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

Autores/as

Daniel ayembilla UNICAF University Chipre
Musa Adekunle Ayanwale Science and Technology Education, Faculty of Education, University of Johannesburg Sudáfrica

DOI:

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

Palabras clave:

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

Resumen

This study investigates the effects of new policies in Ghana on mission schools, emphasizing the perceptions of educators, administrators, parents, students, and community members. Employing a qualitative case study design, the research included a purposive sample of 56 students from five mission schools. Thematic analysis was performed to identify key themes related to educational policy changes and their impact on quality education. Stakeholders highlighted several factors associated with these policies that have negatively influenced educational standards, particularly the introduction of the Free Senior High School (FSHS) initiative. The effective implementation of the FSHS policy has been challenged by issues such as inadequate infrastructure, overcrowded classrooms, limited curricula, and insufficient funding. As a result, this study recomends greater stakeholder engagement in the policy development process to more effectively meet the needs of mission schools.

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Publicación Facts

Este artículo

Otros artículos

Revisión pares

Revisores: 3

2.4 promedio

Perfil de revisores N/D

Información adicional autores

Datos de investigación disponibles

##plugins.generic.pfl.dataAvailability.unsupported##

##plugins.generic.pfl.averagePercentYes##

Financiación

N/D

32% con financiadores

Conflicto de intereses

N/D

##plugins.generic.pfl.averagePercentYes##

Para esta revista

Otras revistas

Artículos aceptados

Artículos aceptados: 86%

33% aceptado

Días hasta la publicación

145

Indexado: {$indexList}

Indexado en

Perfil de director y equipo editorial: ##plugins.generic.pfl.profiles##
Sociedad Académica/Grupo: N/D
Editora:: Universidad de Málaga

Citas

References

Adzroe, J. (2023). School Leadership and Ghana’s Free Senior High School Policy: A Case Study. (Master's thesis, University of Calgary, Calgary, Canada).

Ananga, E. (2018). Education reforms in Ghana: Past, present, and future. In Education Policy and Reform in Ghana (pp. 1-23). Palgrave Macmillan, Cham.

Akrong, H. K. (2022). Education Policy Reform in Ghana and the Role of Avatime Traditional Leaders. International Journal of Leadership in Education, 24(4), 1-26.

Akyeampong, K., Pryor, J., & Westbrook, J. (2019). Access to education in sub-Saharan Africa: Patterns, problems and possibilities. Springer.

Kyereko, D. O., Smith, W. C., Hlovor, I., & Keney, G. (2022). Understanding grade repetition from the perspectives of teachers and principals in basic schools in Ghana. International Journal of Educational Development, 93.

Akyi, S. A., Amponsah, O., Asibey, M. O., & Ayambire, R. (2019). An overview of Ghana’s educational system and its implication for educational equity. International Journal of Leadership in Education, 24(4), 1-26.

Apau, S. K. (2021). Teachers’ concerns about the implementation of the standard-based curriculum in Ghana: A case study of Effutu Municipality. Educational Research and Reviews, 16(5), 202-211.

Baker, D. P. (2019). The evolution of educational policy. Oxford Research Encyclopedia of Education.

Cassar, C. (2023). Functionalist Theory - A Guide to This Sociological Perspective. Anthropology Review. https:// anthropology review .org / anthropology-explainers/sociological-perspective-functionalist.

Demir, F. (2021). Policy Implementation. Springer EBooks, 1(9), 161–176. https://doi.org/10.1007/978-3-030-68715-1_4

Grosskopf, S., Hayes, K., Razzolini, L., & Taylor, L. (2020). Kids or Cash? Exploring Charter School Responses to Declining Government Revenues. ERN: Government Expenditures & Education (Topic). https://doi.org/10.1111/ecin.12853.

Lubienski, C., & Lubienski, S. (2019). The public school advantage: Why public schools outperform private schools. University of Chicago Press.

Jensen, C., Johansson, S., & Löfström, M. (2017). Policy implementation in the era of accelerating projectification: Synthesizing Matland’s conflict–ambiguity model and research on temporary organizations. Public Policy and Administration, 33(4), 447–465. https://doi.org/10.1177/0952076717702957

Ministry of Education, Ghana. (2018). Ghana's Education Sector Performance Report 2017. Accra: Ministry of Education.

Mugambwa, Isaac Nkote Nabeta, Ngoma, M., Nichodemus Rudaheranwa, Kaberuka, W., & Munene, J. C. (2020). Policy Implementation: A Review of Selected Literature. 7, 9(91), 91–116. https://doi.org/10.1007/978-3-030-42970-6_5

Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: meanings and applications. Educational Research, 59(2), 127–135. https://doi.org/10. 1080/00131881. 2017. 1314115.

Organisation for Economic Co-operation and Development (2018). Education policy outlook 2018: Putting student learning at the centre. OECD Publishing.

Sackey, F. G., Asravor, R. K., Ankrah, I., & Arthur, L. (2023). Examining the impact of the free senior high school policy and women empowerment on secondary school enrolment in Ghana: The bounds test approach. Cogent Education.

Sager, F., & Gofen, A. (2022). The polity of implementation: Organizational and institutional arrangements in policy implementation. Governance, 35(2), 347–364. https://doi.org/10.1111/gove.12677

Schulte, B. (2018). Envisioned and enacted practices: educational policies and the “politics of use” in schools. Journal of Curriculum Studies, 50(5), 624–637. https://doi.org/10.1080/00220272.2018.1502812

UNESCO. (2018). Education policy review: Ghana. UNESCO Publishing.

Zhang, B. H., & Ahmed, S. A. M. (2020). Systems Thinking—Ludwig Von Bertalanffy, Peter Senge, and Donella Meadows. Springer Texts in Education, 1(9), 419–436. https://doi.org/10.1007/978-3-030-43620-9_28