A study by the Centre for Policy Scrutiny has found that Ghana’s Free Senior High School (SHS) policy, while significantly expanding access to secondary education, has also created unintended challenges for discipline, accountability and academic seriousness in some schools.
The research, which assesses nine years of the Free SHS programme, identified several policy measures—including the “no repetition” rule, restrictions on corporal punishment, strict disciplinary procedures and the auto-placement system—as factors that may be contributing to student complacency and teacher apathy.
The findings were presented on Tuesday, September 1, by a lecturer at the University of Education, Winneba, Dr Jacob Oppong Nkansah, who said the challenges highlighted by the study should not be interpreted as an argument against free secondary education but rather as an indication that the programme requires complementary reforms to strengthen school management and accountability.
According to the study, the “no repetition” policy has reduced some of the academic consequences traditionally associated with poor performance. Researchers believe this may have weakened the incentive for some students to take their studies and conduct seriously.
Dr Nkansah explained that while the policy was designed to prevent students from being left behind and to ensure that young people remain within the education system, its implementation has created difficulties for school authorities trying to enforce academic standards.
“The current Free Senior High School policy has also come with issues of discipline and accountability,” he said.
“It came out that the ‘no repetition’ rule, the ‘no corporal punishment’, the strict rules regarding punishment, and even auto-placement has fostered student complacency and teacher apathy, reducing academic seriousness.”
The study also raised concerns about restrictions on corporal punishment and the procedures teachers and school administrators are required to follow before imposing disciplinary measures.
While child-protection measures are intended to safeguard students from abuse and excessive punishment, the researchers said the restrictions may have left some teachers and school authorities feeling that they have limited effective options for responding to persistent misconduct.
Dr Nkansah said this situation could contribute to teacher apathy, particularly where teachers perceive disciplinary enforcement as difficult, time-consuming or likely to expose them to sanctions.
The auto-placement system was also identified as another area requiring attention. Although the system was introduced to make the placement process more transparent and reduce some of the difficulties associated with school selection, the study suggests that the lack of direct control by students and parents over final school placement can have implications for student commitment and accountability.
The research further identified the use and supervision of government-issued tablets in senior high schools as an emerging concern.
Dr Nkansah said some students are misusing the devices, potentially creating additional disciplinary challenges for schools.
“And the recent one has been the misuse of tablets, which they mentioned that it is currently fueling indiscipline among senior high school students,” he said.
The concern adds a new dimension to the debate surrounding the Free SHS programme, particularly as digital devices become increasingly important to teaching and learning.
While tablets can provide students with access to educational materials and digital learning resources, the study suggests that inadequate supervision and inappropriate use could undermine their educational benefits.
The findings come as Ghana continues to assess the long-term impact and sustainability of the Free SHS policy, one of the country’s most significant social interventions in recent years.
The programme has enabled thousands of young people who might otherwise have struggled to afford secondary education to attend SHS. However, its expansion has also placed additional demands on school infrastructure, teaching resources, accommodation, supervision and administration.
The Centre for Policy Scrutiny’s findings therefore highlight a broader policy question: how can Ghana maintain universal access to secondary education while ensuring that students, teachers and school authorities remain accountable for academic performance and behaviour?
The researchers are calling for a review of aspects of the policy that may have unintended consequences, while maintaining the core objective of ensuring that financial barriers do not prevent young people from accessing secondary education.
The study suggests that stronger school-level accountability, clearer disciplinary frameworks, improved supervision and better monitoring of digital devices could help address some of the challenges identified.
Rather than reversing the gains made under Free SHS, the findings point to the need for adjustments that can strengthen the programme and ensure that increased access is matched by improved educational outcomes, discipline and academic responsibility.
Source: Wesleyannews.com
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