Free Education Cannot Feed the Scarecrow: Time to Rethink Our Basic School Funding Strategy

The concept of Free Compulsory Universal Basic Education (fCUBE), outlined in Article 25(1)(a) of our 1992 Constitution, asserts that “basic education shall be free, compulsory, and accessible to all.” Although this goal is commendable, its effective implementation is hindered by the disparity between constitutional ideals and real-world economic challenges.

Reports have surfaced indicating that certain public basic school administrators are imposing charges on parents for examination fees, threatening to deny access to children of those who refuse to pay. This has sparked outrage among civil society groups like Eduwatch, which highlighted Section 2(b) of the Pre-Tertiary Education Act, 2020 (Act 1049), affirming that “basic education shall be free, compulsory, and universal,” alongside Section 3, which forbids exclusion due to financial constraints.

However, it is overly idealistic to expect the state to cover all educational expenses solely based on constitutional mandates. Does the current economic status of our country permit the government to fully finance the education of over 7 million children in basic schools, including the costs of end-of-term assessments?

Free Education vs. Economic Reality

Public basic schools continue to grapple with chronic underfunding. The capitation grant, initiated in 2005 to support non-salary expenses, is often late or insufficient. In  2022 only 54% of the allocated capitation grants for the academic year were disbursed, with many being delayed for several months (SEND Ghana, 2022). This recurring issue forces school leaders to find alternatives to ensure academic programs, including assessments, can proceed.

More so. UNICEF Ghana (2021) noted that “delayed and unpredictable disbursement of capitation grants hampers effective school management and adversely affects learning outcomes.” The situation presents a dilemma for school leaders: either pass costs to parents or halt critical academic activities like examinations.

Undeniably, this stance does not justify the exclusion of any child from education. However, a practical equilibrium must be established between safeguarding the right to free education and recognizing the operational limitations of the schools.

The Need for Cost-Sharing

For us to genuinely pursue quality and sustainable basic education, a candid national dialogue regarding cost-sharing is essential. The concept of free education should not equate to the total removal of parental obligations. Let us see education as a collaborative effort involving government, parents, and the community. Let’s offer free to the vulnerable.

As emphasized by Dr. James Dzisah, a senior education policy analyst: “We cannot continue to claim education is free when basic schools can’t print exam papers without parental contributions. Either we fully fund it or accept that shared responsibility is needed” (Dzisah, 2023, Ghana Education Policy Forum).

Let us remind ourselves, countries like Kenya and Uganda have faced similar challenges in their free education initiatives. For instance, Uganda’s Universal Primary Education policy, originally banning all school fees, had to be revised due to significant funding deficits. UNESCO (2015) commented: “Quality suffers when free education is not supported by adequate resources and effective funding mechanisms.”

 Population Pressure Dilemma

A critical yet often overlooked aspect regarding the sustainability of free education is population growth. The Ghana Statistical Service (2022) indicates a population exceeding 32 million, with children under 15 constituting more than 35%. This demographic reality exerts considerable pressure on the public education system’s infrastructure, staffing, and financing.

The World Bank (2021) cautions that “without strategies for population control and fertility reduction, social initiatives like free education will face long-term sustainability issues.” As a country,  we cannot indefinitely increase free education access without addressing birth rate and population management.

Furthermore, I question the expectation that the state should cover every operational expense of basic schools.

Call for Sustainable Reforms

Instead of fixating solely on legal compliance, there is the need for us to embrace a multifaceted approach to ensure the sustainability of our free basic education:

• Enhance and Prompt Release of Capitation Grants: As suggested by SEND Ghana (2023), capitation grants should be adjusted for inflation and disbursed at the beginning of each term for effective planning and execution.
• Develop Transparent Cost-Sharing Policies: The Ministry of Education and the Ghana Education Service (GES) should establish legal frameworks that facilitate community-directed, non-mandatory levies to support school functions without excluding students.
• Implement Population Management Strategies: The Ministry of Gender and the Ghana Health Service should intensify family planning education, especially in rural areas, to assist in controlling the rising school-age population.
• Ensure Accountability and Equity: Local educational authorities must take action against school officials who mismanage funds, while safeguarding parents who genuinely cannot afford fees from exclusion.
• Foster Public-Private Partnerships (PPPs):The private sector should be engaged to enhance infrastructure, digital literacy, and educational resources through well-regulated partnerships.

Conclusion

Our dedication to free basic education is commendable, but “free” must not imply unsustainable. We must refrain from politicizing education and prioritize making the system functional. The reality is that no nation can offer high-quality education for free without a robust economy and responsible population policies. Until then, adopting cost-sharing models that maintain access while ensuring the system’s longevity is vital.

As Professor Jophus Anamuah-Mensah, former Vice Chancellor of the University of Education, Winneba, aptly stated: “Education cannot be funded merely on slogans; it demands thoughtful planning, transparency, and shared accountability.”

 

WRITTEN BY: WISDOM KOUDJO KLU, EDUCATION EXPERT/COLUMNIST, GREATER ACCRA REGION. [email protected]