The Academic Staff Union of Universities (ASUU) has called on secondary school teachers, school proprietors and parents to stop enabling examination malpractice and ensure that students earn their academic grades through genuine learning and independent effort.
In a message addressed to secondary school teachers, proprietors and parents, the union expressed concern over what it described as a growing disconnect between outstanding results recorded by some students in the West African Senior School Certificate Examination (WASSCE) and their actual academic abilities.
ASUU urged schools to prioritise sound teaching and learning rather than using examination results primarily as a tool for promoting their institutions.
The union cited instances of students obtaining distinctions in subjects such as Mathematics, Physics, Chemistry, Literature and Government but struggling to demonstrate basic knowledge of concepts they were expected to have mastered.
It also recounted an experience involving 16 students in an engineering class who, despite having impressive WASSCE results, were reportedly unable to cope with basic arithmetic and required additional tutoring in Mathematics.
According to ASUU, such cases raise questions about the reliability of some examination results and the preparedness of students entering higher education.
The union warned that students who are assisted to obtain grades they cannot defend may struggle when confronted with the academic demands of university education.
“Help us to help these students,” ASUU appealed, urging parents and school authorities to allow students to prepare for and sit examinations independently and without external assistance.
The union argued that while schools may benefit from advertising impressive examination results, students ultimately bear the consequences when such grades do not reflect their actual knowledge and abilities.
ASUU also criticised the practice of some parents moving their children to schools perceived to be better at producing high examination grades as they approach WASSCE, NECO and university entrance examinations.
It questioned whether parents who encourage such practices at secondary school level would be prepared to continue providing similar assistance when their children reach university.
The union warned that students who are not properly prepared academically could face frustration in higher education and become vulnerable to negative influences when they lack the skills and confidence required to cope with university life.
ASUU therefore called for greater emphasis on genuine learning, proper tutoring and academic integrity from the secondary school level.
The union also urged parents to take a more active role in their children’s education by ensuring they acquire the knowledge, discipline and skills needed to succeed independently rather than focusing solely on examination grades.
“Parents, please sow good seed in children now, so as to give you better products full of honour, peace, joy and blessings with their futuristic endeavours in life,” the union said.
ASUU stressed that the responsibility for restoring academic integrity must be shared by parents, teachers, school proprietors and students.
It urged stakeholders to support a culture in which academic achievements reflect students’ genuine abilities, warning that the long-term consequences of compromising educational standards could extend from secondary schools into universities and ultimately affect the quality of graduates entering society and the workforce.
The union concluded with a call for collective action, saying: “Please be kind to their future. This change begins with us individually.”