International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue III, March 2020 | ISSN 2454–6186

Teachers’ Perception on the Free Senior High School Policy in Ghana: A Case Study in One of the Municipalities in Ghana

Jacob Manu
University of Education, Winneba (CAGRIC)

Abstract:-The current study looked at the perception of in-service teachers enrolled in a Master of Education programme in one of the private universities in Ghana. The study employed survey research design and the population of 190 students, who had enrolled in the programme. The findings seemed to indicate that teachers within the municipal area studied; did not have adequate knowledge on the Free SHS policy before its implementation. Second, about 95% of the respondents agreed to strongly agreed that the rolling out of the Free SHS was a relevant intervention by the Ghana Government. Third, respondents were of the view that there were many challenges of the new educational policy and as a result impacted negatively on its sustenance. The implications for practice are discussed.

Keywords: Free SHS policy, Knowledge, Relevance, Sustenance

I. INTRODUCTION

Based on the letter and spirit of Chapter Six of the 1992 Constitution of Ghana, with the title “The Directive Principles of State Policy,” the nation is required to provide quality education for all her citizens within the school going age. In explicit terms, the Article 38 and Clause 2 of the Constitution indicates that “The Government shall, within two years after Parliament first meets after the coming into force of this Constitution, draw up a programme for implementation within the following ten years, for the provision of free, compulsory and universal basic education” (p. 34). The Basic Education, as mentioned in the Constitution, comprises public-owned Primary and Junior High Schools across the country. By age fifteen, the Ghanaian school-going child should be ready for the secondary or high school education.
At the senior high school level, the Constitution indicates at Article 38 Clause 3 that “The State shall, subject to the availability of resources, provide: (a) equal and balanced access to secondary and other appropriate pre-university education, equal access to university or equivalent education, with emphasis on science and technology” (p. 34). From the stand point of the 1992 Constitution, education is very important to every developing country. As a result, successive governments of the country have a responsibility to provide quality education for their people.