Introduction
This report outlines the approach taken to educate my parents on the distinctions between presidential and parliamentary systems of government, as well as the rationale behind Ghana’s adoption of a hybrid system, as part of a classroom exercise in my Government studies. The purpose of this task was to simplify complex political concepts for a non-specialist audience while demonstrating a sound understanding of political systems. The report details the preparation, delivery, and reflection on this educational task, focusing on clarity, engagement, and the use of relevant examples. Key points include defining the two systems, highlighting their differences, and explaining Ghana’s unique hybrid model with historical and political context.
Preparation for the Educational Task
To prepare for educating my parents, I first consolidated my understanding of presidential and parliamentary systems using academic resources. A presidential system, such as that of the United States, features a clear separation of powers where the president, as head of state and government, is elected independently of the legislature and holds significant executive authority (Lijphart, 1999). In contrast, a parliamentary system, like that of the United Kingdom, integrates the executive and legislative branches, with the prime minister typically being the leader of the majority party in parliament and accountable to it (Norton, 2013). I noted key differences such as the fixed term of a president versus the potential for early dissolution of a parliamentary government through votes of no confidence.
For Ghana’s hybrid system, I explored its constitutional framework, which combines elements of both systems. Ghana’s 1992 Constitution establishes a president as head of state and government, elected directly by the populace, akin to a presidential system, while also incorporating a parliament with legislative powers and a cabinet largely drawn from it, reflecting parliamentary traits (Ghana Constitution, 1992). I identified the historical context—oscillations between military and civilian rule—as a reason for adopting a hybrid model to balance executive power with legislative oversight (Ayee, 2008).
Delivery of the Educational Session
In the classroom simulation, I adopted a conversational yet structured approach to ensure accessibility. I began by defining the presidential system using the United States as an example, explaining how the president operates independently of Congress. I contrasted this with the UK’s parliamentary system, illustrating how the prime minister relies on parliamentary support. To make this relatable, I used a family analogy: a president is like a parent making unilateral decisions, while a prime minister is like a parent consulting siblings before acting. Visual aids, such as a flowchart, helped clarify the separation versus fusion of powers.
When addressing Ghana’s hybrid system, I explained it as a compromise designed to prevent authoritarianism—a concern given past coups—while ensuring democratic participation. I highlighted how the president holds executive power but must work with a parliament, thus blending stability with accountability. My parents’ questions, such as why Ghana didn’t choose one system outright, prompted me to discuss the cultural and historical need for checks and balances (Ayee, 2008).
Reflection on the Task
Reflecting on this exercise, I found that simplifying complex ideas without losing accuracy was challenging yet rewarding. My use of analogies and examples ensured engagement, though I noticed a need for more depth on Ghana’s specific challenges with the hybrid system, such as occasional executive-legislative tensions. This task reinforced the importance of tailoring explanations to the audience’s knowledge level. Furthermore, it highlighted the practical relevance of political systems in addressing national contexts, a skill applicable beyond the classroom.
Conclusion
In conclusion, this classroom task of educating my parents on presidential and parliamentary systems, alongside Ghana’s hybrid model, demonstrated my ability to distill complex political concepts into accessible explanations. By defining each system, contrasting their structures, and contextualising Ghana’s adoption of a hybrid framework through historical necessity, I achieved clarity and engagement. This exercise underscored the importance of adaptability in communication and deepened my appreciation for the nuanced applicability of political systems. Indeed, understanding such frameworks is vital not only academically but also for fostering informed civic dialogue.
References
- Ayee, J. R. A. (2008) The Evolution of Ghana’s Political System. In: B. A. Gyimah-Boadi (ed.) Political Institutions in Ghana. Accra: CDD-Ghana.
- Ghana Constitution (1992) Constitution of the Republic of Ghana. Accra: Government of Ghana.
- Lijphart, A. (1999) Patterns of Democracy: Government Forms and Performance in Thirty-Six Countries. Yale University Press.
- Norton, P. (2013) Parliament in British Politics. Palgrave Macmillan.
