Examining the Challenges and Successes of Double Track System within the Free Senior High School: Policy and Its Impact on the Quality of Education in Some Selected Schools in the Accra Metropolitan Area of Ghana.

Abstract

This study examines the implementation and impact of the Double Track System (DTS) under Ghana’s Free Senior High School (SHS) policy, focusing on its transition to a class-based structure within the Accra Metropolitan Area. The research aims to investigate the effectiveness of the DTS in addressing the challenges of increased student enrollment, its impact on educational quality, and the perceptions of key stakeholders, including students, teachers, and school administrators. Using a mixed-methods approach, the study employed questionnaires and interviews to collect both quantitative and qualitative data. Findings revealed that the DTS, initially organized into Green and Gold tracks, successfully expanded access to education, particularly for students from underprivileged backgrounds. However, the system faced significant challenges, including overcrowded classrooms, insufficient infrastructure, increased teacher workload, and reduced instructional time. These challenges negatively impacted academic performance and stakeholder satisfaction. The transition to a class-based system simplified school operations and reduced the confusion associated with the previous track model. While this transition addressed some logistical issues, critical challenges such as resource shortages, inequitable distribution of learning materials, and the strain on infrastructure and personnel persist. The study concludes that while the DTS has been instrumental in increasing educational access, more targeted interventions are required to balance access with quality. Recommendations include increased infrastructure investment, enhanced teacher recruitment and training, equitable resource allocation, and robust stakeholder engagement to ensure the sustainability and effectiveness of the Free SHS policy