A Comprehensive Analysis of the Free Senior High School (SHS) Policy in Ghana Using Policy Triangle Framework

ABSTRACT Ghana's Free Senior High School (SHS) policy, launched in 2017, marked a transformative shift in the nation's education system by eliminating financial barriers to secondary education. Employing the Policy Analysis Triangle framework (Walt & Gilson, 1994), this research evaluates the policy's socio-political and economic context, its implementation, and the roles of key stakeholders. The policy's successes include a 27% increase in enrolment within its first year (Duflo et al., 2021), improved gender parity (Nyadzi et al., 2024), and expanded access for students from economically disadvantaged backgrounds. These achievements highlight its potential to promote educational equity and social mobility. Despite these gains, the policy faces significant challenges. Rapid enrolment surges have strained infrastructure, resulting in overcrowded schools and teacher shortages, with rural areas being disproportionately affected (Kamil, 2024). The introduction of the Double Track System has mitigated capacity issues but has also reduced instructional time and raised concerns about educational quality (Osei-Owusu & Akenten-Appiah, 2021). Financial sustainability remains uncertain, as reliance on government funding and international aid creates vulnerabilities (Essuman, 2019). To enhance the policy’s impact, recommendations include infrastructure development, teacher recruitment, and diversified funding mechanisms like public-private partnerships (Adjei, 2021). Addressing regional disparities and prioritizing resource equity is critical to ensuring the policy's long-term success. Balancing access, quality, and sustainability will solidify the Free SHS policy as a cornerstone of Ghana’s educational reforms. Keywords: Free Senior High School policy, Educational equity, Policy Analysis triangle, Double Track System, Educational sustainability.