Emmanuel Selase Asamoah, Osei Kwarteng Benjamin

Management, Leadership and Educational Inclusivity: The Inclusion of Private SHS in Ghana’s Free Secondary Education Policy

Introduction

Management, leadership and educational inclusivity: the inclusion of private shs in ghana’s free secondary education policy . How private SHS leaders in Ghana navigate exclusion from the Free SHS policy. This study examines their strategies for inclusivity, policy engagement, and calls for equitable partnerships.

Abstract

The Free Senior High School (FSHS) policy, launched in Ghana in 2017, expanded access to secondary education but excluded private SHSs. Such a situation has been raised as a concern in light of equity and inclusivity. This study examines how private SHS leaders experience and respond to the exclusion; the strategies they adopt to sustain inclusivity, and their engagement in the policy process. Using a qualitative case study design, the study interviewed 16 private SHS principals and 4 officials from the Ministry of Education (MoE) and the Ghana Education Service (GES). Thematic analysis showed that private SHS leaders felt marginalized and reported decreases in both enrollment and finances. Nevertheless, the strategies employed by these private SHSs include outreach programmes, scholarships, and curriculum changes to promote inclusivity. Officials from the MoE and GES acknowledged the unintended consequences of exclusion and spoke to some pilot programmes towards cautious integration. The study therefore recommends more formalized PPPs in order to develop equity, sustainability, and co-leadership across the secondary education landscape in Ghana.

Review

This timely and critical study delves into the complex implications of Ghana's Free Senior High School (FSHS) policy, specifically addressing the exclusion of private SHSs from this otherwise commendable initiative. The research adeptly frames this exclusion as a significant concern for equity and inclusivity within the educational landscape. By focusing on the experiences of private SHS leaders, the study successfully illuminates their feelings of marginalization and the tangible negative impacts on their institutions, manifested through declining enrollment and financial distress. Despite these challenges, the paper commendably highlights the proactive and innovative strategies adopted by private schools, such as outreach programs, scholarships, and curriculum adjustments, demonstrating their commitment to sustaining educational access and inclusivity against systemic barriers. The methodological approach, a qualitative case study, is well-suited to exploring the nuanced experiences and perspectives presented. The inclusion of both private SHS principals and officials from the Ministry of Education and Ghana Education Service provides a robust, multi-faceted understanding of the policy's impact and the differing stakeholder viewpoints. This balanced approach significantly contributes to the literature by moving beyond a simple policy evaluation to deeply explore its unintended consequences on a vital segment of the education sector. Furthermore, the study offers valuable insights into the resilience and adaptive leadership demonstrated by private educational institutions when faced with policy-induced adversity, thereby enriching our understanding of educational management and leadership in developing contexts. The findings carry substantial policy implications, particularly the acknowledgement by government officials of the unintended consequences of exclusion and their engagement in pilot programs for cautious integration. The study's culminating recommendation for more formalized Public-Private Partnerships (PPPs) is highly pertinent, advocating for a collaborative framework essential for fostering equity, sustainability, and co-leadership across Ghana's secondary education system. This recommendation provides a tangible pathway forward, not only for Ghana but also for other nations grappling with similar challenges in extending free education while recognizing the existing contributions of the private sector. The research thus provides a compelling argument for a more integrated and inclusive approach to educational policy formulation and implementation.

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