Cutoff Points Blocking Poorer Students from Entering University – UENR Official Raises Concern
A UENR official has called for a more flexible university admission system in Ghana, arguing that strict cutoff points block capable but underprivileged students from accessing tertiary education.
A senior official from the University of Energy and Natural Resources (UENR) has spoken out about how the current university admission system is making it harder for students from less privileged backgrounds to access higher education.
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James Clarke Hayford, who works with the Dean of Students’ Office at UENR and is also part of the university’s outreach team, believes the use of strict cutoff points is unfair. Speaking to final-year students at St. Louis Senior High School in Kumasi during a career guidance seminar, he described the system as a barrier that prevents talented students from disadvantaged communities from getting into university.
Cutoff Points Don’t Tell the Whole Story
Mr. Hayford explained that some schools, especially those in rural or underfunded areas, do not have enough qualified teachers, learning materials, or proper infrastructure. As a result, students in these schools struggle to achieve top grades—not because they lack ability, but because they lack support.
“For some of these schools, getting an aggregate 12 is the best they can do. But give that student a chance to compete with someone who had aggregate 6, and after four years at university, the one with aggregate 12 might even come out on top,” he said confidently.
A Need for Flexibility in the Admission System
While Mr. Hayford agrees that the cutoff point system helps maintain academic quality, he believes it should be more flexible. He pointed out that Ghana’s general university entry requirement ranges from aggregate 6 to 36, but in reality, very few students with aggregate 36 are admitted into top programmes like engineering.
“If someone has aggregate 36, are they even considered for courses like civil engineering? Most universities reject them outright, which is not fair,” he said.
Quality of Teaching Makes a Big Difference
Sharing his own teaching experience at Holy Child School, Mr. Hayford explained how much impact experienced teachers can have on student performance. He compared that to under-resourced schools, where teachers are frequently transferred and students face inconsistent instruction.
“At Holy Child, my Head of Department had been teaching for 20 years and understood the system well. That kind of consistency and experience made a big difference in how students learned, especially in subjects like chemistry,” he shared.
A Personal Journey of Hope
Mr. Hayford also shared his personal journey to inspire the students. He recalled how, 25 years ago after completing senior high school, he could barely speak English fluently. But because he was given a chance to attend university, he was able to grow and succeed.
“University changed my life. That kind of opportunity should be available to every student, no matter where they come from,” he said passionately.
Helping Students Make Better Choices
The seminar at St. Louis SHS was part of an annual career guidance programme aimed at helping students plan for life after school. Assistant Headmaster Patrick Kwabena Amofa noted that the event helps families save money by guiding students on which courses to apply for and which ones align with their strengths and career goals.
“It helps reduce how many university forms students and parents have to buy. Now, students know exactly which programmes fit their dreams,” he said.
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Source: quarmsmedia.com