The Paradox of Progress: Massification, Pedagogy, and the Consequence of Free Education in Ghana

This research explores the unintended consequences of Ghana’s "Free Senior High School" policy through a two-part qualitative case study. By synthesizing a classroom observation of a veteran teacher with an in-depth interview at the University of Ghana’s Chemistry Department, the paper identifies a profound "pedagogical deficit" that spans from primary to tertiary levels. The findings illustrate how policy-driven massification has forced premier institutions to curtail practical laboratory lessons, arguing that quantitative success in access has exacerbated a pre-existing crisis in quality assurance and teacher professional development.