5 Proven Ways To Renaissance and Exceptionalism of the Ghanaian


By V.L.K Djokoto

 

Our education mission and curriculum are the antidotes to poverty; disease and various other societal obstacles depriving the average free citizen from realising a dignified life on Ghanaland — thus service, first and foremost, to God and ancestors duly; family and enterprise; district; province and Republic to which distinctive duties are owed.

The Ghanaian dream is to be an erudite moral administrator of your home and an industrious law-abiding honourable of public service, or free trade; a proven catalyst of district development; an accomplished statesman or, and, craftsman to the province, and above all, a distinguished architect of the Republic.

And the Ghanaian renaissance is a full expression of our cultural aesthetics in beautifying our public institutions and private enterprises, a sort of, nationalist outrage in pride of the Republic, crystallising the diverse cultures of each nation-state; tribe and clan involved.

It is the paramount responsibility of Government, , to ensure quality education, a socio-economic right of all Ghanaians, at whatever cost necessary, and is provided to all minorities, wherever they may find themselves on our map without regard to their individual social circumstances.

The quality of indigenous scholarship and excellence of educational institutions ought to be a great source of national pride; a worthy continental export and unassailable basis for our  rightful claim to global fame.

  1. To each Province a deluxe primary and secondary centre of scholarship, culturally aesthetic — a mix of indigenous ancient architecture and modern technology in structure — is due ideally in every Provincial capital, each furnished with a public library; resident hall/halls; a banquet hall and private museum; athletic facilities; theatre hall/debate court and science and technology labs.

  2. Government must make provincial funds and bursaries, at secondary school level education, available to minorities (youth fellows) proven exceptional in academia; sports and drama or theatre.

  3. Centres of Scholarship should be separated, administratively, from institutions of dogma such as traditional shrines/temples; mosques or churches. The curriculum should also include, at a conclusion of secondary school education, obligatory service to the Republic or free market as a prelude to University Studies.

At a period in time when G. H. T. Lyall inaugurated the Masonic Club in 1874, the Good Templars — founded by the General Superintendent of the Wesleyan Mission and Commanding Officer of the Castle garrison with the support of J. P. Brown, Lodge Deputy Grand Chief Templar — established in 1877 and the Odd-fellows established 1880, the Mfantsi Amanbuhu Fekuw (Fante National Political Society), however, was established in Cape Coast, Central Province, Gold Coast 1889 to deliberately to revive African culture — music; language; fashion and names.

A legal colossus, distinguished reformist and publisher who hailed from the Central Province, as well as a pioneer of the Fante National Political Society, John M. Sarbah joined the Fante Public School Company, a missionary enterprise, which in 1903, founded the Mfantsi National Education Fund which raised funds for the establishment, in 1905, of the Mfantsipim Secondary School.

He published the Fante Customary Laws (1897) and the Fante National Constitution (1906). J. M. Sarbah also demonstrated the principle of Good Citizenship by personally setting up a scholarship for students and staff members.

It is through the culture and values of these institutions that our Republic could direct the Ghanaian society toward a meritocracy — equal opportunity for all citizens and abundant reward for ambition with an emphasis on individual freedom and national unity.

  1. There is, therefore, an urgent need, as bluntly expressed by the Gold Coast Aborigines Protection Society in 1902, for educated Ghanaian citizens and not westernised natives in crafting, on the basis of Ghanaian exceptionalism, indigenous institutions with internationally acceptable standards.

The dilemma Ghanaian citizens face is between leaving or remaining in the West African Education Council.

  1. In this era of enlightenment, we must devise a national doctrine and commit our executive to a clear set of ideals and values requiring noble builders to execute.

I cannot emphasise enough, this is Ghana’s Space Generation. The generation of rationalism; freedom of thought and enquiry.

 

About the Author:

Vincent Letsa Kobla Djokoto is a Ghanaian Youth Activist dedicated to the craft of nation building through the values of Good Citizenship and Quality Public Administration. Vince is an alumnus of The Roman Ridge School ’13 and of the Swansea College of Law and Criminology ’16. Vince is currently reading the LL.M in Legal Practice Course/Legal Practice Course at  City, University of London. He is also a member of the Honourable Society of the Inner Temple. Vince serves as Chairman, Sankofa Society of Ghana and President, Ghana Youth Conference.

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