Konnected Minds Podcast with Derrick Abaitey

["What happens when a former Minister of Education reveals that 50% of Ghana's high schools have only a 10% pass rate on WASSCE, and the only way to transform these failing schools is to poach examiners, create post retirement contracts for top headmasters, and replicate the DNA of high performing schools through strategic affiliation systems? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who stopped examination leakages at the BECE level through serialization, created school affiliation programs that turned struggling schools like Abumusu STEM into high performing institutions by bringing the DNA of Presec and Wesley Girls, recruited examiners to teach in his constituency schools using his own money, and discovered that leadership is 50% of what makes a school succeed because when you transfer an assistant headmistress from Wesley Girls to Mfantsiman Girls or Agona Nyakrom the entire school transforms, for a raw conversation about education reform, school affiliation, leadership in education, examination integrity, post retirement contracts, performance contracts, pass rates, university access, and the brutal reality that if you want change in Ghana you cannot just sit and expect it but must back the change by supporting candidates across political aisles who will sign on to your 10 point plan and execute your agenda in parliament. From explaining why he created school affiliation where Abumusu STEM was affiliated with both Wesley Girls and Presec and brought an assistant headmaster from Presec to replicate the DNA and best practices until a Presbyterian chaplain would come to the school so you are literally replicating Presec as much as you can, to revealing that Bosumtri Girls recently won a robotics competition in Ghana then went to the U.S. and competed against 26 countries and placed fourth, to admitting that after he left government he recruited examiners to go teach in the schools in his constituency and pays them himself because it's not on government payroll, to proposing that Ghana should create post retirement contracts for teachers who retire as examiners so if you are Presec and you turn 60 and retire we can give you up to five years to go to Cockrobatto Senior High School that is struggling and serve them for five years and change the school, this is the story of what happens when you understand that leadership counts in education and 50% of Ghana's high schools have a 10% pass rate on WASSCE meaning if 100 students go only 10 can move on to university and the only way to transform this is to transfer high performing headmasters and assistant headmistresses from Wesley Girls and Presec to struggling schools and watch them change everything. Our guest breaks down why Mfantsiman Girls is a high performing school now because an assistant headmistress from Wesley Girls was transferred there and she changed the school, why Agona Nyakrom got an assistant headmistress from Wesley Girls and she almost changed the school until she was transferred, why Ahantaman Girls got an assistant headmistress from Wesley Girls and now it's a top performing school, and why leadership is 50% of what makes a school succeed because when you bring the right leader the entire school transforms. He explains why when he became minister for education one thing he is proud of is that they stopped examination leakages at the BECE level, why they started serialization so that all the regions had different questions, why there was a website where people were selling questions and they shut it down because the question that came they didn't know which region it was for, and why this single intervention restored integrity to the examination system. But we also confront the uncomfortable truth about pass rates, why 50% of all high schools in Ghana have a 10% pass rate on WASSCE meaning only 10% of students qualify to move to the university from high school, why there were some schools getting 1% pass rate where if 100 students go only one can move on to university, and why he brought all of them together and they signed a performance contract where MasterCard Foundation supported experts through something called TITEL who went to the schools to get them to improve. We discuss why when the new government came they said headmasters don't have to sign a performance contract because it was part of the campaign, why when you discontinue performance contract the headmaster is not under the gun and there's no sense of urgency, and why when the results went down people were blaming even the former minister because the new government discontinued the performance contract that was holding headmasters accountable. We dive into the concept of school affiliation and why he created a researcher who went and looked at the unique features and unique attributes of high performing schools in Ghana, why they decided to literally put those attributes in the new schools...

What happens when a former Minister of Education reveals that Ghana's schools were testing 20 out of 40 questions on memorization, zero on critical thinking, and the only way to transform the nation was to force WAEC to change the exams because teachers will never change what they teach if the test doesn't change? In this powerful and deeply insightful episode of Konnected Minds Podcast, we sit down with a former Minister of Education who built 200 science labs across Ghana, recruited 100 estate managers to create maintenance culture in schools for the first time in history, transformed dilapidated schools from remote Jetokoe to Osu St. Barnabas, and discovered that the biggest gap in Ghana's education system is not curriculum but assessment because if you don't change the exams teachers will keep teaching memorization instead of innovation, for a raw conversation about education reform, maintenance culture, STEM education, gifted and talented programs, assessment transformation, critical thinking, access versus quality, and the brutal reality that you cannot memorize your way out of poverty but you can innovate your way out of poverty. From walking into Osu St. Barnabas, the former seat of government, and discovering dilapidation worse than the remotest villages where if it rains they have to shut the school down because the roof is leaking everywhere, to explaining why Ghana doesn't have a maintenance culture because there is no maintenance budget and he became the first minister to budget for maintenance and recruit 100 maintenance officers with degrees in land economy, estate management, and building technology, to revealing that Accra STEM Academy is a school that begins from kindergarten all the way to high school where gifted students from across Accra can channel through and stay until graduation, to calling WAEC Ghana before the first reformed BECE in 2021 and asking them to show him the questions and discovering that 20 out of 40 were on remembering, 10 on understanding, 10 on application, and zero on synthesis, evaluation, and creating, this is the story of what happens when one leader refuses to accept that a nation can memorize its way out of poverty and forces the entire examination system to demand critical thinking 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 rote memorization to critical thinking. He explains why he told WAEC Ghana that this is a case of the tail wagging the dog because the country wants critical thinkers but their exams don't test critical thinking, why the country should tell WAEC what to assess students on instead of WAEC taking the lead, and why if the exam doesn't change teachers will never change what they teach no matter how beautiful the curriculum looks on paper. 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 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 rote 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 was passing by Osu St. Barnabas one day and decided to stop by the school and couldn't believe that if it's raining they have to shut the school down because the roof is leaking everywhere, why this was worse than any school you will see in the remotest of villages and this was Osu the former...

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...