A SYSTEMATIC REVIEW OF THE EFFECTS OF PRE-TERTIARY EDUCATION POLICY REFORMS ON EDUCATIONAL QUALITY IN GHANA: THE CASE OF THE FREE SENIOR HIGH SCHOOL POLICY
Abstract
This review aims to critically explore the impact of various policy reforms on educational quality in Ghana, with a particular emphasis on the Free Senior High School policy. It seeks to evaluate how these reforms have shaped the quality of the programme, identify the key factors influencing educational resources and results, and highlight major future challenges and priorities for the initiative. A thorough review of the academic literature was conducted, with duplicate studies excluded. From the 115 papers assessed, 12 met the inclusion criteria and were selected for in-depth analysis. Covering the period from January 2007 to June 2025, the systematic review highlighted the significant impact of administrative reforms in improving access to learning materials and teacher-centered initiatives, which led to notable enhancements in teaching practices. Many participants reported an increase in student enrollment at both the Senior High School and University levels. Nevertheless, the implementation of the Free Senior High School (FSHS) policy has exerted substantial pressure on existing school infrastructure. Despite the implementation of the policy, there has been minimal improvement in the quality of education and student academic performance. Although numerous studies have explored the Free Senior High School (FSHS) initiative and education quality in Ghana, none have specifically examined the educational reforms linked to the FSHS policy or focused on how particular reforms contribute to improving education quality. The findings suggest that while the FSHS reforms have had some impact on senior high school education, significant challenges remain. Students consistently underperformed across all core subjects. As a result, several recommendations have been proposed to address these ongoing issues and enhance the effectiveness of the policy.
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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6262
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