Abstract:
In the colonial days, history occupied an enviable position in the school curriculum. At this time, the colonial authorities exploited the discipline to achieve their imperial objectives. After independence, President Nkrumah also retained history in the school curriculum mainly because of his appreciation of the contributions of history to national development. History continued to be studied in pre-tertiary schools up to the 1980s. From 1987, however, the study of history started experiencing a substantial degree of marginalisation in the educational curriculum when the educational reforms of that year placed history under social studies. Over time, the study of history in the primary and junior secondary/high school levels was discontinued altogether, while at the senior high school level, it was made an elective subject, with little patronage by students. As a result, history is currently in a state of disrepute; the welfare of history, as a branch of human knowledge, is certainly exposed to more serious dangers, with academic historians struggling to justify the place of history in the school curriculum. Fortunately, after realising the need for the teaching and learning of the history of Ghana at the pre-tertiary level of education, the new government, the Nana Addo Dankwa Akufo-Addo-led New Patriotic Party administration, has decided to reintroduce history as a separate subject in the pre-tertiary school curriculum. This move raises the question, “For what reasons should history be reintroduced into the pre-tertiary school curriculum?” Using both secondary and primary data, and employing the qualitative research approach, this study seeks to defend or justify the decision of the government through a critical appraisal of the contributions the study of history makes to the development of society. The study concludes that in view of the enormous value of history for the survival of our societies, the government should go ahead and reintroduce national history as a separate and a compulsory subject in the pre-tertiary school curriculum. Finally, the paper urges the government to institute measures that would ensure the early, effective and efficient implementation of the decision
