A $300 million World Bank-backed initiative to upgrade 50 senior high schools under the government’s STAR-J programme is a step in the right direction but must prioritise equity and execution to succeed, education policy analystKofi Asare has said.

Speaking on Asaase Radio’s Breakfast Show, the Executive Director of Africa Education Watch said expanding infrastructure—particularly in lower-tier schools—is essential to ending Ghana’s double-track system.

“Any attempt to end the double track must entail expanding absorptive capacity,” Asare said, noting that weak infrastructure in Category C schools has historically driven demand toward elite institutions.

Under the programme, 30 Category C schools are expected to be upgraded to Category B, while 20 Category B schools will move into Category A status.

Asare argued that improving facilities in underserved schools could rebalance demand and reduce pressure on top-tier institutions.

“If you want to redistribute effective school demand and ensure equity, you have to upgrade facilities in lower-category schools,” he said.

Ghana introduced the double-track system in 2018 as an emergency response to overcrowding following the rollout of Free Senior High School (Free SHS). While it expanded access, it has been criticised for reducing instructional time and increasing academic pressure.

Asare said the STAR-J intervention addresses a core structural issue but warned that implementation speed and clarity remain concerns.

“The most important thing is how fast and effectively this intervention is executed,” he said, adding that stakeholders are yet to see detailed timelines.

The government has also announced plans to construct additional community day schools and invest in teacher training, including digital literacy and artificial intelligence.

However, Asare indicated that infrastructure expansion alone may not resolve deeper systemic challenges such as disparities between schools, teacher shortages, and uneven learning outcomes.

Analysts say the success of the STAR-J programme will depend on transparent implementation, equitable resource allocation, and measurable improvements in learning quality—not just expanded access.