Implementing Free Primary Education Policy in Malawi and Ghana: Equity and Efficiency Analysis

Abstract

Malawi and Ghana are among the numerous Sub-Saharan Africa countries that have in recent years introduced Free Primary Education (FPE) policy as a means to realizing the 2015 Education for All and Millennium Development Goals international targets. The introduction of FPE policy is, however, a huge challenge for any national government that has experienced declining or slow economic growth and heavily relied on charging fees to parents and other sources to finance the education system. It follows, therefore, that the approach taken in implementing the FPE policy has implications for equity and efficiency in the education sector. Malawi and Ghana have differently implemented FPE policy. In this article we assess the impact of the implementation approach taken by each of the two countries on equity and efficiency in their education systems.

Notes

¹Calculated by Kunje and Lewin (2000) for Malawi and by Akyeampong, Furlong, and Lewin (2000) for Ghana.

²The smaller the Gini coefficient is, the “better” it is for attainment.