Ghana’s Free Senior High School (SHS) Education Policy Review
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Executive Summary
This policy review targets Ghana's Free Senior High School (Free SHS) Policy, which was officially launched in 2017 to provide universal access to secondary education by lifting financial barriers from all the students posted to state senior high schools. The policy saw an unprecedented increase in enrollment nearly 830,000 students in 2016 to more than 1.2 million in 2023 reflecting its triumph in increasing access, especially among marginalized children and female students.
But the rapid growth in student intake has far outgrown the country's existing school infrastructure. Classroom overcrowding, poor provision of dormitories, and the absence of other basic facilities such as libraries and science laboratories have compromised the quality of education delivery. The NPP government thus came in with the Double Track System in 2018 as a temporary measure to take in the excess students without necessarily expanding physical infrastructure.
This policy review seeks to explore the impact of the policy on student enrollment and infrastructure development, with a particular focus on evaluating its long-term sustainability. Although the policy is already in effect, this review is intended to offer constructive guidance to government officials, school administrators, and parents. It aims to identify practical strategies for addressing any negative outcomes, ensuring that the policy continues to serve the best interests of all stakeholders involved.
It also considers socio-economic and administrative pressures that have emerged and offers strategic suggestions for long-term policy consolidation, infrastructure spending, and collaboration between stakeholders. The analysis relies on official documents, constitutional instructions, and integration of policy impacts observed between 2017 and 2023
Article 25(1)(b) of the 1992 Constitution in Ghana establishes that Secondary Education in all its forms, including technical and vocational education, shall be made generally accessible and available to all by every appropriate means, and by the progressive introduction of free education. Past efforts by governments for example, Kwame Nkrumah’s to Kuffour’s government to enhance access and equity in secondary education include free secondary education for students from the north and those of northern heritage, the Cocoa Board scholarship, merit scholarships in secondary schools, hardship scholarships, senior high school subsidies, and increasing access to free secondary education. The NDC government initiated the implementation of the progressively Free Senior High School (SHS) policy in response to fulfilling the requirements of Article 25(1) (b) of the 1992 National Constitution. The main objective of the Progressively Free SHS policy introduced by President John Mahama in 2015 was to ease the financial burden on parents by gradually removing tuition and other fees at the senior high school level. It aimed to increase access to secondary education, especially for students from poor and vulnerable households. The policy also sought to promote equity and social inclusion as part of Ghana’s broader goal of achieving universal education. The Progressively Free Senior High School (SHS) policy for Ghana was initiated in the presidency of President John Dramani Mahama of the National Democratic Congress (NDC) in his first term of office in 2015 as President. The policy was instituted in 2015 as one of the initiatives by the government to progressively make cost barriers to secondary education a thing of the past and enhance access to quality education for every Ghanaian child. The policy (progressively free SHS) aimed at addressing the issue of higher dropout at the basic level due to the financial incapability of most families to fund secondary education. Cost, the Ministry of Education indicated, had been a great problem for students transitioning from junior high school (JHS) to senior high school (SHS), particularly those in disadvantaged communities.
In September 2017, Nana Addo’s New Patriotic Party government made the decision to deviate from the "progressively free" policy to an extensive policy that included all students who qualified and gained admission to secondary schools across the country. The program is dubbed the "Free Senior High School" to provide universal access to Ghana's young adults. The policy has brought a substantial increase in SHS enrolment, from approximately 830,000 in 2016 to over 1.2 million in 2023, which translates to success as greater access. This expansion, however, exposed the enormous inadequacy of infrastructure, overcrowded classrooms, no dormitories, and a lack of libraries, science labs, and ICT centres, especially in poorer-resourced communities. To beat these challenges, the government introduced the Double Track System in 2018.
The Double Track calendar is an initiative that allows schools to accommodate more students in the same facility and is often motivated by its promise to reduce overcrowding, as well as cost savings relative to new school construction in the short term. The Double Track system provides space to 7839 absorb the enrolment growth, decrease class size, add contact hours, and add the number of holidays. In a single-track system, students and staff are either in school or on holiday together at the same time in an academic year. But with the double-track system, the whole student population and staff are split into two distinct tracks. While one group is at school, the other is on vacation, such that at any one time, a different group of students will be occupying the school facilities.
The countries making use of the double-track include Australia, Germany, the Netherlands, Costa Rica, Japan, Kenya, and the United States of America. Similarly, Ghana is not unacquainted with the double or multi-track. The tertiary institutions and universities already use the multi-track mode, whereby facilities of a single university are occupied throughout the year by students engaged in running ordinary, sandwich, and distance learning programmes. In Ghana, the massive enrolment increase was created due to the subsidy of examination fees by the state and re-take of applicants for the Basic Education Certificate Examination, as well as re-take at the FSHS, left mammoth pressure on the educational authorities to mop up the surge in enrolment to senior high schools. Therefore, the Double-Track School Calendar was embraced by the Ministry of Education in 2018 as an interim counter to the shortfall in school infrastructure. The Double Track School System seeks to create space to accommodate the enrollment growth, raise class size, improve contact hours, and improve holidays. The Double Track School System has led to the development of a school calendar that runs parallel to the existing single track for the third and second year students. Junior high and senior high schools previously experienced a three-term school calendar in one year, but since the introduction of the double-track calendar, the school terms have been reduced to two in one year.
Features of the Free Senior High School (FSHS) The following are the main features of the FSHS in Ghana.
- Eligible to all Ghanaian youth and young adults who are placed into public second-cycle institutions by the Computerised School Selection and Placement System (CSSPS) starting from the 2017/18 academic year.
- The duration of the FSHS scholarship is for three (3) years.
- The government absorbs all tuition fees for students in senior high schools.
- The government absorbs feeding costs for all those admitted as boarding students, but lunch for those who are not in the boarding house.
- To ensure equity, 30% of places in elite schools are reserved for applicants from public Junior High Schools (JHSs).
- The government provides infrastructure, buildings, furniture, teaching and learning materials, etc. With this approach, the policy began and covered the expenses of all candidates who were placed in SHSs for the 2017/2018 academic year.
Free SHS Policy is financed primarily out of the Annual Budget Funding Amount (ABFA), which is sourced from Ghana's petroleum funds, and supplemented by GETFund's budgetary allocation and also by support from international development partners. Over GH₵400 million worth of ABFA was used in its first year, indicating the budget-supported government commitment to equality of access to education. Other important aspects of the policy include the school uniforms clause, enhanced student placement procedures, the recruitment of additional teaching personnel, and steps toward curriculum changes that expose students to a dynamic job market. Despite being plagued by implementation issues and disputes over sustainability and quality, the Free SHS Policy is one of Ghana's most transformative education reforms, offering a buffer against inclusive human capital development and a long-term poverty reduction and inequality strategy.
Since the implementation of the Free Senior High School (Free SHS) policy in 2017 in Ghana, secondary education has been vastly impacted. The most immediate and tangible influence has arguably been the sharp rise in students' enrollment in all public senior high schools. Although the increase in numbers satisfies the policy's overall goal of widening access to education, it has also exposed the dire constraints in infrastructure and schools' readiness. This review discusses the successes and failures of the policy in light of the expansion of enrollment and the capacity of the infrastructure.
Strengths
Among the most liberated feats of the Free SHS program is the tremendous rise in student enrollment. Before the policy, total public senior high school enrollment as of 2016 was roughly 830,000. By 2023, that had swelled to over 1.2 million, a 45% increase in only six years. This growth reflects the pent-up demand for secondary education that had been suppressed by economic hardship. Thousands of students who otherwise would have finished their education at the junior high school level could now continue to SHS without the economic burden of school fees, according data from the Ministry of Education.
Most parents, especially the rural and poor residents, welcomed the Free SHS policy as a relief in itself from secondary school education expenses. Boarding, school fees, and books and uniforms had previously forced such families to truncate their children's education at the junior high level. The familiar refrain was:
Now my daughter can go to SHS without my worrying over school fees. It is a big blessing for a poor household like ours." — (Parent, 2018; from local interviews report by iwatchafrica)
Parents also appreciated the boarding and feeding support, especially for girls, which helped counter security concerns and reduced threats of early marriage and school drop-out.
Organisations such as the Ghana National Education Campaign Coalition (GNECC) praised the policy for upholding constitutional commitments to education and fostering national cohesion by providing equal access regardless of geographic or socio-economic background.
“The Free SHS policy is a commendable step toward educational justice. It reflects the spirit of our Constitution and responds to long-standing equity challenges.”
Enhancing Gender Equity
In addition to the overall rise in enrollment, the policy has made a big leap towards enhancing gender equity in education. More girls, especially rural and disadvantaged ones, are now remaining in school through the SHS level. Government-sponsored boarding and meal subsidies have especially been instrumental in encouraging female enrollment, as they offer a solution to security issues and reduce family economic burdens. These rises not only enhance gender equality but also affect general social trends, such as decreasing child marriage and improved roles for women in the workforce
Weaknesses
Overcrowding
But the policy’s success in piling up enrollment has not been accompanied by a similar increase in school facilities. Most important, perhaps, is the overcrowding in classrooms and dormitories. Most schools simply were not built to accommodate the abrupt, enormous increase in student population. Classrooms in some schools have expanded to 60,even 80 pupils per class, far beyond the recommended teacher-pupil ratio according to Vice President of NAGRAT, Angel Karbonu. The observation regarding classrooms expanding to 60 or even 80 pupils per class exceeding the recommended teacher-pupil ratio has been highlighted by the National Association of Graduate Teachers (NAGRAT) in Ghana. In a statement reported by Prime News Ghana, NAGRAT’s Vice President, Angel Karbonu, expressed concerns that the Free SHS policy had led to unusually high student numbers per class, with some classes accommodating over 50 students and certain subjects reaching up to 80 students per class.
Hostel dormitories are also overcrowded, creating concerns of sanitation, supervision, and student well-being.
These problems are most acute in rural and poor communities, where schools lack the barest facilities to deliver quality education. The majority of them lack science laboratories, libraries, or functional ICT centres, which are fundamental components of a 21st-century learning environment.
Thus, while students in such locations may be provided with access to education, they may lack the materials and equipment to perform well in national exams or pursue further studies in technical and scientific disciplines. Unequal provisioning of educational infrastructure has deepened underlying urban-rural inequities, even as access has expanded.
In a bid to address the infrastructural limitations, the NPP government headed by Nana Akuffo Addo in 2018 launched the Double Track System to address the problem of overcrowding in our school because of the policy. Two cohorts of students, Green and Gold, who go to school in alternate semesters, are covered under the system. While the Double Track System has allowed schools to address overcrowding and take in more students without huge new infrastructural investments, the system has also been controversial. It is also criticised by its detractors because it diminishes contact time among students and lecturers, intrudes on continuity of learning, and places lecturers in additional expenses in the form of adjusting to the new academic year. Others are afraid that the system degrades the quality of education even as access is expanded. However, in my view, while the double track system may indeed disrupt the smooth flow of education, it also serves a practical purpose as it helps relieve teachers of the overwhelming burden of managing excessively large class sizes, thereby creating a more manageable environment for effective teaching and learning. Additionally, the double-track system presents valuable opportunities for students who are not in session to engage in meaningful skill-building activities. During their time away from the classroom, students can participate in internships, pursue entrepreneurship-focused projects, enroll in digital courses, or develop practical skills such as coding and design. These experiences not only complement their academic pursuits but also allow them to explore personal interests and enhance their future career readiness.
Financial Burden
One of the biggest weakness to the success of Ghana's Free SHS policy is the financial strain that it places on the government. The policy completely pays for boarding and day students—three meals daily for boarders and one meal a day for day students. While this assists students and parents, it is extremely expensive to the government each year.
At the same time, Ghana's economy is not growing fast enough to keep pace with these rising costs. Like many other developing countries, Ghana too has some other major issues high unemployment rate, inflation, and low revenues for the government. All these make it difficult for the country to subsidize the Free SHS scheme in the long term.
If the economy is not going to get better or if new sources of money are not found, the government might not be able to pay for all of the meals, school supplies, and other expenses it takes to run the policy. This could affect how well a student can learn or make the government cut back on some of the aid that students are receiving.
The influence of IMF on the policy
A critical weakness to the Free SHS policy lies in the values and decisions of senior policy advisors and economic managers, particularly in the context of Ghana’s current economic dependence on external financial institutions like the International Monetary Fund (IMF). These advisors comprising civil servants and mid-level political actors play a central role in evaluating whether a public policy like Free SHS is realistically implementable within the constraints of national finances. This is where the “effectiveness test” and “affordability test” of policy formulation become highly relevant.
While the Free SHS policy may be educationally sound and socially beneficial, doubts remain about its financial sustainability, especially as Ghana’s economy struggles with fiscal deficits, rising debt, and limited domestic revenue. The initial implementation cost the government GH₵198 million (USD 45 million), rising to GH₵453 million (USD 103 million) in 2018, and the NPP government projected to reach GH₵750 million (USD 170 million) annually from 2019 onward. These are significant expenditures for a developing economy with competing priorities.
This becomes even more complex considering Ghana’s recent engagement with the IMF for economic support and restructuring. Under such arrangements, the IMF often encourages governments to reduce public spending, rationalise subsidies, and improve fiscal discipline. As a result, social programs like Free SHS may come under scrutiny for consuming large portions of the national budget without directly generating revenue. The IMF’s influence could pressure the government to review, scale back, or restructure the policy in order to meet macroeconomic targets such as debt reduction and expenditure control.
Despite these recommendations, Ghanaian officials have reiterated their commitment to maintaining the Free SHS policy. Senior Presidential Advisor Yaw Osafo-Maafo stated that the program would not be compromised as part of the IMF-supported economic reforms, emphasising that the IMF supports pro-poor policies and recognizes the importance of education in national development.
In summary, while the IMF supports the objectives of the Free SHS policy, it advocates for reforms to ensure that the program is financially sustainable and effectively targeted to maximise its benefits for Ghana’s most vulnerable populations.
During negotiations for a $3 billion bailout under the Extended Credit Facility, the IMF emphasized the need for Ghana to enhance the efficiency and sustainability of its social spending, including the Free SHS policy. The Fund recommended that the government consider implementing measures such as means-testing or conditional cash transfers to better target educational subsidies to those in genuine need.
Furthermore, senior policy advisors face hard trade-offs: whether to continue investing in subsidies like meals and tuition or redirect limited resources toward long-term capital investments like renovating schools, expanding infrastructure, or funding technical education. Without strong economic growth and a stable, diversified source of funding, such as a dedicated education tax or a protected share of petroleum revenues, the Free SHS policy risks becoming fiscally unsustainable under IMF-backed fiscal consolidation frameworks
Opportunities
Social Mobility for Students
For the students, the Free SHS policy is a door to social mobility and empowerment for life. By guaranteeing tuition-free education, free textbooks, meals, and boarding in most cases, the policy reduces the economic burden on families and opens up secondary education for all, especially children from rural, poor, and disadvantaged communities. This inclusiveness means that those pupils who would otherwise be pushed out of school due to lack of funds can now continue with their secondary school education and subsequently advance to tertiary education, vocational training, or jobs. The policy has also increased female enrollment since girls who could otherwise be taken out of school for early marriage or domestic work now have an enhanced incentive and support system to stay in school. The Free SHS policy in Ghana has significantly boosted female enrollment in secondary education. In 2016, the ratio of boys to girls in SHS was 100:68. By 2023, this had shifted to 100:106, indicating that female enrollment had surpassed that of male. This change reflects the policy’s success in removing financial barriers that previously hindered girls’ access to education, often leading them into early marriage or domestic work instead of schooling.
Also, through exposure to various branches of knowledge and access to quality education, the students are adequately prepared for competitive national examinations, leadership, and skilled jobs, resulting in an enlightened, capable, and responsive citizenry.
The expanded student admission under the Free SHS program has caused the nation to become aware of the necessity to utilise more teachers, leading to the employment of thousands of education personnel and administrative staff across the nation.
Increased Graduate Employment
The consequent manpower demand has favoured trained teachers, trainee teachers, and education administrators in terms of securing employment. In addition, the policy has triggered in-service training and capacity-building programs to equip the teachers with modern pedagogical competencies, including digital literacy and inclusive pedagogy. With more students entering the system, teachers now have diverse classrooms, which result in class room management and lesson delivery innovations. In some schools, the policy has led to curriculum expansion and subject specialisation so that teachers can specialise in narrow areas such as robotics, environmental studies, or technical and vocational education. Despite some of these challenges as high class sizes, the policy has made it possible for a platform of teacher professional development and value of the teacher's role as a key driver of national development.
The surge in admissions under the Free SHS scheme has pushed the demand for more teachers, and therefore, thousands of teaching staff and non-teaching personnel have been employed across the country. The surge in staffing needs has led to the employment of trained teachers, teacher training college graduates, and education administrators. Moreover, the policy has evoked in-service training and capacity development programs to equip teachers with up-to-date pedagogical skills, including digital literacy and inclusive pedagogy. With more students enrolling in the system, teachers now experience diverse classrooms, which have stimulated innovation in classroom management and delivery of instruction. In some schools, the policy has led to curriculum breadth and subject specialisation so that teachers can specialise in such areas as robotics, environmental studies, or technical and vocational training. While such challenges as enormous class sizes remain, the policy has helped offer a forum for teachers' professional growth and the recognition of their status as agents of national development.
Threats
One significant external threat facing the Free SHS policy is the volatility of global oil prices, which directly impacts the Annual Budget Funding Amount (ABFA)—a key source of financing for the program. Since Ghana’s oil revenue is subject to fluctuations in the international market, a sudden drop in prices can lead to unpredictable funding shortfalls, affecting the timely provision of learning materials, infrastructure development, and school feeding. This economic vulnerability places the education of millions of young Ghanaians at risk, despite the best efforts of policymakers and implementers who remain committed to the policy’s success.
Advice & Recommendations
Advice to Stakeholders (Government, civil society, school administrators)
The Free SHS Policy has transformed Ghana's education system by breaking the barriers to accessing secondary school education for all those qualified, regardless of their socio-economic background. Although there have been impressive performances in enrollment and equity, its final success over the long term will be dependent on the way the governement and school administrators manage unfolding matters of quality, sustainability, and capacity. To this end, a series of pragmatic and realistic recommendations can be made to guide key stakeholders like the government, school administrators, teachers, development partners, and civil society towards the shared goal of a better and sustainable Free SHS system.
In light of the above, it would be prudent that the policy stakeholders of Free SHS policy (Ministry of Education and the Free SHS Secretariat) consider taking into account the formulation of national consensus around the establishment of a sustainable, stable source of funding explicitly for the policy. These could include channels such as raising a small percentage of Value Added Tax (VAT) or allocating a proportion of petroleum revenue explicitly for Free SHS. The reason is easy to understand forgoing relatively small amounts of our income today in the form of marginally increased taxes is far more significant than enjoying less expensive goods and services today at the expense of our children's future. Education is not a luxury it is the foundation of future national advancement. Without it, we can have an uneducated, under-skilled generation unable to meet the demands of a competitive economy. A steady flow of finance would enable proper infrastructure development, thereby putting an end to reliance on stop-gap measures like the double-track system and ensuring quality and continuity in education. In choosing to provide a little today, we assure every Ghanaian child, regardless of background, the opportunity to excel and contribute towards the progress of Ghana.
For the government and the Ministry of Education, it is imperative to take a medium and long-term infrastructure development focus. The massive expansion in enrollment has over-stretched available school buildings, especially in disadvantaged areas. Therefore, investment in classrooms, science laboratories, dormitories, and libraries must be made on a targeted basis to reduce congestion and establish a learning- conducive environment. This can be done through more budgetary allocations, as well as public-private partnerships (PPPs) in the form of private sector participation in school expansion and renovation. At the same time, the government should initiate a phased review of the Double Track System. While it initially helped manage congestion, many parents now view it as unsustainable due to the disproportionate amount of time students spend at home compared to classroom learning. This undermines the core objective of the Free SHS policy, ensuring consistent, quality education for all.
Phasing it out gradually over time, starting with overcrowded schools, will facilitate the restoration of educational continuity and improve instruction quality.
To sustain the Free SHS policy against rising fiscal stress, the government must also become more strategic and diversified in how it finances. Relying solely on petroleum revenue is no longer feasible, especially given Ghana's low growth, inflation, and tight public revenue. Diversifying sources such as a particular levy on education, education bonds, alumni, and corporate sponsorships is therefore advisable. Designing a ring-fenced Free SHS Fund with public and private investments would render the financing more predictable and sustainable. At the same time, improving financial efficacy through systematic auditing and better procurement practice will reduce wastage and direct the money into priority sectors like infrastructure and teacher recruitment. Where necessary, a particular model of support can be instituted to support complete subsidization for the most need but partial payment for the well-off. Ultimately, considering all Free SHS as a long-run investment in national progress and protecting it within overall budgeting will be most effectively engaged in order to guarantee sustainability.
School headteachers and administrators also play a vital role in the effective roll-out of the policy. Apart from coping with increased enrollment, they need to enhance local resource mobilisation by working with Parent-Teacher Associations (PTAs), former students' associations, and local assemblies. Because parents are very keen to see the future of their children, a well-crafted appeal by headmasters to Parent-Teacher Associations (PTAs) can yield fruitful dividend in filling gaps in facilities such as computers, furniture, and other elementary infrastructure because of the high student enrollment rate under the Free SHS policy. Headmasters can solidify this appeal by engaging PTAs in a shared vision of school improvement, emphasizing that modest efforts whether in funds, resources, or volunteer hours are directly enhancing the quality of education their kids receive. Beyond PTAs, school leaders can join forces with local business, traditional leaders, alumni associations, and religious organizations to mobilize funds at the local level to support in their small way. Schools can also engage in community fundraising events such as education fairs, "Adopt-a-Classroom" programs, and in-kind or monetary drive. Barter systems or service exchange, where publicity or exposure within the community is given for contribution, can also be undertaken by schools to raise funds or resources. Positioning the school as a public asset, headmasters can promote collective ownership and build extensive, enduring local networks of support to complement government efforts. Though major funding comes from the central government, community-initiated efforts can provide funding for small infrastructural needs, maintenance of furniture, and ICT repair. Administrators must innovate in their schools by implementing rotational teaching timetables, flexible timetables, and co-teaching strategies to deal with large class sizes without compromising on quality.
Furthermore, because of the growing number of students, school administrators must pay attention to student counselling and guidance in order to deal with issues of peer pressure, academic stress, and mental health, which are becoming more prevalent in larger schools.
Teachers and teaching personnel are at the centre of the Free SHS policy, but they are most affected by overcrowded classrooms and compressed academic schedules. Teachers, as such, must be incentivised to embark on regular professional development (CPD) to enhance their competence in classroom management, e-learning, and subject matter specialisation. This can be done through online tutorials, workshops at district and circuit level, and collaboration with the Ministry of education. Again, schools should also promote the growth of Professional Learning Communities (PLCs), in which teachers meet regularly to share best practices, solve instructional problems, and support one another professionally. Teachers' workload and reward concerns must be addressed, however. Teachers, as a professional group and through their unions and professional associations, are major agents for demanding improved working conditions, and they can do so without disrupting student learning. The negotiation and dialogue process typically begins by union leaders sitting down with government representatives or education authorities and presenting their demands in formal terms, such as higher pay, improved teaching resources, or reduced class sizes. This is then succeeded by collective bargaining, a systematic negotiating process where both the sides try to settle for a mutually acceptable solution. If the initial attempt at negotiation fails, the unions will then ratchet up the pressure through campaign activities, such as issuing press releases, undertaking stakeholder forums, or petitioning parliament for raising public consciousness and empathy for their cause. Apart from that, mediation or arbitration may be utilized by unions where a third party steps in and helps reach an understanding between the union and the government. During these stages, unions emphasize cooperation and negotiation and maintain the stability of the education sector. It is only when all these processes are done and communication totally breaks down that unions proceed to the last resort strike action, but cautiously because it impacts learning by students and public perception of them.
Again, Civil society organizations (CSOs) have a crucial role to play in supporting the sustainability and effectiveness of the Free SHS policy. As independent watchdogs and advocacy groups, CSOs can promote accountability and transparency in the education sector by monitoring how schools are allocated, how public funds are utilized, and whether educational resources such as infrastructure, teaching staff, and learning materials are distributed fairly across urban and rural schools. By publishing reports, engaging the media, and organizing policy dialogues, civil society groups can hold duty bearers accountable and ensure that government commitments to equity and quality are upheld.
Beyond oversight, CSOs can also facilitate capacity building, offering training programs for school administrators, school management committees, and PTA leaders on resource management, inclusive education, and performance tracking. They can act as bridges between schools and private sector partners, helping mobilize resources, technical support, and innovation for school improvement projects. For instance, CSOs can initiate public-private partnerships (PPPs) to support ICT labs, scholarships, or school health programs.
Meanwhile, community members also have a powerful role. Their support can go beyond financial donations to include the volunteering of time, skills, and services. For example, retired teachers or professionals can offer mentorship programs, career guidance sessions, or remedial classes for struggling students. Local artisans can assist with school repairs or furniture-making, and youth groups can help with campus clean-up and landscaping. Community engagement in extracurricular programs such as sports, arts, and civic clubs can greatly enrich students’ development and foster a sense of ownership and pride in their schools.
Ultimately, when civil society and local communities actively contribute, the Free SHS policy becomes more than a government initiative, it becomes a shared national commitment, grounded in collective responsibility and support, which significantly strengthens its long-term sustainability.
Finally, one indirect growing challenge observed under the Free SHS policy is the low parental involvement in the academic lives of students, especially in public senior high schools. Because of the removal of school fees, some parents have falsely assumed that the government now has complete responsibility for their children's education, both in terms of finance and academics. Teachers and headteachers alike have complained that most parents do not attend PTA meetings regularly, follow up on academic progress, or provide learning support at home. This complacency can undermine students' motivation, discipline, and academic success at large.
To overcome this, we must reformulate parental involvement not as a financial burden, but as an emotional and pedagogical partnership. Schools must create more flexible, welcoming, and culturally responsive channels for parents to become involved. For example, the introduction of community-focused parent workshops, regular SMS or WhatsApp updates on students' progress, and parent-student-teacher goal-setting conferences can make parents feel involved as much as empowered. They are respectful of parents' time and reading ability and can rebuild the essential home-school bond that encourages children to stay focused and enjoy their education.
As the state has made a bold foray into access, parents must be reminded that their presence and interest are immeasurable not only as cheerleaders but also as accountability partners in children's development. Attitude, confidence, and performance of students improve significantly when they know parents are seriously interested in their learning
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