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Employers’ Perception About Employability of Graduates of The
Free Senior High School Programme in Ghana.
Mumuni Abdul Wahid
Ph.D. Candidate at the Pan African University Institute of Governance, Humanities and Social Sciences,
Yaoundé, Cameroon.
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000803
Received: 06 November 2025; Accepted: 11 November 2025; Published: 24 November 2025
ABSTRACT
This study investigates employer perceptions of the employability of graduates from Ghana’s Free Senior High
School (SHS) program, which was introduced in 2017 to promote access, equity, and inclusion in secondary
education. Although enrollment has increased, persistent concerns remain regarding teaching quality and
graduate preparedness. Drawing on the Skills Mismatch Theory, the research assesses whether Free SHS
graduates possess the skills and attitudes that employers require. A qualitative methodology was employed,
involving semi-structured interviews with 30 employers across six regions in Ghana, and data were analyzed
using thematic content analysis. Findings indicate that while graduates demonstrate basic skills such as literacy,
numeracy, and information and communication technology (ICT), they lack essential employability attributes,
including critical thinking, problem-solving, teamwork, leadership, and discipline. Employers reported a
significant skills gap and insufficient practical experience, underscoring a misalignment between educational
outcomes and labor market demands. Nevertheless, employers expressed willingness to hire graduates if
provided with structured internships, mentorship, and vocational training. The study concludes that the existing
skills mismatch impedes employability and calls for urgent curriculum reforms, including the integration of
Technical and Vocational Education and Training (TVET), the development of soft skills, and enhanced
collaboration between industry and educational institutions. This research contributes to the discourse on
aligning education with employment in developing economies and offers policy recommendations to strengthen
Ghana’s Free SHS program. It advocates a transition from theory-based to experiential, competency-based, and
job-oriented learning to improve employability and support national productivity.
Keywords: employers’ perceptions, employability, Free Senior High School, skills mismatch, Ghana, vocational
education, curriculum reform.
INTRODUCTION
Education is widely acknowledged as a critical driver of socioeconomic progress and the development of human
capital. In Ghana, the introduction of the Free Senior High School (Free SHS) Policy in 2017 represented a
major initiative to increase access to secondary education by eliminating financial barriers for students (Ministry
of Education, 2018). The policy aims to expand educational opportunities, promote equity, and improve
employment prospects for Ghanaian youth (Wahid, 2024). Following its implementation, enrollment rates have
increased substantially, and the policy has been commended for enhancing participation and reducing disparities
among socioeconomic groups (Ananga & Osei, 2020). The central objective of the policy is to provide equitable
and inclusive education, thereby equipping students with the skills, knowledge, and competencies required for
higher education or gainful employment.
Although the policy has effectively expanded access, concerns persist regarding its impact on educational
quality, student discipline, and the preparedness of graduates for employment (Akyeampong, 2021). Employers
play a pivotal role in evaluating graduates' skills and work readiness, and their perspectives significantly
influence hiring decisions, skill development policies, and the perceived credibility of the program.
Consequently, understanding employers’ viewpoints is essential for assessing whether the policy has fulfilled its
human capital objectives and for identifying gaps between educational outcomes and labor market needs
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(Boateng & Adjei, 2022).
Despite the increased access to secondary education provided by the Free SHS Policy in Ghana, questions remain
regarding the employment readiness of its graduates. Employers have reported varied experiences concerning
the competence, discipline, and productivity of young employees from the Free SHS system (Akyeampong,
2021). Some stakeholders argue that the rapid enrollment growth has strained educational resources, resulting
in overcrowded classrooms, insufficient teaching materials, and a decline in instructional quality (Wahid &
Loveline, 2024). Consequently, a significant proportion of graduates may lack the soft skills and technical
expertise required by employers in a competitive labor market.
Despite these issues, empirical research on employers’ perceptions and experiences with graduates of Ghana's
Free SHS program remains limited. In the absence of robust evidence, policymakers risk making decisions based
on assumptions that may not accurately represent workplace realities. This study seeks to examine employers’
perspectives on the employability skills, work attitudes, and job performance of Free SHS graduates. Such
insights are expected to inform reforms that align educational outcomes more closely with labor market
requirements and sustainable development objectives.
LITERATURE REVIEW
This provides a comprehensive review of existing academic literature regarding employers’ perceptions and
graduate employability in Ghana. It specifically explores the theoretical foundations, as well as the conceptual
and empirical contributions made by previous scholars on this subject.
2.1 Conceptual and Empirical Review
Employer perception refers to the views, expectations, and judgments held by hiring managers and organizations
about job applicants, employees, and overall workforce readiness (Jackson & Wilton, 2023). These perceptions
significantly shape recruitment decisions, workplace dynamics, and career advancement opportunities. When
evaluating candidates, employers mainly focus on skills and qualifications.
The expanding young population and rising gross enrollment rates, driven by free secondary education policies,
have major implications for youth employment in Ghana. The increase in access to free secondary schooling
affects both the supply and demand sides of the labor market, impacting employment and labor outcomes. On
the supply side, higher enrollment creates a larger pool of skilled labor. On the demand side, employers may
modify their recruitment strategies to meet changing skill needs, thus influencing employment trends.
Ultimately, employers’ perceptions of the quality of education under the free secondary system impact their
hiring decisions.
Graduate employability refers to the ability of graduates to secure employment and advance in their careers,
encompassing job security and career growth within their chosen field (Tymon, 2020). It also encompasses vital
skills, knowledge, and personal attributes valued by employers, which facilitate a smooth transition into the labor
market (Jackson, 2019). In this study, graduate employability is broadly defined as the ability of graduates to
secure meaningful employment by applying a range of skills, including both hard and soft skills, as well as
problem-solving abilities. It reflects the skills, knowledge, and practical experiences gained through education
and training, indicating how well-prepared graduates are for the labor market and their ability to pursue career
goals.
Amponsah (2023) investigated employer perceptions of the skills, attitudes, and employability of Free SHS
graduates. The study assessed how well graduates meet employer expectations and identified areas needing
improvement. A mixed-methods approach was used, involving surveys of 100 employers and follow-up focus
group discussions. Employers from the education, retail, and construction sectors in the Volta and Eastern regions
participated. Quantitative data were analyzed with SPSS, while qualitative insights emerged through thematic
coding. Results showed that employers view graduates as possessing basic academic knowledge but lacking
critical soft skills, such as teamwork, initiative, and adaptability. Many employers noted that graduates require
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substantial on-the-job training to reach productivity levels, with perceptions varying by sector. Employers in
education were more positive than those in retail and construction, who highlighted gaps in practical skills.
The study concluded that enhancing the employability of Free SHS graduates requires curriculum enhancements
and adjustments in teaching methods to develop essential employability skills. A limitation was that the research
covered only two regions, restricting its broader applicability. My study addresses this by sampling a more
diverse group of employers across more regions, enabling wider generalizations and offering more robust
empirical insights into employer perceptions and their impact on graduate employment.
Boateng and Aidoo (2020) examined how the Free SHS policy has influenced employers’ views on graduate
employability. Their aims included identifying employer expectations and assessing whether graduates meet
these standards. The study used a cross-sectional survey of 200 employers from the manufacturing and service
sectors in Kumasi and Accra. Data collection involved the use of structured questionnaires, with analysis
conducted through descriptive statistics and chi-square tests.
Findings indicated that, although employers appreciated the increased access to education due to Free SHS,
many believed graduates still lacked essential job skills. Specific shortcomings included communication, digital
literacy, and practical experience. Perceptions varied across industries, with service sector employers generally
rating graduates more favorably than those in the manufacturing sector. Overall, the study highlights that Free
SHS graduates face challenges in meeting employer standards, emphasizing the need to revise curricula to
enhance both practical and soft skills. A notable research gap is how employer perceptions vary by location and
industry. This study aims to fill that gap by examining perceptions across different sectors and regions, thereby
helping to identify contextual factors that affect graduate employability and informing targeted policy
development.
2.2 The Skills Mismatch Theory
The Skills Mismatch Theory, introduced by Richard Freeman in the late 1970s and early 1980s, posits that
mismatches can occur between the skills acquired through education and those demanded by employers in the
job market. This theory provides a crucial framework for examining the alignment between educational
outcomes and labor market demands. In Ghana's Free Senior High School (SHS) policy context, it plays a crucial
role in evaluating whether graduates possess the necessary skills for employment. Mismatches may involve
cognitive, technical, or soft skills and can prevent graduates from finding jobs or succeeding in their careers
(Sánchez-Sánchez, McGuinness, & 'Connell, 2019).
The theory identifies various types of skills mismatches: qualitative mismatches (differences in the level or type
of skills), quantitative mismatches (an excess or shortage of skilled workers), and spatial mismatches (a
disconnect between job locations and where job seekers live) (International Labour Organization, 2014).
The Free SHS policy in Ghana has dramatically expanded access to secondary education. Nonetheless, a key
question remains: Does this increased access lead to the development of relevant skills? The Skills Mismatch
Theory encourages examining whether the curriculum and teaching methods align with the skills needed in the
job market (Adu-Gyimah et al., 2019). According to this theory, qualitative skills mismatches, such as a
mismatch in the level or type of skills, are especially important. Assessing whether Free SHS graduates possess
the skills required by employers across various industries can reveal the policy's effectiveness in addressing
these skill mismatches. The theory underscores the importance of understanding employer expectations.
Gathering employer opinions on the skills of Free SHS graduates and how well they meet industry needs is
essential (Boateng & Gyimah, 2021). Additionally, since different industries demand specific skills, it is crucial
to explore whether graduates from various disciplines possess industry-specific skills that improve their job
prospects. Analyzing employer feedback on whether the skills gained through the Free SHS program match job
requirements is therefore vital (Boateng & Gyimah, 2021).
METHODOLOGY
Initially, the study used stratified random sampling at the regional level. Ghana’s diverse geography and
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socioeconomic differences prompted the division of the country into three zones: Northern, Forest, and Coastal.
This stratification ensured proportional representation from each zone, improving the generalizability of the
results (Creswell & Creswell, 2017). From a pre-defined list of potential regions, two regions were randomly
chosen from each zone, totaling six regions. This stratified random selection helped reduce bias and increased
the chance of capturing the varied educational contexts across Ghana. The selected regions from each zone are:
1. Northern Zone: Northern Region and Upper West Region
2. Forest Zone: Ashanti Region and Bono Region
3. Coastal Zone: Central Region and Greater Accra Region
A purposive sampling method was employed to select five employers from each of the chosen regions, resulting
in a total of thirty employers who have hired graduates under the free senior high school policy. These employers
were interviewed to gather their insights and opinions on graduate employability skills, job readiness, and
personal attributes. This approach helped assess whether the curriculum effectively aligns with industry needs
and whether academic success correlates with access to job opportunities.
The interview proceedings were audio-recorded and systematically analyzed by noting patterns, themes, and
subthemes aligned with the research goal. The decision to use a semi-structured interview guide with open-ended
questions was based on their flexibility, enabling the interviewer to modify questions to probe deeper and gather
rich contextual information about the research problem. This approach also gave participants the freedom to
openly share their views and perspectives without restrictions or predetermined response options, allowing the
researcher to identify key themes, patterns, trends, and the relationships between main and subthemes. This
comprehensive analysis facilitated the creation of a coherent report. The qualitative data collected from these
interviews were presented and analyzed using Thematic Content Analysis.
RESULTS AND DISCUSSIONS
4.1 Results
This aims to explore in-depth insights into employers' perceptions of the employability of graduates from the
free SHS program. Based on data gathered from interviews with employers, the following results have emerged.
Table 4.1: Themes, Subthemes, and Patterns Emerged (Employers' Perception)
Themes
Subthemes
Patterns Observed
Graduate readiness
Limited employability skills
Employers concern over skills gaps in critical
thinking, real world problem-solving skills
and etiquette
Employability skills
Foundational communication,
teamwork, and numeracy skills
Though some skills are present but limited
competences including leadership and
workplace discipline
Learning agility &
adaptability
Varied adaptability skills & need
for structured training
Graduates grapple with independent judgement
& decision-making
Employability
prospects
Willing to hire but concerns over
skills gaps
Employers are interested in graduates with
practical experience
Employer
consideration
Conditional employment
Role specific hiring preferences
Areas for Curriculum
improvement
TVET, digital literacy skills, soft
skills, hands-on work exposure,
This calls for reforms to align education with
industry requirements.
Source: Interviews, 2025
Case 1: “Based on firsthand employer experience, graduates of the free SHS program possess basic literacy,
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ICT, and numeracy skills. However, they demonstrate limited essential and job-specific skills necessary for rapid
workforce entry. Many graduates also lack essential skills such as teamwork, analytical thinking, realworld
problem-solving, and effective communication. Most importantly, they lack practical hands-on experience,
workplace etiquette, and real-world exposure, which hampers their smooth and immediate transition into the
workforce.”
-Employer of two graduates of the free SHS Programme, Upper West Region.
The findings in case 1 highlighted existing gaps in industry-related skills, including the lack of experiential
knowledge and practical skills-based competencies. This perception of skills deficit by employers points to an
adverse effect on graduates' employability prospects, triggering preferential and conditional hiring and selection
decisions, thereby perpetuating a cycle of graduate unemployment and underemployment. This emerging issue
of skills gap or mismatch underscores the importance of strengthening the quality and effective delivery of the
curriculum to improve learning outcomes, which positively induces graduate employability prospects.
Case 2: “The findings also indicate that graduates have different levels of skills and competencies that affect
their employability. I have noticed that many graduates possess basic ICT literacy, a collaborative spirit,
enthusiasm for teamwork, and a willingness to learn and adapt to changing corporate environments. They also
generally have basic verbal and written communication skills. However, they often lack leadership abilities,
workplace discipline, and commitment.”
-Employer-Greater Accra Region.
The findings in case 2 show that despite challenges, graduates display readiness and resilience to adapt. However,
their ability to quickly and effectively adjust to the professional work environment, given their lack of prior
exposure to structured and practical training, remains slow and inconsistent. Employers also note that, most
importantly, graduates lack critical thinking skills and real-world problem-solving abilities. This raises concerns
about the quality and relevance of the curriculum, its effective delivery, and overall learning outcomes,which in
turn affect the readiness and preparedness of prospective graduates for entry-level jobs. It highlights the urgent
need for interventions such as internships, on-the-job training, and organizational simulations to improve job
readiness, enhance employability prospects, and support career development.
Case 3: “Indeed, I would consider hiring more graduates from the free SHS program if the organization offers
structured internships, mentorship, practical training, and work-oriented skills development. Their enthusiasm
and eagerness to learn and adapt make them promising candidates for entry-level roles. However, without
tailored skills training and targeted initiatives, their immediate impact on overall efficiency and productivity
may be limited.
Case 3: Employers generally view hiring graduates of the free senior high school program positively. This
suggests that some employers prefer to offer conditional recruitment, mainly for entry-level positions, depending
on whether graduates have completed internships, mentorship, and practical work experience. These components
are seen as enhancing the efficiency, productivity, and competitiveness of organizations. The findings highlight
the significance of internship, mentorship, and hands-on training programs in equipping future graduates with
vital skills and qualities highly regarded in the job market.
Case 4: “From my experience, graduates usually have a strong academic foundation; however, they often find
it challenging to apply these concepts and theories in real work settings. This gap leads to limited practical
experience and a lack of essential job skills. Consequently, many graduates find it hard to perform effectively in
unstructured or high-pressure roles, which can impact overall productivity.”
-Employer-Bono Region.
In case 4, the results showed that graduates of the free senior high school program possess a strong academic
foundation. However, they face difficulties in applying this theoretical knowledge to practical tasks in the
workplace. The absence of practical skills and work-related competencies further lowers their self-efficacy,
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negatively impacting their employability, career advancement, and ability to adapt to a changing, competitive
job market. This underscores the need for interventions such as mandatory internships, problem-based
assessments, and enhanced TVET education. These measures can improve learning outcomes and increase
employability by providing candidates with relevant work experience and skills, which are highly valued by
employers and crucial for driving organizational growth and maintaining a competitive edge position.
Case 5: “Having worked with graduates from the free SHS policy, I notice they often have significant skills gaps
and limited practical experience, even for entry-level roles that need basic skills. To address these issues,
graduates need real-world exposure like internships, apprenticeships, and focused skills training, which can
facilitate a smoother transition and enable them to contribute effectively from the outset.”
In case 5, the findings on employers’ perceptions of the employability of graduates from the free SHS program
indicated that while graduates possess basic skills, they lack essential and job-specific skills. Specifically, they
exhibit a deficit in practical training, hands-on experience, critical thinking, analytical skills, and real-world
problem-solving abilities. Additionally, the study found that graduates often lack professional and leadership
skills, indicating a significant skills mismatch between job demands and educational outcomes. Employers
recommended improvements in the curriculum, such as increasing experiential knowledge and practical training
through TVET, enhancing soft skills like problem-solving, teamwork, and emotional intelligence. They also
emphasized the need to strengthen internship programs, career guidance, counseling, and leadership or
mentorship training to facilitate a smoother transition into the dynamic workforce.
4.2 Discussions
Studies indicate that employers perceive graduates of Ghana’s Free SHS program as possessing basic academic
skills but lacking essential employability attributes. Identified deficiencies include limited practical experience,
insufficient critical thinking and problem-solving skills, and underdeveloped leadership and professionalism.
This misalignment between educational outcomes and labor market requirements is significant. Employers
advocate for reforms such as expanding experiential learning through technical and vocational education and
training (TVET), fostering soft skills, including teamwork, communication, and emotional intelligence, and
increasing access to internships, career guidance, and mentorship to better equip students for employment.
Empirical studies corroborate these perspectives. The Ghana Employers’ Association (2021) reported that
employers increasingly value practical skills over academic qualifications. Similarly, Boahim and Hofinam
(2013) and Adomako (2022) found that, although the Free SHS policy has expanded educational access,
employers continue to view its graduates as lacking practical experience and adequate preparation for
employment. Boateng and Kusi (2023) reinforced these observations, highlighting that limited internship and
mentorship opportunities contribute to graduates’ unpreparedness for the workforce. Collectively, these findings
underscore the need to revise the Free SHS curriculum to prioritize practical, job-relevant, and soft skills, thereby
enhancing the employability of graduates.
CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
The study found that employers generally perceive Ghana’s Free SHS graduates as possessing basic academic
skills but lacking essential employability and job-readiness competencies. These graduates often demonstrate
limited practical experience and encounter challenges in applying theoretical knowledge to real-world workplace
contexts. Additionally, deficiencies in critical thinking, problem-solving, and leadership contribute to a
misalignment between educational outcomes and labor market requirements. Employers attribute this gap to a
curriculum that prioritizes theoretical instruction over practical, hands-on learning. This misalignment impedes
graduates’ preparedness for employment, particularly within the formal sector. The study further identifies
insufficient collaboration between educational institutions and employers, resulting in inadequate
industryrelevant training. Employers recommend curriculum reforms that prioritize practical and experiential
learning through Technical and Vocational Education and Training (TVET), as well as enhanced development
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of soft skills, internships, career guidance, counseling, and mentorship programs to facilitate graduates’ transition
into the workforce.
5.2 Recommendations
The recommendations emphasize the urgent need to tackle skills gaps and mismatches among graduates of
Ghana’s Free SHS. While the policy has expanded educational access, its effectiveness is limited if graduates
lack readiness for the labor market. To boost employability, a comprehensive curriculum review should focus
on practical, analytical, and teamwork skills.
1. Strengthen Practical and Vocational Training (TVET): Employers highlighted the need to incorporate
comprehensive TVET elements into the SHS curriculum to provide students with hands-on, industry-
specific skills. This requires investment in modern workshops, laboratories, and qualified teachers, along
with promoting vocational education as on par with academic streams.
2. Foster Critical Thinking and Problem-Solving: Shift the focus from rote memorization to inquiry-based
and project-driven teaching methods. Use case studies, real-world scenarios, and interdisciplinary
projects to enhance students’ analytical, problem-solving, and reasoning abilities.
3. Encourage Creativity and Independent Thought: Equip students to challenge assumptions, assess
information critically, and think creatively through debates, discussions, and research activities that
cultivate independent thinking.
4. Strengthen Industry–Education Collaboration: Establish stronger partnerships between educational
institutions and industry stakeholders. Employers should actively participate in curriculum development,
apprenticeship initiatives, and teacher training to ensure education remains aligned with market demands.
Industry can also contribute by sharing resources, equipment, and expertise.
5. Promote Internship and Apprenticeship Programs: Develop formal internship and apprenticeship
schemes to provide students with practical experience and workplace exposure prior to graduation.
6. Enhance Teacher Capacity: Provide teachers with continuous professional development and
industryrelevant training to ensure classroom instruction reflects current workplace standards.
Ultimately, aligning education with industry requirements will enhance graduate employability, reduce
unemployment rates, and boost Ghana’s economic productivity. The success of the Free SHS program
should be evaluated not just by access but also by the quality and readiness of its graduates.
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APPENDIX I: INTERVIEW GUIDE FOR EMPLOYERS ONLY
Employers Perception about Graduate Employability of Graduates of the Free Senior High School
Programme.
Answer the following questions to the best of your knowledge and experience.
Q1. From your experience, are graduates of the free SHS programme well prepared with the relevant
employability skills necessary for employment? Explain
………………………………………………………………………………………………………
Q2. Based on your experience, state the employability skills demonstrated by graduates of the free SHS
programme.
………………………………………………………………………………………………………
Q3. In your experience, describe the learning agility and whether or not graduates are flexible and adaptable to
the organizational work environment.
…………………………………………………………………………………………………….
Q4. Would you consider employing more graduates of the free SHS in the future? Explain why or why not.
………………………………………………………………………………………………………
Q5. In what areas do you think the free SHS curriculum could be improved to enhance to skills development
and preparedness of graduates for the job market?
………………………………………………………………………………………………………
End of Interview with Employers
