“DUMSOR”: A THREAT TO GHANA’S EDUCATIONAL SECTOR.
To what extent at all, is energy a necessity to Ghana’s education sector? Energy; is and remains the driving tool required for the smooth operation of every institution, the education sector not an exception. Thus, the sustainability of electric energy for instance is very much important. “Dumsor” (origin; from two Akan words,”dum” and “sor” which means “off” and “on” respectively) is a popular Ghanaian term used to describe persistent electric power outages. This is due to insufficient power production to meet the population growth of the country. The term gained popularity when the president (H.E JOHN DRAMANI MAHAMA) used it abroad and also through social media websites such as twitter and Facebook. In this text, the consequential problems associated with “dumsor” to the educational sector of Ghana are discussed. Many of these challenges include; impedance on academic WORKS and RESEARCH and loss of contact hours as it affects SCIENCE and ICT based practical.
One of the major challenges of `dumsor` to the education sector is the impediment it causes academic works and research. The education sector of Ghana comprises of three organizations; the non-teaching officers/staff, the teaching staff and the students/pupils. The non-teaching officers manage the education system, and provide the necessary teaching and learning materials (TLMs) for the teaching staff to impart knowledge. In the 21st century, every bit of work in the office is computerized. For instance, emails have replaced letters in the offices and microchips replaced hardcopy books in terms of storage. School syllabus and other curriculum materials are processed and distributed to schools with the aid of computers. Teaching staff do research on the internet for valuable information to help in training good and skilled human resource. Students equally do research on the internet, with some students even offering online courses. Quizzes and examination are no more written on chalkboards but printed with a computer for each student. The computer is a machine that totally depends on electric energy. Thus, one can imagine the challenges of `dumsor` to the above activities that keeps the education system alive. Teaching and learning is indeed impeded.
Also, electricity remains the lightening system in most Ghanaian educational institutions. From the basic levels to the university levels, light supports studies especially at night. Senior high schools across the country observe what is termed “night preps” and some universities have their lecture periods also extending into the night. The rampant occurrences of “dumsor” actually distract all these all these learning periods. One cannot deny the adverse effect of electric power outages on the teaching and learning of science and ICT practicals. Medical and nursing students are forced to halt lectures at the very middle of serious learning. The computer science students now have restricted times to learn their practicals and the fate of electrical consequently produces students who are less skilled and less innovative.
With no iota of doubt, I am of the conviction that the current situation of “dumsor” is a repercussion of unskilled professionals in our engineering sector. The situation is even seen as a cycle that may continue if nothing is done (the poorly structured Ghanaian schools produce unqualified human resource and their services in turn affects the entire nation).
To what extent at all, is energy a necessity to Ghana’s education sector? Energy; is and remains the driving tool required for the smooth operation of every institution, the education sector not an exception. Thus, the sustainability of electric energy for instance is very much important. “Dumsor” (origin; from two Akan words,”dum” and “sor” which means “off” and “on” respectively) is a popular Ghanaian term used to describe persistent electric power outages. This is due to insufficient power production to meet the population growth of the country. The term gained popularity when the president (H.E JOHN DRAMANI MAHAMA) used it abroad and also through social media websites such as twitter and Facebook. In this text, the consequential problems associated with “dumsor” to the educational sector of Ghana are discussed. Many of these challenges include; impedance on academic WORKS and RESEARCH and loss of contact hours as it affects SCIENCE and ICT based practical.
One of the major challenges of `dumsor` to the education sector is the impediment it causes academic works and research. The education sector of Ghana comprises of three organizations; the non-teaching officers/staff, the teaching staff and the students/pupils. The non-teaching officers manage the education system, and provide the necessary teaching and learning materials (TLMs) for the teaching staff to impart knowledge. In the 21st century, every bit of work in the office is computerized. For instance, emails have replaced letters in the offices and microchips replaced hardcopy books in terms of storage. School syllabus and other curriculum materials are processed and distributed to schools with the aid of computers. Teaching staff do research on the internet for valuable information to help in training good and skilled human resource. Students equally do research on the internet, with some students even offering online courses. Quizzes and examination are no more written on chalkboards but printed with a computer for each student. The computer is a machine that totally depends on electric energy. Thus, one can imagine the challenges of `dumsor` to the above activities that keeps the education system alive. Teaching and learning is indeed impeded.
Also, electricity remains the lightening system in most Ghanaian educational institutions. From the basic levels to the university levels, light supports studies especially at night. Senior high schools across the country observe what is termed “night preps” and some universities have their lecture periods also extending into the night. The rampant occurrences of “dumsor” actually distract all these all these learning periods. One cannot deny the adverse effect of electric power outages on the teaching and learning of science and ICT practicals. Medical and nursing students are forced to halt lectures at the very middle of serious learning. The computer science students now have restricted times to learn their practicals and the fate of electrical consequently produces students who are less skilled and less innovative.
With no iota of doubt, I am of the conviction that the current situation of “dumsor” is a repercussion of unskilled professionals in our engineering sector. The situation is even seen as a cycle that may continue if nothing is done (the poorly structured Ghanaian schools produce unqualified human resource and their services in turn affects the entire nation).
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