Is the shift in Ghana's educational policy a blessing or a curse for Ghana?

Daniel ayembilla; Musa Adekunle Ayanwale

doi:10.24310/ijne.15.2025.20518

Authors

Daniel ayembilla UNICAF University Cyprus
Ayanwale Science and Technology Education, Faculty of Education, University of Johannesburg South Africa

DOI:

https://doi.org/10.24310/ijne.15.2025.20518

Keywords:

Keywords: Educational Policy Shifts; Mission Schools; Stakeholder Perspectives; syllabus; review; developments; students; curriculum; modification program; free compulsory universal basic school; school leadership; free senior high school policy. Word count: 120

Abstract

This study examines the impact of policy changes on mission schools in Ghana, focusing on stakeholders like educators, administrators, parents, and community members. A qualitative case study design involved 56 participants from five mission schools. Thematic analysis revealed three key themes: Policy Changes in Education, the Effectiveness and Consequences of Policy Changes, and the Impact of Policy Changes on Education Quality. Stakeholders identified policy-based factors contributing to the decline in educational standards, such as changes in legislation, free SHS, and the prohibition of physical punishment. Policy effectiveness varied, with concerns about overcrowding, curriculum gaps, financial constraints, and infrastructural deficits. The study highlights the need for integrating diverse stakeholder perspectives in policy development to align with mission school needs.

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