The Head of Public Affairs at the West African Examinations Council, John K. Kapi, has defended the current structure of the Basic Education Certificate Examination, cautioning against proposals aimed at reducing the number of examinable subjects for candidates at the basic education level.
Speaking during an interview on Eyewitness News on Thursday, May 7, Mr Kapi argued that narrowing the range of examinable subjects could undermine holistic learning and restrict the academic development of pupils during a critical stage of their education.
According to him, the present examination structure is designed to expose students to a broad spectrum of subjects in order to encourage balanced intellectual growth and prevent excessive concentration on only a limited number of academic areas.
Mr Kapi explained that considering the age and maturity level of BECE candidates, a wider curriculum remains important in shaping well rounded learners capable of developing competencies across multiple disciplines.
He further warned that reducing the number of assessed subjects could encourage students to neglect areas they perceive as less important, particularly subjects categorised as general papers or supplementary learning components.
According to him, once pupils believe certain subjects carry limited examination significance, their motivation and level of attention toward those areas may decline substantially, ultimately affecting the quality of learning outcomes within the broader educational system.
His comments come amid growing debate surrounding the structure and intensity of the BECE following criticisms from Africa Education Watch, which has described the current examination framework as excessively demanding and psychologically stressful for many students.
The education advocacy organisation has been pushing for reforms to simplify the examination structure, including proposals to reduce examinable subjects to four core areas in an effort to lessen academic pressure on candidates and improve the assessment experience for pupils at the junior high school level.
However, Mr Kapi’s remarks suggest that WAEC remains cautious about implementing sweeping changes that could potentially narrow educational exposure and weaken comprehensive learning at the foundational stage of academic development.
The debate adds to wider national discussions on education reform in Ghana as policymakers, examination authorities, and education advocacy groups continue to examine how best to balance academic standards, student welfare, and curriculum effectiveness within the country’s basic education system.
