Konnected Minds Podcast with Derrick Abaitey

What happens when a former Minister of Education reveals that Ghana has been memorizing its way into poverty instead of innovating its way out, and the only way to transform the nation is to force the entire examination system to test critical thinking instead of root memorization? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who took on WAEC, challenged the entire West African examination system, and introduced critical thinking assessments that are now being piloted in 33 Ghanaian high schools and adopted by Nigeria, Sierra Leone, and Liberia, for a raw conversation about education reform, critical thinking, assessment systems, curriculum transformation, STEM education, access versus quality, and the brutal reality that if you don't change the exams teachers will never change what they teach no matter how beautiful your curriculum looks on paper. From confronting WAEC Ghana and telling them that the country wants critical thinkers but their exams don't test critical thinking because 20 out of 40 questions were on remembering, 10 on understanding, 10 on application, and zero on synthesis, evaluation, and creating, to reversing the entire CIA framework in education by putting assessment first instead of curriculum first because if the exam doesn't change teachers will not change what they are teaching, to launching 33 pilot high schools that now test students at level 3 and 4 of Webb's Depth of Knowledge where students must apply critical thinking skills instead of repeating memorized answers, to introducing biomedical science, engineering sciences, robotics, advanced computer science, and aviation as high school courses in public schools across Ghana, this is the story of what happens when one leader refuses to accept that Ghana can memorize its way out of poverty and forces an entire examination system to demand innovation instead. Our guest breaks down why he went to the United Nations and said something that went viral without even writing it down, why he declared that we cannot memorize our way out of poverty but we can innovate our way out of poverty, and why this statement became the foundation for transforming Ghana's entire assessment system from root memorization to critical thinking. He explains the CIA framework in education which stands for Curriculum, Instruction, and Assessment, why most nations design curriculum first then instruction then assessment and wonder why transformation doesn't happen, and why he reversed the order by changing assessment first so that teachers would scramble to teach critical thinking because that's what students will be tested on. But we also confront the uncomfortable truth about access versus quality, why access means everyone getting opportunity to be educated because the ones you leave out may be the ones who are gifted but they happen to come from a remote village, why the ones sitting on trees in classrooms that are leaking without teachers may be your Einstein but you've forgotten and left them behind, and why when you do access and open the floodgates you must also make sure there's quality education with quality infrastructure and equipment. We discuss why he built 200 science labs across the country and traveled around opening them everywhere, why you cannot do quality education without that infrastructure and equipment, and why improving the quality of education that you are offering is just as important as expanding access. We dive into the New Bloom's Taxonomy and Webb's Depth of Knowledge, why the lowest level of learning is remembering where students just recall what was said but don't understand it, why understanding requires analogies and deeper appreciation of concepts, why application means students are using knowledge to do something profound, and why synthesis, evaluation, and creating are the highest levels where critical thinking actually happens. We break down why Ghana's education system through root memorization prepares children for routine tasks and manager led environments where they wait for instructions instead of preparing them to walk into a company and say I think we can do this better, and why the assessment system does not require critical thinking so teachers teach the lowest level possible. We unpack the moment he called WAEC Ghana before the first reformed BECE in 2021 and asked them to show him the kind of questions that would be on the exam, why out of 40 questions on a particular test 20 were on remembering, 10 on understanding, 10 on application, and zero on synthesis, evaluation, and creating, and why he told them this is a case of the tail wagging the dog because the country wants critical thinkers but you don't want critical thinking in your exams. He explains why he said you can't take the lead for the country, the country should tell you what to assess the students on, why they took it back and changed it so that 40% of the...

What happens when a former Minister of Education reveals that Ghana is growing at 4 to 6 percent while telling citizens the country is being transformed, yet graduates cannot find jobs because universities are offering degrees to nowhere and the entire education system is not aligned with what the economy actually needs? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who returned from the American dream to transform Ghana's education system, challenged universities offering courses like development studies and BA in Education Non-Teaching that lead students to unemployment, demanded labor needs assessments to align education with national development, and discovered that the only way to truly transform a nation is to stop educating for education's sake and start producing the engineers, cyber security experts, and skilled professionals that industries are desperately seeking, for a raw conversation about economic transformation, graduate unemployment, labor needs assessment, university reform, STEM education, foreign direct investment, curriculum alignment, and the brutal reality that if you don't educate students for somewhere specific you are condemning them to nowhere. From confronting the uncomfortable truth that whether it's NPP or NDC, growing at 5 or 6 percent while graduates are jobless is not transformation, to explaining why Vietnam is now the destination for foreign direct investment because they produce engineers by the tens of thousands and have changed their exams to test critical thinking, to challenging universities about offering development studies and development education which qualify students for absolutely nothing, to revealing why the University of Ghana offers BA in Education Non-Teaching and students finish national service frustrated because nobody will hire them, this is the story of what happens when you stop allowing universities to fill seats with paying students and start demanding education that leads to employment, national development, and economic transformation. Our guest breaks down why he challenged universities at the New Year School and said we don't need anybody offering courses called development studies to study development, why the vice chancellor of UDS called him the next day and said a student just checked out of development studies because of his comment and he responded "it's good for him because you know and I know that course is not taking the student anywhere," and why universities offering teaching programs everywhere when the country doesn't need that many teachers is insane because they are just filling spaces and collecting money while students graduate into unemployment. He explains why Ghana needs labor needs assessment that tells universities we need 10,000 engineers every year therefore produce 10,000, we need 50,000 cyber security experts therefore produce 50,000, and why even the UK does this but Ghana allows universities to graduate thousands in business administration when there are no jobs in business administration but massive demand for cyber security experts that the police, military, companies, and even international firms desperately need. But we also confront the uncomfortable truth about why graduates who did sociology cannot do a master's degree or postgraduate diploma in computer science in Ghana because of artificial barriers, why in the US they would be allowed to and would become the best software developers once given the foundation, and why Ghana needs major graduate retraining programs that give industry certifications to students who studied the wrong courses so they can pivot into fields where jobs actually exist. We discuss why India has IT hubs everywhere with employees sitting in India working for companies abroad and Ghana can do the same if we guide our talented children to become critical thinkers with the right skills, why most US universities require students to take French or Spanish because one day they may work in Spain, and why Ghana is surrounded by Francophone countries but students are not proficient in French which limits their opportunities across West Africa. We dive into the debate about language and culture, why being resilient in your culture and being great globally are not mutually exclusive, why you can be proficient locally and conquer globally, and why bilingual education allows a child to do three languages at the same time including Twi, Ga, and English without it being an either or proposition. He breaks down the hypocrisy of educated Ghanaians talking about cultural transmission and saying children should learn in Twi and Ga while sending their own children to international schools where they don't know Twi or Ga, and why this double standard is unfair to the rest of the populace. We unpack the deeply personal story of why he came back to Ghana, why when President Akufo-Addo asked him in LA "would you consider...

What happens when a former Minister of Education reveals that he got cabinet approval for gifted and talented education schools across Ghana, started building them without making any noise, and believes that the only way to truly eliminate abject poverty is to create an ecosystem where 33,000 engineers graduate every year instead of 7,000 and foreign companies flock to Ghana because engineers are a dime a dozen? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who built Accra STEM Academy without fanfare, stopped examination leakages at the BECE level by giving different questions to every region, constructed 200 science labs across the country, funded 100 engineers through his philanthropic work and is now watching them struggle to find jobs because Ghana has not created the ecosystem for them to secure employment, for a raw conversation about education reform, gifted and talented education, poverty eradication, graduate unemployment, university industry collaboration, STEM education, foreign direct investment, and the brutal reality that if you want to transform a nation you need governmental authority not just small scale philanthropy. From explaining why he doesn't make noise about what he's going to do but instead gets cabinet approval, executes the plan, and lets Ghanaians discover it after commissioning like they did with Accra STEM Academy which sits on the same road as Galassi and Ariane with equipment that students are using right now, to revealing that he started building gifted and talented education schools in Kumasi for creative arts with boarding from junior high to senior high so students from across the country can get six years of intensive creative arts education like School of the Arts in Los Angeles, to breaking down why 6 to 10 percent of Americans are gifted and talented and over a century ago the country tapped into it by setting up GATE schools where students from grade three who can dance or build toy cars or answer every question are selected and sent to special schools, this is the story of what happens when you stop leaving things to chance and start building systems that identify talent early and nurture it until it becomes world class. Our guest breaks down why he got a message yesterday from a young woman who graduated from high school in 2019 with excellent grades in science and was stuck in Ziope Agotime, a village that most people don't even know exists, until he went there to campaign as a parliamentary aspirant and pledged to take care of one student from the community, why they didn't vote for him but he still redeemed his pledge because there may be a young person hiding somewhere who needs redemption, and why that young woman is now at UMAT reading chemical engineering and sent him a WhatsApp message saying "Daddy, you saved me, I never thought I would get to a place like where I am now." He explains why this is just one story but there are so many Delights hiding in villages across the country with all hope lost, why abject poverty is not just about buildings but about human stories, and why he believes that if other countries have eradicated abject poverty then Ghana can too because abject poverty means you don't have food to eat and there's no place to go, no government structures to give you shelter, no way out, just helplessness and hopelessness. But we also confront the uncomfortable truth about graduate unemployment, why he has funded 100 engineers through his philanthropic work but they are struggling to get jobs because he's not setting up a company to support them and Ghana has not created the ecosystem for them to secure employment, why Vietnam graduates 100,000 engineers every year and Samsung has its largest manufacturing plant there because when they market Vietnam to foreign direct investors they say engineers are a dime a dozen here, and why Ghana graduates only 7,000 engineers even though our population ratio suggests we should be graduating 33,000. We discuss why tall buildings and hotels are going up across the country built by Turkish and Chinese companies but there are no Ghanaian engineering inspectors on site, why most of these buildings use biometric devices for entry which means you need computer engineering building inspectors so people don't hack into the building and lock out the doors and get people to die, and why municipal assemblies don't have the expertise to inspect these buildings and secure high paying jobs for our graduates. We dive into the framework for university industry collaboration, why it doesn't work anywhere in the world to tell universities you have to create partnerships with industries, why you need to say there's a grant available for any university that partners an industry and give them 10 percent to develop the plan with KPIs, 40 percent for first phase implementation, another 40 percent for second phase, and 10 percent for...

What happens when a former Minister of Education reveals that universities cannot be forced to change, but they will transform everything if you show them the money? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who challenged Ghana's entire higher education system, created pathways for visual arts students to become engineers, funded pre-engineering programs that produced graduates with higher GPAs than traditional science students, and discovered that the only way to reform universities is not through force but through strategic incentives, for a raw conversation about university reform, entrepreneurship, graduate unemployment, angel investing, livable wages, job creation, and the brutal reality that if you want to transform a nation's economy you need 10 to 12 percent growth for 20 years consistently and Ghana is nowhere near. From explaining why he told universities that visual arts students who are imaginative and creative would make excellent engineers if given the chance to take one year of elective mathematics, chemistry, and physics to show proficiency, to revealing that when he offered grant funding for pre-engineering programs every university except Legon submitted proposals, to breaking down why Pentecost University and UMAT had the best proposals and their final year students are now coming out with higher GPAs than traditional science students because they are fully determined and approach engineering from a practical perspective, this is the story of what happens when you stop forcing institutions to change and start incentivizing them to transform themselves. Our guest breaks down why universities invariably cannot be compelled to do certain things but you can incentivize them to do research, innovation, and university-industry collaboration, why visual arts students who master mathematics and engineering will do better software development than those who came straight from science without a visualized background, and why he is most excited about the visual artists becoming engineers because if they are part of any project team the visual part of the software engineering will be superior. He explains why universities need to stop offering classical education and start creating innovators who create jobs before they leave campus, why the top companies in the software and computer space were created by young people who sometimes left university, and why the facilitation should come through angel investors not government agencies. But we also confront the uncomfortable truth about graduate unemployment, why a 19-year-old told him he's not going to university because unemployment is brutal and he would finish without getting a job, why free SHS put more people through a system that is not prepared to employ them, and why the type of education we are giving children is the reason we are not getting jobs because we are not creating innovators who are supposed to create the jobs. We discuss why some universities have gone away from classical education and a certain percentage of their graduates are creating jobs before they leave, why angel investors should be incentivized with corporate tax exemptions if they invest in young people whether they do well or not, and why instead of setting up government organizations that give away money we should give that money to angel investors as no interest loans because they know how to invest in the right businesses. We dive into the reality that entrepreneurship is not for everyone coming out of university, why some people need to have experience in the industry and see how things work before they can become entrepreneurs, why job creation is a critical aspect because not everyone can just come out of university and become an entrepreneur, and why private businesses that want to expand should be incentivized with tax exemptions per graduate they hire because that graduate will pay income tax and literally replace the taxes waived for the company. We break down why this was done in the US during Obama's time and more companies started employing graduates, why we must confront the issue of lack of livable wages in this country because you cannot produce for a market when you are paying people 2,000 cedis that doesn't suffice for transport, and why productivity needs to be increased but we need to find a way to pay people wages they can live on because the multiplier effect of livable wages is what creates more jobs. We unpack the powerful question of what America would do if they were in Ghana's situation, why brains would be working across the political divide because at that point it's not about politics it's about the survival of the nation, and why unemployed graduates should form an association and demand a seven point plan for graduate employment before voting for any politician.

What happens when a nation's education system prepares students to memorize answers instead of solving problems, and one minister decides to change everything? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who took on Ghana's entire educational establishment, challenged WAEC's examination structure, and introduced critical thinking assessments that are now being adopted across West Africa, for a raw conversation about education reform, critical thinking, curriculum transformation, assessment systems, STEM education, university access, and the brutal reality that if you don't change how students are tested, teachers will never change what they teach. From confronting WAEC and telling them that Ghana wants critical thinkers but their exams don't test critical thinking, to pushing 40% of examination questions to focus on synthesis, evaluation, and creating instead of memorization, to launching 33 pilot high schools that now test students at level three and four of Webb's Depth of Knowledge where students must apply critical thinking skills instead of repeating memorized answers, to introducing biomedical science, engineering sciences, robotics, advanced computer science, and aviation as high school courses in public schools across Ghana, this is the story of what happens when one leader refuses to accept the minimum and pushes an entire nation's education system toward transformation. Our guest breaks down why he told WAEC that the country wants critical thinkers but their exams don't reflect that demand, why assessment should come first in education reform because if the exam doesn't change teachers will not change what they teach, and why he called WAEC Ghana and demanded they change their high school curriculum exams because teachers will always teach to the test regardless of what the curriculum says. He explains the CIA framework in education which stands for Curriculum, Instruction, and Assessment, why most nations design curriculum first then instruction then assessment and wonder why transformation doesn't happen, and why he reversed the order by changing assessment first so that teachers would scramble to teach critical thinking because that's what students will be tested on. But we also confront the uncomfortable truth about what happens when you don't have science labs in your high school, why students who attend schools without proper science facilities are permanently locked out of engineering and medicine unless they leave Ghana and go to the UK or America where they get a second chance, and why visual arts students who are imaginative and creative would make excellent engineers but Ghana's system tells them they will never be engineers if they stay in the country. We discuss why he went to Yachikramso Senior High School for O Level and they didn't have a science lab so none of the students could do science and that was it, dead end, you'll never be a doctor or engineer if you stayed in Ghana, and why this personal experience drove him to create pathways for students to reconsider their career direction at university level. We dive into the launch of BSTEM to bring STEM education to basic schools not just high schools, why equipment has been distributed to basic schools across remote communities so that students can build mobile apps and learn technology from an early age, and why some Ghanaians still believe nothing is happening because they see viral images of computers being drawn on blackboards while transformation is happening in 33 pilot schools that are now teaching courses not even available in some American neighborhood schools. We break down why Ghanaian students studying at Accra STEM Academy have led Ghanaians living in New Jersey to say that this school is better than their neighborhood school in America, why St. Barnabas was transformed including changing their uniforms so students could think differently, and why he gave a donation to take children from Osu on a field trip to Legon so they could see a university for the first time. We unpack the issue of soft skills and why graduates come out of universities having studied computer science but don't know what MySQL is, why the new high school curriculum developed with support from MasterCard Foundation incorporated the four Cs which are communication, critical thinking, collaboration, and creativity, and why internships and work placements were built into the curriculum so that biomedical science students could work with clinics and get hands on experience coming out of high school. We discuss why university reform cannot be done the same way as high school reform, why you cannot ride on your high horse as Minister of Education and tell universities what to do because they will not comply, and why the only way to change university education is to institute a grant program with free money and tell universities that everyone who wants to go in this...