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Exploring the policy implementation paradox: using the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana as an exemplar

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dc.contributor.author Nudzor, Hope Pius
dc.date.accessioned 2023-10-05T19:25:42Z
dc.date.available 2023-10-05T19:25:42Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/123456789/9128
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher International Journal of Qualitative Studies in Education en_US
dc.subject policy and practice en_US
dc.subject policy implementation en_US
dc.subject policy as ‘text’ and ‘discourse’ en_US
dc.subject social democracy en_US
dc.subject neo-liberalism en_US
dc.title Exploring the policy implementation paradox: using the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana as an exemplar en_US
dc.type Article en_US


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