Mission schools have long been a cornerstone of Ghana’s educational system, offering quality education while simultaneously instilling moral and religious values. These institutions, founded by various religious bodies, have historically partnered with the state to provide educational opportunities that extend beyond academics. However, recent national debates surrounding the religious rights of students, particularly in mission schools, have raised questions about how to balance freedom of worship with the preservation of institutional identity. In this context, Professor Godfred Bokpin, economist and finance professor at the University of Ghana, emphasizes the importance of careful consideration in any reforms, warning against weakening these schools after decades of investment.
The debates gained momentum following a Supreme Court directive to Wesley Girls’ High School, requiring the institution to respond to claims that Muslim students face restrictions on prayer, fasting, and wearing the hijab. While these concerns highlight genuine issues regarding religious inclusion, Prof. Bokpin argues that any discussions or interventions must recognize the historical role of mission schools and their enduring contributions to national development. According to him, the rights of religious organizations to maintain the ethos of their schools must be respected, as these institutions represent decades of investment, effort, and dedication.
Mission schools operate under a unique partnership with the state, which has traditionally allowed them the freedom to teach and manage their schools according to their religious principles. Prof. Bokpin notes that this relationship has been sustained for decades and forms the foundation of much of Ghana’s educational success. Religious bodies, whether Christian or Muslim, have consistently invested in creating schools that reflect their values and philosophies. Consequently, it is unlikely that any group would willingly relinquish control over these institutions. To do so would not only undermine their historical achievements but also threaten the identity and stability of the schools themselves.
One of the central challenges in these debates lies in the reality of religious diversity. Ghana is a multi-religious society, and it is inherently difficult for students of one faith to fully practice their beliefs within schools established by another. Prof. Bokpin emphasizes that this reality should be acknowledged and addressed through policies that promote tolerance and mutual respect. He advocates for unity that recognizes diversity, suggesting that all groups should have safe spaces to exercise their faith while respecting the ethos of mission schools. This approach, he argues, ensures sustainability and fairness in the management of educational institutions across the country.
Drawing from his own experiences attending a Muslim mission school, Prof. Bokpin illustrates the nuanced differences even within a single religious tradition. He notes that Orthodox Muslims sometimes feel uneasy in Ahmadiyya schools due to doctrinal differences. Yet, the Ahmadiyya community was among the earliest to embrace Western-style education in Ghana and invested heavily in establishing schools. This example underscores the broader point that mission schools are not only centers of learning but also reflections of the cultural and moral values of their founding communities. Any attempt to alter their structure or policies must take these considerations into account.
Moreover, Prof. Bokpin commends the progress Muslim communities have made in promoting formal education, especially for girls. Historically, certain Muslim groups were hesitant about Western-style education, but recent decades have witnessed a notable shift toward embracing schooling as a tool for social and economic advancement. This shift represents a positive momentum for national development, highlighting the growing recognition of education as a fundamental right and necessity for all children, irrespective of gender. However, he stresses that this new appreciation for formal education should not be used as a pretext to weaken mission schools or dilute the values upon which they were established.
Mission schools have contributed significantly to Ghana’s development, producing generations of professionals, leaders, and innovators. By providing both academic knowledge and moral guidance, these institutions have helped shape the character and skills of individuals who play crucial roles in society. Undermining their identity or compromising their foundational principles could have far-reaching consequences, not only for the schools themselves but also for the broader educational and social landscape of the country.
In conclusion, while the concerns about religious rights in mission schools are legitimate and warrant thoughtful consideration, it is equally important to recognize the historical, cultural, and social significance of these institutions. As Prof. Bokpin underscores, reforms must be approached with caution, ensuring that mission schools retain their identity and continue to contribute meaningfully to national development. The challenge lies in striking a balance between inclusivity and preservation: fostering an educational environment where students can exercise their faith freely while respecting the legacy and values of the institutions that have long served as pillars of Ghanaian education. By promoting tolerance, dialogue, and mutual respect, Ghana can ensure that mission schools continue to thrive, shaping future generations while honoring decades of investment and dedication.