A lecturer at the University of Ghana and governance analyst, Dr. Benjamin Otchere-Ankrah, has described the current structure of the Basic Education Certificate Examination (BECE) as harsh and unfair to children, urging authorities to urgently review it.
Speaking on Adom FM’s Dwaso Nsem, Dr. Otchere-Ankrah criticised the scheduling of 10 subjects within just five days, arguing that it places excessive pressure on young candidates.
“Why should we let these children write 10 subjects in five days? At their age, this is cruelty,” he said.
According to him, the structure forces candidates to sit for two papers each day—an approach he believes is mentally and physically draining.
“Every day they are going to write two papers. They travel to and from school and still have to come home to prepare for the next paper. What happens if there is no light?” he questioned.
He contrasted the BECE structure with that of tertiary institutions, where students have longer periods to prepare and fewer courses per semester.
“Even in the university, the maximum number of courses students study is about seven, taught over three months, with exams spread over two to three weeks. So how can these children write 10 subjects in five days?” he argued.
Dr. Otchere-Ankrah proposed a more flexible timetable, suggesting that spreading the exams over a longer period would ease the burden without affecting outcomes.
“Even if they are to write one paper a day, can’t they do it in 10 days? What difference will that make in the marking?” he asked.
He also questioned the urgency surrounding the current schedule, calling for a more child-centred approach to assessment.
“Why are we rushing them? Where are they going after the BECE? Have we thought about the implications on the children?” he added.
The governance analyst believes restructuring the timetable to allow one paper per day would give candidates adequate time to rest and prepare.
“If it was just one paper a day, they could finish by 11 a.m., go home, rest and properly prepare for the next day’s exam,” he said.
He stressed the need for policymakers to prioritise the well-being of students, warning that the current system places unnecessary pressure on young learners.
“We must look at ways to revise this exam structure because it brings so much pressure on these children,” he concluded.
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