Systematic Review of Free Senior High School Policy in Ghana

Stephen Kwame Ameko; Kwadwo Abrampa Okrah; Richard Darko Osei; Harry Atieku- Boateng; Priscilla Addai; Deborah Quashie; Peace Essie Atsu; Emmanuel Kojo Sakyi

Stephen Kwame Ameko Department of Instructional Technology and Learning Sciences, Utah State University
Kwadwo Abrampa Okrah University of Ghana Business School, Ghana
Richard Darko Osei Pentecost University, Ghana
Harry Atieku- Boateng Pentecost University, Ghana
Priscilla Addai University of Illinois, Springfield, United States
Deborah Quashie University of Ghana College of Education, Ghana
Peace Essie Atsu Pentecost University, Ghana
Emmanuel Kojo Sakyi University of Ghana Business School, Ghana

Keywords: Free SHS, Ghana, access, equity, education policy, systematic review, educational efficiency

Abstract

This paper presents a systematic review of the Free Senior High School (FSHS) policy implemented in Ghana since 2017. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this review synthesizes evidence from 34 peer-reviewed studies published between 1989 and 2023. The analysis is theoretically informed by the Education Production Function (EPF) and Social Justice Theory, particularly the Capability Approach. These frameworks enable a multidimensional understanding of how policy inputs
translate into educational outcomes and how equitably those outcomes are distributed across diverse student populations. The findings reveal that while the FSHS policy has improved enrolment and access, particularly among low-income households, it has also created challenges such as overcrowding, teacher shortages, and disparities in educational quality. The study recommends policy adjustments to improve sustainability, equity, and system-wide efficiency in equity-driven educational reform in sub-Saharan Africa.