Changes in population literacy and numeracy in Ghana after three decades of free basic education

Abstract

Abstract Motivation Despite increases in school enrolment, the world is facing a global learning crisis that suggests a trade‐off between the quantity and quality of education. Purpose This case study from Ghana examines whether there has been a long‐term change in educational outcomes, measured by population literacy and numeracy rates, in the decades following the implementation of a national free compulsory basic education policy. It further determines whether there are variations by level of education in the changes over time. Approach and methods This study used nationally representative repeated cross‐sectional data from two Ghana Living Standards Surveys (2006 and 2017) to estimate basic literacy and numeracy. Findings At the same level of education for the primary and lower secondary school levels, literacy and numeracy were lower in the latter period than a decade previously. These findings suggest that the expansion in gross enrolment at the primary and lower secondary school levels has been associated with a long‐term decline in the quality of education. Policy implications Considering these findings, it is crucial to consider the long‐term implications of expanding access to education on the quality of the education provided. These findings highlight the need for increased investment in quality education to complement the increase in access. This would ensure that children acquire foundational skills at the basic education level. Failure to maintain quality alongside expanded access could negatively impact workforce productivity, economic growth, and social equality.