‘Sito’ schools can shine if we give them support, respect, and the encouragement they deserve.
In Ghana, just hearing the name of a government public school, especially at the lower basic level, often brings a negative picture to mind.
Many people quickly think of poor academic results, indiscipline, and failure in life.
Over time, these ideas have become deeply rooted in society, even though they are not always true.
Today, some parents prefer to send their children to private basic schools rather than government ones, popularly nicknamed “Sito.”
To them, private schools appear more organised, disciplined, and academically stronger.
Neat uniforms, smaller class sizes, and close supervision create the impression of quality education.
The irony, however, is clear. At the basic level, government schools are often looked down upon.
Yet at the senior high school level, many parents strongly prefer public schools to private ones.
Why this contradiction?
Over the years, public basic schools have faced harsh criticism, neglect, and unfair verbal attacks.
Teachers are often blamed for poor results, while parents and society overlook the many challenges these schools face.
Among all these issues, the most damaging one is stigma.
Hidden bias
Government basic schools are often seen as unsuitable places for proper child development.
Because of this belief, pupils from these schools are sometimes treated with less respect than those from private schools.
Some learners develop low self-esteem and feel inferior when interacting with their peers.
This bias becomes obvious during sports festivals, quiz competitions, and academic contests.
Even before events begin, some people assume private schools will win and public schools will lose. Such assumptions discourage learners and weaken their confidence.
Yet these beliefs are largely based on perception, not facts.
There have been several cases where pupils from government basic schools have outperformed their private school counterparts in national examinations.
When given the right support and encouragement, they compete favourably and often excel.
Many former ‘Sito’ learners perform excellently at the university level.
Some even outperform students who attended expensive private schools.
This reality should challenge the negative labels attached to public basic schools.
I once watched a video of three girls from a ‘Sito’ school being interviewed about their school life and future dreams.
They spoke confidently and expressed themselves clearly. I was impressed.
Sadly, some people in the comment section claimed the girls had been coached or made to memorise their responses.
Their intelligence was questioned simply because they attended a government school.
If they had been from a private school, they would likely have received praise. This shows how deep the bias runs.
Root causes
One major reason for the stigma is poverty. Many believe government schools are meant only for children from poor homes.
Some assume that parents choose ‘Sito’ schools only because they cannot afford private school fees. This assumption is not entirely true.
I once knew a wealthy family who enrolled their children in a government Presbyterian basic school.
Their reason was simple: they valued the school’s moral training, and it was close to their home. Choosing a public school is not always about money.
Another major challenge is poor infrastructure. Many public basic schools lack proper classrooms, furniture, libraries, and teaching materials.
In some communities, pupils study under trees or in overcrowded classrooms. Such conditions make effective teaching and learning difficult.
Let us be honest. Which parent would confidently entrust their child’s future to a school where learning is constantly disrupted by poor facilities?
Teacher motivation is another concern. Teachers play a crucial role in shaping learners’ futures.
Their dedication and passion can transform lives. However, in some ‘Sito’ schools, teacher morale appears low.
In many cases, this is not entirely their fault. Poor conditions of service, limited incentives, and working with pupils who receive little academic support at home can be discouraging. When teachers are frustrated, learning suffers.
Examination performance also contributes to the stigma. In Ghana, national examinations are taken very seriously.
Parents do not want to risk their children’s academic future. Unfortunately, some public basic schools record weak results, which further strengthens negative perceptions.
Because of stigma, some parents send their children to distant or expensive private schools even when government schools are nearby.
Negative perception becomes more powerful than reality.
I have seen pupils hide their school uniforms in their bags and wear them only when they are close to school.
Others quickly change out of their uniforms immediately after school before going home. This behaviour is painful to witness.
Even adults who attended ‘Sito’ schools years ago sometimes hesitate to mention their educational background.
Yet many successful professionals, leaders, and experts once sat in government school classrooms.
Their achievements prove that public school learners are capable of greatness.
Government basic schools do not need ridicule. They do not need rejection. They need belief.
Behind every ‘Sito’ uniform is a child with dreams: a future doctor, teacher, engineer, entrepreneur, or even president.
That child’s potential is not determined by the name of the school on the uniform.
When we mock public schools, we do more than criticise buildings. We weaken confidence. We plant doubt.
We silently suggest to young learners that they are less capable and that message can limit ambition more than poor infrastructure ever could.
Yes, challenges exist. Facilities must improve. Teachers must be motivated. Accountability must be strengthened.
Government must invest more seriously in public basic education. But society must also change its mindset.
Parents must support learning at home. Communities must celebrate progress instead of spreading negative labels. Former pupils who have succeeded should proudly identify with their roots and inspire current learners.
‘Sito’ schools are not symbols of failure. They are symbols of opportunity waiting for attention and support.
If we replace stigma with encouragement, criticism with commitment, and neglect with investment, these schools will not just survive. They will shine. When ‘Sito’ schools shine, Ghana shines with them.
By HENRY ATTA NYAME
The writer is Institutional Assessment Practitioner
hattanyame@gmail.com
