Implementation of Ghana’s Free Senior High School Policy: Perspectives from Senior High Schools in Wa Municipality, Ghana

Abstract

Ghana’s successive administrations have made education a priority since gaining independence from British colonial authority, which has led to ongoing adjustments in an effort to give the nation a model that is more suitable and meets citizens expectations. This study: i) explore the experiences of stakeholders about the implementation of the Free Senior High School policy: ii) identifies the achievements and challenges of the implementation Free Senior High School policy: and iii) to assess the options to improve upon the implementation of the Free Senior High School policy. In addressing these objectives, the study adopts a mixed method research approach. Semi-structured interview guide and questionnaire were used to interview key stakeholders in the implementation of the Free SHS education policy in Ghana who were purposively selected from a cross section of management of second cycle institutions, and public sector organizations in Wa municipal, Ghana. Using a systematic content analysis for analyzing the interview data gathered. The finds that stakeholder’s engagement was poor and that there was emphasis on the outcomes over the processes (such as extensive consultation). In terms of achievements the free SHS education policy accomplished only a partial of it set objectives such as increased enrollment and removal of financial barriers to secondary education. Notwithstanding the policies relevance for bridging the inequality gap and promoting national development, various challenges categorized into i) institutional and ii) infrastructural challenges hamper its implementation success. Thus, the Free SHS education policy currently suffers from politicization and over-centralized administration which has led to the delay in achieving desired outcomes. Other infrastructural challenges also include the supply of logistics and financial constraints as a result of delayed payment of school grants to both suppliers and heads of schools. Regarding to full attention been fixed on access and apparently limited consideration all other aspects (e.g. knowledge and skills acquisition relevant to personal and national development) the recommends an equitable focus on all of these factors, with a much greater capacity of graduating students who will be prepared to pursue postsecondary education or enter the workforce.