CIVIC LESSONS: Florence Laast Wants Civic Education Restored as a Distinct School Subject

Founder of Saint Martin de Porres School, Florence Laast believes Ghanaian pupils need more than academic knowledge. They also need to understand why society has rules, how institutions work and what is expected of citizens.

The veteran educationist has called for a return to the clearer subject structure she remembers from her school days, particularly the teaching of civics as a distinct subject.

Speaking to Kafui Dey about changes in Ghana’s education system, Mrs Laast said she preferred the earlier arrangement in which subjects such as history and geography were taught separately rather than being absorbed into broader areas of study.

“Of course,” she replied when asked whether she would have preferred history to remain a subject on its own.

She recalled that the subjects were clearly separated during her time at school.

“Geography was there. History was there,” she said, before highlighting the importance of civics.

“And especially the civics,” she added.

Mrs Laast explained that civic education covered practical lessons about society and citizenship.

“We used to study why certain things are done, why certain rules are there and why certain practices are followed,” she said.

She said those lessons helped students understand the reasons behind rules, practices and decisions in society.

“If that was kept, people would understand why certain things are done,” she said.

Through civic education, students are likely to learn about their rights and responsibilities as citizens, the role of government and public institutions, the importance of obeying laws, and how their actions affect their communities. They may also develop a better understanding of democratic values, national identity, tolerance and peaceful participation in public life.

Her argument is that education should not only equip children to pass examinations. It should also help them understand their society and the principles that guide how people live together.

She added that the frequency of reforms has sometimes made it difficult for teachers and pupils to know what they are expected to do.

For Mrs Laast, understanding why things are done is an important part of education and one she believes deserves deliberate attention in the school curriculum.