An evaluation of the Free Senior High School Policy in Ghana

Based on 65 interviews and secondary information, this study evaluated the programme, process and political dimensions of the Ghana Free Senior High School Education (SHS) Policy. The evidence from the data showed that the programme and its political dimensions were emphasised to the neglect of the process dimension. Effectiveness, one of the criteria in the programme dimension, was somewhat stressed. The remaining five criteria, including Equity, efficiency and responsiveness, were ignored. Overall, the political dimension was the most popular focus given that the introduction of the policy itself had been positively welcomed and this served to bolster confidence in the political regime as a whole. Some of the five stages of the process dimension, e.g. agenda setting and formulation, were poorly executed or were skipped, and implementation was fraught with challenges, such as inadequate funding and limited space. Implications in relation to the Multiple Streams Model, policy success/failure theory and the political settlement framework are discussed. © 2020 University of Cambridge, Faculty of Education.