*SECONDARY-TERTIARY TRANSITION IN GHANA: Analyzing the Decline in Public Tertiary* *Admissions (2020/21 – 2023/24)* Author: Ellis Ferdinand, Curriculum Specialist, Education Blogger, and Researcher Date: February 3, 2025 ♀️Abstract Despite an increase in WASSCE candidates from 375,000 in the 2020/21 academic year to 448,000 in 2023/24, public tertiary admissions in Ghana have paradoxically declined from 147,000 to 145,000. This study responds to a critical question posed by Kofi Asare, Executive Director of Africa Education Watch, regarding the causes of this decline. The analysis explores potential factors such as limited institutional capacity, financial barriers, and issues related to WASSCE result authenticity. Drawing on academic literature and statistical data, the paper identifies key barriers and provides recommendations for policymakers and educational stakeholders. ♀️Introduction Ghana's education sector has undergone significant reforms aimed at increasing access and improving quality across all levels. Public tertiary institutions, which account for approximately 90% of annual tertiary admissions, include public teacher training colleges, agricultural and nursing colleges, technical universities, and traditional public universities. Between the 2020/21 and 2023/24 academic years, Ghana experienced an unexpected decline in public tertiary admissions—from 147,000 to 145,000—despite a substantial increase in WASSCE candidates (375,000 to 448,000) and improved core pass rates of up to 60%. This contradiction prompted Kofi Asare Executive Director of Africa Education Watch (Eduwatch), to question the underlying causes: A. Limited space in tertiary institutions B. Financial barriers to access C. Fake WASSCE results leading to low applications This paper critically examines these factors through academic analysis, empirical data, and policy implications. ♀️Methodology The study employed a qualitative approach, analyzing secondary data from government reports, academic journals, and education-focused organizations. A literature review was conducted using sources from the Ghana Statistical Service, Ministry of Education reports, and peer-reviewed educational research. The analysis also incorporated statistical trends related to WASSCE performance and tertiary enrollment patterns. ♀️Findings and Analysis 1. Limited Space in Public Tertiary Institutions One of the most prominent factors influencing the decline in admissions is the limited capacity of public tertiary institutions. Trow (1973) explains that transitioning from elite to mass higher education often leads to infrastructural strain, particularly in developing countries. Ghana’s tertiary institutions have not expanded proportionally to accommodate the increasing output of secondary school graduates, especially following the implementation of the Free Senior High School (FSHS) policy and the double-track system. Anamuah-Mensah (2019) emphasizes that infrastructural deficits—such as inadequate lecture halls, dormitories, and faculty—create bottlenecks in admissions, limiting the ability of institutions to enroll more students despite higher demand. ♀️Key Issues Identified: Overcrowded facilities in major universities like the University of Ghana and Kwame Nkrumah University of Science and Technology (KNUST). Limited technical and vocational tertiary education infrastructure. Slow expansion of newly established public universities. 2. Financial Barriers to Access Although public tertiary education in Ghana is relatively subsidized, financial barriers remain a significant hurdle. According to Psacharopoulos and Patrinos (2018), even in low-fee education systems, indirect costs—such as accommodation, feeding, transportation, and learning materials—can deter students from enrolling. The period under review (2020–2024) coincides with economic challenges exacerbated by the COVID-19 pandemic, rising inflation, and currency depreciation. These factors have strained household incomes, making it difficult for many families to support tertiary education expenses. Ghana Statistical Service (2022) reports an increase in the cost of living, which has directly impacted the affordability of higher education. Additionally, challenges with the Ghana Students Loan Trust Fund (SLTF), including delays in loan disbursements and limited coverage, have discouraged potential applicants. ♀️Key Issues Identified: Rising costs of accommodation in university towns. Inadequate scholarship opportunities. Delays and inefficiencies in student loan processing. 3. Questionable WASSCE Results Leading to Low Applications While concerns about examination malpractice and the authenticity of WASSCE results exist, this factor alone is unlikely to account for the national decline in admissions. Osei-Tutu (2020) suggests that irregularities in examination processes can lead to stricter university admission protocols, potentially disqualifying some candidates. However, there is limited empirical evidence to support the claim that fake WASSCE results are widespread enough to significantly impact overall admission rates. ♀️Key Issues Identified: Increased scrutiny of WASSCE results by tertiary institutions. Concerns about grade inflation and its effect on admission credibility. ♀️Discussion The decline in tertiary admissions, despite an increase in eligible candidates, reflects a complex interplay of systemic challenges rather than a single causative factor. The combination of limited institutional capacity, economic constraints, and stricter admission policies has created barriers to access. The findings align with global trends observed in developing countries where mass secondary education expansion outpaces tertiary infrastructure growth (Altbach, 2015). In Ghana's case, the FSHS policy’s success in increasing secondary school enrollment must now be matched with strategic investments in tertiary education to avoid systemic bottlenecks. ♀️Recommendations 1. Expand Tertiary Infrastructure: Government should prioritize investments in public universities, technical institutions, and colleges of education to increase capacity. Encourage public-private partnerships to develop tertiary facilities. 2. Enhance Financial Support Mechanisms: Improve the efficiency and coverage of the Student Loan Trust Fund (SLTF). Expand scholarship opportunities, particularly for students from low-income households. 3. Align Secondary and Tertiary Education Policies: Establish a comprehensive education transition policy to address the gap between secondary and tertiary education. Introduce more flexible admission pathways, including distance learning and modular programs. 4. Strengthen Quality Assurance in WASSCE: Improve examination monitoring and verification processes to maintain the credibility of WASSCE results. Foster collaboration between WAEC and tertiary institutions to streamline admission verification. ♀️Conclusion Ghana’s tertiary education system stands at a critical juncture. While secondary education reforms have significantly increased the number of candidates eligible for tertiary education, the lack of corresponding expansion in tertiary infrastructure, persistent financial barriers, and admission policy constraints have led to a paradoxical decline in public tertiary admissions. Addressing these challenges requires a multi-faceted approach involving government, tertiary institutions, civil society, and the private sector. ✍️✍️References Altbach, P. G. (2015). Global Perspectives on Higher Education. Baltimore, MD: Johns Hopkins University Press. Anamuah-Mensah, J. (2019). Higher Education and the Challenges of Capacity Expansion in Ghana. Accra: Educational Research Review. Ghana Statistical Service. (2022). Annual Economic Performance Report. Accra: Government of Ghana. Osei-Tutu, A. (2020). Examination Malpractices and Tertiary Admissions in Ghana: A Critical Review. Ghana Journal of Educational Policy and Research, 12(3), 45-58. Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to Investment in Education: A Global Update. Education Economics, 26(5), 445-458. Trow, M. (1973). Problems in the Transition from Elite to Mass Higher Education. Berkeley, CA: Carnegie Commission on Higher Education. Prepared by: *Ellis Ferdinand* *Curriculum Specialist, Education Blogger, and Researcher* *Date: February 3, 2025.* NB: This article is part of a holistic article and is subject to critique to strengthen the topic under discussion. Cc: Professor George K.T. Oduro Africa Education Watch Wlykyisin Addai-Mununkum Professor Goski Alabi John Dramani Mahama