Sysremic Barriers to Effective Music Education in Ghana: A mixed-Methods Case Study of Basic Schools in the Achiase Distric

This study investigates the systemic barriers to effective music education in Ghanaian basic schools, employing a mixed-methods case study design focused on the Achiase District. Despite the national curriculum mandating music as a core component of Creative Arts, a significant gap persists between policy intent and classroom practice. Data were collected from a sample of 12 teachers across three basic schools through surveys and semi- structured interviews, providing a dual perspective on institutional challenges and lived experiences. The findings reveal a convergence of critical impediments: a severe shortage of specialized music teachers, a profound inadequacy of teaching and learning resources, insufficient instructional time, and significant gaps in teacher subject knowledge exacerbated by a lack of professional development. These systemic deficiencies collectively demotivate educators and severely compromise program quality. A pivotal finding, however, is the persistent enthusiasm and active participation in musical activities among students, highlighting a stark contrast between institutional neglect and inherent student potential. In response, this study proposes a comprehensive reform framework, including the strategic allocation of resources, institutionalized continuous teacher training, the curricular restructuring of music as a standalone subject, and the establishment of dedicated music laboratories. These evidence-based recommendations aim to bridge the policy-practice gap and transform music education into an engaging and effective discipline within Ghana’s basic education system, with implications for similar contexts internationally.