laudable, often showcases schools with stronger academic infrastructure, reinforcing the visibility of already advantaged institutions. University admissions and scholarship awards frequently prioritize traditional academic excellence, overlooking diverse talents.
This creates a cycle where “top schools” produce visible success stories, enhancing their prestige, while equally capable but less visible students remain overlooked.
When Talent Is Misguided
This rigid educational hierarchy not only creates social divisions but also misdirects students’ career choices.
Influenced by societal expectations, young individuals may pursue careers misaligned with their passions or strengths, such as a creative student being pushed into science or an entrepreneurial student steered toward a “safe” profession.
The result is a workforce that is qualified on paper but lacks fulfillment and a missed opportunity for developing critical sectors like arts, technical trades, and innovation.
The irony is that a system intended to foster excellence can end up stifling it.
The author’s story underscores the truth that talent is universal, but opportunity is not. Many students in Ghana face educational barriers, including family responsibilities, which significantly shape their trajectories.
Society often judges outcomes without acknowledging these unequal starting points. A student from a rural school overcoming limited resources to gain university admission might demonstrate greater resilience than a peer from a well-resourced institution, yet receive less recognition due to institutional branding.
Reframing the NSMQ Conversation
The NSMQ is a valuable platform for promoting scientific thinking and academic excellence, and the success stories emerging from it, like Francisca’s, are inspiring.
However, one person’s success story should not be used to dismiss another’s efforts or invalidate their viewpoint. Francisca’s journey is admirable, but Richlove’s perspective deserves thoughtful engagement, not silencing, as questioning national symbols is a part of intellectual growth.
Beyond Comparison: Rethinking Success and Worth
Ghanaians have internalized a culture of labeling individuals by their schools and courses, allowing these labels to define intelligence, self-worth, and future success. The debate involving Richlove, Francisca, and Isabella serves as a mirror reflecting societal values: do we value people based on their achievements or the institutions where they achieved them?
Until this question is answered honestly, Ghana risks limiting its own potential. Talented individuals in less prominent schools or overlooked corners of the country deserve opportunities beyond mere comparison.
Success is not exclusive to prestigious institutions or specific fields like medicine or law. Diverse paths, such as photography, computer science, or technical trades, can lead to global success and innovation.
The author reflects positively on attending Harvard College, which provided hope, a platform, and even a spouse, transforming what felt like a compromise into a defining chapter of growth.
Life’s trajectory often deviates from youthful plans and rewards effort, adaptability, and vision over titles and labels.
The article concludes by urging a pause before judging individuals by their educational background or career choices, questioning whether we are assessing potential or clinging to outdated perceptions. True greatness, it posits, is built within the individual, not solely within a particular school. Embracing this belief, the author suggests, will foster a generation of confident, innovative, and self-aware Ghanaians ready to succeed, irrespective of their starting point.
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