Renaming Universities Won’t Improve Education – Kamal-Deen | Life Pulse Daily

Introduction

The debate over renaming universities in Ghana has resurfaced, drawing criticism from Kamal-Deen Abdulai, the Deputy National Communications Director of Ghana’s New Patriotic Party (NPP). The controversy, sparked by calls to restore original names of institutions altered under the Akufo-Addo administration, highlights a clash between political symbolism and educational reform. While the ruling NPP and opposition NDC engage in a symbolic naming war, Kamal-Deen argues that such efforts distract from the urgent need to address systemic challenges in Ghana’s education sector. This article examines the implications of the debate, analyzes its impact on national discourse, and explores actionable solutions to strengthen Ghana’s academic institutions.

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Analysis of the University Renaming Debate

Political Symbolism vs. Educational Priorities

Kamal-Deen Abdulai’s criticism of the naming controversy underscores a broader tension between political ideology and pragmatic governance. The NDC’s push to reverse names like the **National University College, Accra** (originally **Accra College** under NPP rule) and **Kumasi Technical University** (previously **Kumasi Polytechnic**) reflects an attempt to reclaim political legitimacy through symbolic gestures. However, Kamal-Deen dismisses this as “petty” and counterproductive, emphasizing that name changes do not improve instructional quality, research output, or student welfare.

This debate mirrors similar patterns globally, where institutions rename themselves to reflect shifting political landscapes. For instance, Turkey’s reversal of historical building names post-2016 referendum, or South Africa’s ongoing efforts to decolonize academic curricula. However, in Ghana, the focus on heritage and partisan pride risks overshadowing concrete measures to address issues like underfunding, outdated curricula, and inadequate faculty infrastructure.

The Role of Higher Education in National Development

Ghana’s universities play a pivotal role in driving economic growth through innovation, workforce development, and research. Institutions like the **University of Ghana** and **Ashesi University** have gained regional recognition for producing skilled graduates in fields such as technology and social sciences. However, systemic challenges persist:
– **Inconsistent funding**: Public universities rely heavily on government budgets, which have faced allocate sustainability.
– **Infrastructure deficits**: Many campuses lack modern laboratories, libraries, and student housing.
– **Political interference**: Academic appointments and promotions are often politicized, undermining meritocracy.

The renaming debate, Kamal-Deen argues, distracts from these pressing issues. Instead of debating names, stakeholders should address the root causes of declining educational standards, such as inadequate investment in STEM programs and vocational training.

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Summary of Key Arguments

Kamal-Deen’s stance centers on three core points:
1. **Name changes are symbolic**: Restoring historical names does not enhance academic rigor or resource allocation.
2. **Bipartisan blame**: Both NPP and NDC parties have contributed to politicizing public institutions, diverting attention from governance failures.
3. **Investment over identity**: Priorities must shift to infrastructure, faculty training, and student support systems.

The article highlights that while the NDC’s directive to reverse names is a strategic move to reshape Ghana’s political narrative, it risks perpetuating a cycle of superficial reforms.

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Key Points to Remember

1. **Renaming universities is a political tool**, not an educational strategy.
2. **Ghana’s education sector requires urgent investment** in infrastructure and faculty development.
3. **Stakeholders demand accountability** over resource allocation, not partisan symbolism.
4. **Public institutions must remain apolitical**, focusing instead on serving national interests.

These points underscore the need for a cultural shift in how Ghana approaches higher education governance.

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Practical Advice for Stakeholders

To address Ghana’s educational challenges effectively, the following steps are critical:

1. **Prioritize Infrastructure Development**

Public universities require modern facilities to support hands-on learning. For example:
– Establishing regional innovation hubs for STEM research.
– Upgrading libraries with digital archives and collaborative workspaces.
– Partnering with the private sector to fund student accommodations and labs.

2. **Decentralize Decision-Making**

Empowering university boards to manage budgets and hiring reduced political interference. This model has succeeded in Kenya, where institutions like the **University of Nairobi** operate with greater autonomy.

3. **Strengthen Vocational and Technical Training**

Expanding programs like the **Ghana Technical and Vocational Education and Training (TVET) Initiative** can bridge the skills gap between academia and industry. Collaborations with firms like **J Stobrowhall** and **Teskach Oil** could provide internships and mentorship opportunities.

4. **Foster International Partnerships**

Ghanaian universities should seek partnerships for resource-sharing, faculty exchanges, and joint research projects. For instance, the **Africa Science Leadership Initiative** connects African institutions with global STEM experts.

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Points of Caution: Risks of Sustained Political Focus

While renaming universities may offer short-term political gains, it carries long-term risks:
– **Erosion of public trust**: Citizens may view universities as tools for partisan agendas rather than centers of learning.
– **Resource misallocation**: Funds spent on renaming could be redirected to teacher training or mental health support on campuses.
– **Deterrence of foreign talent**: A politically charged environment may discourage international students and researchers from engaging with Ghanaian institutions.

Kamal-Deen warns that such issues, though politically motivated, ultimately harm Ghana’s global competitiveness in education.

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Comparison: Ghana vs. Global Approaches to University Identity

| **Aspect** | **Ghana** | **Other Regions** |
|————————–|——————————————|————————————————–|
| **Name Changes** | Politically driven (e.g., NDC-NPP disputes)| Symbolic but less contentious (e.g., Turkey) |
| **Educational Focus** | Infrastructure deficits | Strategic investments in AI and renewable energy |
| **Student Outcomes** | Mixed employability rates | High graduate employment in tech sectors |
| **Governance Model** | Centralized political control | Decentralized, with stakeholder input |

This comparison highlights Ghana’s unique challenge: balancing cultural heritage with the urgent need for systemic reform.

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Legal Implications: Can Renaming Universities Face Legal Challenges?

The renaming of public universities raises legal questions about constitutional oversight and institutional autonomy. While Ghana’s 1992 Constitution grants Parliament authority over state institutions (**Article 7**), the process of renaming may require legislative approval to avoid executive overreach.

Legal experts argue that abrupt name changes without stakeholder consultation could lead to lawsuits from affected communities or alumni associations. For example, the reversal of the **University of Education, Winneba’s** name to encompass multiple campuses might face litigation for lacking inclusive decision-making processes.

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Conclusion

Kamal-Deen Abdulai’s critique serves as a call to action for Ghana’s education sector. While renaming universities may satisfy political narratives, meaningful progress requires addressing inefficiencies in funding, governance, and academic culture. By prioritizing infrastructure, decentralizing decision-making, and fostering industry partnerships, Ghana can position itself as a leader in equitable and innovative education.

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