The Performance of Free SHS Products in Tertiary Institutions: Why the Sudden Decline in Students' Performance?

There is an ongoing conversation in many universities across Ghana often discussed quietly in meetings among administrators, lecturers, and academic staff, but rarely shared openly with the public. This conversation centers on a worrying trend: the noticeable decline in the academic performance of students, especially since the admission of the first batch of Free SHS graduates.

Tertiary institutions are meant to prepare students for the corporate world and national development. However, over the past six years, many lecturers report a steady drop in student performance. This decline is seen in both continuous assessment scores and final examination results, which are key measures of academic success. While official reports may sometimes present average results that appear acceptable, the deeper reality suggests that many students are struggling to meet expected academic standards.

Based on empirical evidence and personal observation from some Lecturers and Teaching and Research Assistants in public universities, a significant number of students face challenges with critical thinking and problem-solving. In simple terms, out of every 100 students, about 60 to 65 may struggle to analyze a problem and provide a clear, structured solution, even at a basic level. This concern is not just an opinion but reflects a growing experience among educators across institutions.

In addition to academic challenges, there has also been a change in student behavior and attitude. Many lecturers observe that some students lack basic communication skills, discipline, and appropriate academic conduct. These are qualities that should be developed at the secondary school level and strengthened at the university. When these foundations are weak, it becomes difficult for students to fully benefit from higher education.

One of the major factors contributing to this situation is the rapid increase in student enrollment due to the Free SHS policy. According to the Ministry of Education Ghana, enrollment in senior high schools increased from about 800,000 in 2016 to over 1.3 million by 2023. While this expansion has improved access to education, it has also placed pressure on school infrastructure, teachers, and learning resources. Larger class sizes and limited teaching time can reduce the quality of education students receive before entering university.

This situation raises an important question: why are some tertiary institutions beginning to operate like business organizations, focusing on increasing student numbers even when facilities are limited? In some cases, lecture halls are overcrowded, and resources are stretched. This affects both teaching and learning, and ultimately, student performance.

Another concern is the silence around these issues. Education is a powerful tool for national development, yet the challenges within the system are not always openly addressed. If these problems are not properly examined and solved, the quality of education will continue to decline.

There is a clear need to reform the Free SHS policy to focus not only on access but also on equity, quality, and sustainability. One possible solution is to review how students are enrolled into the program. Support should be based on household income levels, ensuring that students from low-income families receive full support, while those who can afford it contribute partially. This approach can help improve resource allocation and sustainability.

In addition, Ghana must place more emphasis on Technical and Vocational Education and Training (TVET). The Council for Technical and Vocational Education and Training has repeatedly highlighted the importance of skills-based education in reducing unemployment. Not all students need to follow purely academic paths; many can succeed in practical and technical fields that are essential for national development.

In today’s world, development is driven by technology, innovation, agriculture, and science. This means that STEM education should go beyond theory and include practical applications, especially in agriculture. Agriculture remains a key part of Ghana’s economy, yet modern techniques are still not widely adopted.

For example, the Mastercard Foundation has supported programs that train young people in agricultural drone technology. These programs teach skills such as crop monitoring, seed planting, and disease detection using drones. If such initiatives can train hundreds of young people each year, then a country like Ghana—with a population of over 30 million and many districts—has the potential to scale up such efforts and create more opportunities for the youth.

Unemployment continues to be a major issue in Ghana, and it is closely linked to the type of education students receive. Many graduates leave university with certificates but lack the practical skills needed in the job market. This gap between education and employment is a serious challenge.

According to research by the Institute of Statistical, Social and Economic Research, over 100,000 students graduate from universities in Ghana each year, yet only about 10 percent secure stable jobs shortly after graduation. This raises an important question: what happens to the remaining 90 percent?

The answer points back to the need for reform. Ghana’s education system must be aligned with the needs of the labor market. Students should be equipped not only with academic knowledge but also with practical and employable skills.

In conclusion, while the Free SHS policy has improved access to education, it has also exposed weaknesses in the system that must be addressed. The decline in student performance at the tertiary level is a signal that reforms are urgently needed. By focusing on quality, skills development, and sustainability, Ghana can build an education system that truly supports national growth and prepares students for the future.

Writer: Emmanuel Appiah

1. k.a Appiah Kubi),

Teaching and Research Assistant
University of Cape Coast, UCC

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