Abstract:
This paper uses the Free Compulsory Universal Basic Education (fCUBE) policy
implementation in Ghana as an exemplar to explore the apparent disjuncture
between policy intentions in theory and outcomes of implementation tasks in
practice. Through the critical discourse analysis of a range of policy documents
complemented by the analysis of interviews with Ghanaian education officials,
the paper investigates the extent to which the ‘free’, ‘compulsory’, ‘universal’
and ‘basic education’ components claimed in the fCUBE policy title are
reflected in the implementation process. Owing to its commitment to enhancing
the educational opportunities and outcomes of the educationally disadvantaged,
the fCUBE policy is viewed as a ‘rights-based policy’ deeply rooted in social
democratic values. However, the advent of neo-liberal ideological rhetoric of
‘skills for the world of work’ has triggered the neutralisation of these progressive
ideals. This, the paper argues, has led to a significant discursive shift in
policy direction and language of implementing the policy.
