EXCEPT the recent surge of graduation ceremonies, particularly rampant in private schools, is embedded as part of extra-mural activities in the curriculum, it is fast becoming a thing of distraction, if not a nuisance, to the academic journey of our children.
Growing up, graduation ceremonies were a privilege, reserved for genuine milestones, most notably the transition from secondary school to university or other institutions of higher learning. It was a celebration of academic excellence, a rite of passage earned through diligence and merit. Later, primary schools adopted the culture, still with a sense of moderation and purpose.
But today, the trend has spiralled into absurdity. Even toddlers in crèche and kindergarten now “graduate” with all the pomp and fanfare previously reserved for actual academic achievement. From elaborately themed parties to custom outfits, makeup, gift souvenirs, and grand photo albums, graduation has become a performance; less about learning and more about spectacle.
This is not an attack on our babies—apologies to them, and congratulations too. Their innocence is not in question. What, however, is the motive behind these events? Increasingly, schools compel parents to contribute—whether through veiled demands (such as padding already outrageous school fees) or open coercion—towards elaborate ceremonies. This is extortion cloaked in the garb of tradition.
What was once a modest celebration of learning has mutated into a social challenge among schools, each trying to outdo the other in indulgence. Souvenirs are handed out like at wedding receptions, perhaps a distasteful attempt to justify the graduation charges. No one remembers that it was supposed to be a Prize- Giving Day, focused on rewarding academic brilliance and effort. Performances are choreographed not to reflect knowledge, but to entertain and impress.
Caught in this frenzy are parents, many of whom stretch their finances thin just to meet the unspoken demands of these events. Time and energy that could have been invested in reviewing report cards or encouraging holiday reading habits are instead spent sourcing wigs, costumes, makeup artists, photographers, and souvenirs. Ironically, the same parents who go all out for a five-year-old’s graduation might not even know if the child can read a simple sentence fluently.
According to early childhood education experts, celebrations are most meaningful when tied to real developmental milestones. Over-commemorating minor academic transitions creates warped reward expectations and may even reduce a child’s intrinsic motivation for learning. We risk nurturing a generation that sees school as a place of endless parties and photo shoots rather than discipline, curiosity, and intellectual growth.
For the less privileged, the exclusion is painfully obvious. While many of them may not be in high-end private schools, inequality exists even within middle-tier institutions. Not all parents can afford such lavish end-of-term ceremonies. All fingers, after all, are not equal.
Tomorrow, if this trend is not checked, who knows how far these children will take it? We have seen instances where some students engage in unspeakable activities after writing their final exams. I recall vividly how a group of secondary school students recently celebrated the end of their West African Senior School Certificate Examination (WASSCE) by pouring drinks on themselves, dancing in public, and signing on their white uniforms as if they had just defended a PhD.
They forget that while they glorify the past, the future awaits—with responsibilities, hurdles, and real tests of character. This premature indulgence in “celebration for celebration’s sake” conditions them to focus on the applause, not the work.
Call me a conservative, a cynic, or a sadist—labels are easy to throw—but the truth remains that education should be about substance, not spectacle. If there are extracurricular activities deserving more attention, it should be those that promote healthy competition, creativity, and physical development—like inter-house sports, which many schools have regrettably relegated to the background.
Also, not many of these schools invest in outdoor educational experiences like excursions to museums, zoos, or historical sites. These are the kinds of enriching encounters that deepen a child’s understanding of the world. Instead, the energy is spent planning lavish parties thinly disguised as graduation ceremonies.
This is where Parent-Teacher Associations (PTAs) must rise to the occasion. Parents should not be passive cheerleaders in this excess. They must demand transparency in how their fees are spent and push back against unnecessary expenses. Participation in such events should be optional, not forced. A child should not lose marks, respect, or recognition simply for not appearing in the photobook.
Relevant education authorities must also do more. A regulatory framework should be considered to guide school-end activities. Graduation events, if they must be held, should be modest, meaningful, and focused on rewarding excellence—not showmanship.
Let graduation ceremonies, if we must continue them, inspire—not distract. Let them honour the brightest minds, not serve as mere social jamborees that feed vanity and drain wallets. Let them teach children that achievement, not appearance, is what should be celebrated. Only then will these ceremonies retain their dignity—and the purpose for which they were originally conceived.
Because in the end, we must teach our children that success is not measured by balloons and sashes, but by effort, resilience, curiosity, and kindness. If our celebrations fail to teach this, what then are we truly celebrating?
