Knowledge, Skills, and Competencies Acquisition as an Empowered Outcome

only addressed problems tied to "quantity" rather than "quality". This is linked to one of the themes of the study that the DTS seemingly compromised learning.

However, while the study finds the adverse ripple effect of the DTS on tuition unexpected, it seems to confirm the literature dialogue on the impact of DTSs and MT-YRE. Several empirical studies have refuted the optimistic effects of MT-YRE on education and school management (See Cooper et al., 2003; Mcmillen, 2018; Graves et al., 2018; Mcmullen & Rouse, 2012a; Wu

& Stone, 2010). These studies generally argue that the MT-YRE can be detrimental to tuition and learning outcomes (academic performance) and school systems (extracurricular activities of students, vacations, and administrative costs). These given adverse effects are seemingly mirrored in the study findings. The study findings reveal the difficulties and frustrations of some students in working within short academic terms or semesters due to long holidays and hence, compromising effective tuition and learning. The implication is that the shortening of academic semesters and the increased number of vacations appear detrimental to tuition. The study finds the situation inconsistent with the core tenets of MT-YRE. Literature on MT-YRE demonstrates that the system is designed to rather thrive on shortened breaks to alleviate human capital loss and prevent students from losing valuable skills (Alexander et al., 2007; Takyi et al., 2019; Skinner, 2014).

The unintended consequence of the DTS (unexpected finding) is not new to the extant literature on the FSHSP. Evidence from limited empirical studies confirms how the introduction of the DTS has affected learning and students' performance (See Takyi et al., 2019; Tamanja & Pajibo, 2019; Mohammed & Kuyini, 2021). The empirical studies generally agree that the shortening of the semester and the increased number of holidays have compromised students' performance, as students tend to lose some classroom teaching and extracurricular activities (Takyi et al., 2019; Tamanja & Pajibo, 2019). Furthermore, in their study, Takyi et al. (2019) also confirm the position that the holiday structure of the DTS is inconsistent with tenets of MT-YRE.

7.2.2 Knowledge, Skills, and Competencies Acquisition as an Empowered Outcome

skills, the acquisition of knowledge, skills and competencies is more grounded in transformative learning²¹. With transformative learning, it is not just about the means of attaining subject knowledge, but instead thinking in terms of educational aims and outcomes such as knowledge, competencies, and the development of critical skills even beyond structural forces such as the examination system. (Michel et al., 2020; Lawson, 2011). Lawson (2011) describes this learning approach within the empowerment dialogue as "liberatory empowerment". This is the type of pedagogy that the FSHSP seemingly favours. Against this background, what has been the empowered outcome, given the empowering pedagogy of the FSHSP? What explain the empowered outcomes?

Generally, the study findings reveal a nearly split perception among participants on their skills, competencies and knowledge levels (empowered outcomes). This finding implies that it seems not all students feel duly empowered with the requisite knowledge, skills and competencies expected of them as high school students. The FSHSP aims to empower students in a transformative way in order to acquire what the programme describes as employable skills (GoG, 2018). However, this transformative approach appears to be lacking in the tuition process (the pedagogy) and hence, explaining why some students feel dissatisfied with their empowered outcomes. This interpretation is in line with the position of Michel et al. (2020) and Birsa (2018) that learning outcomes such as knowledge, skills, and competencies should reflect the personal impact that quality tuition or teaching has had on students. Birsa (2018) particularly advance that the operational pedagogy must be well-structured (well-organised stock of knowledge acquired in appropriate contexts and with proper support) to achieve effective and sustainable learning outcomes.

Additionally, the above-outlined study finding and its implication join the literature dialogue on pedagogical practices and outcomes in global education. The study finding appears to reinforce the international call to rethink pedagogies that today's learners need to develop (Scott, 2015). The empirical literature has highlighted the appalling gap between existing pedagogical practices and outcomes, which are meant to be employable workplace skills (See Scott, 2015; Jang, 2016; Ukobizaba, Nizeyimana, & Mukuka, 2021). As outlined in the preceding paragraph, the pedagogical lapses (poor quality tuition) of the FSHSP seem to account for students' dissatisfaction with their competencies, skills, and knowledge acquired.

This may require the need to revisit and revise the existing pedagogical practices of the FSHSP,

21 Transformative learning requires the “learner to be presently receptive to a new perspective that he or she will come to find is ‘truer’ and more ‘justified’ in guiding future action” (Michel et al., 2020:185).

as they do not seem to meet the learning needs of students effectively. This seemingly pedagogical ineffectiveness of the FSHSP mirrors Scott's (2015) position that considering the fact that learners need employable skills through quality teaching, some existing pedagogical practices do not seem to deal with these aspects adequately.

Although the FSHSP's pedagogy and its effect on learning have received scant attention in the literature, the unsatisfactory learning outcomes of educational interventions and their pedagogies in developing countries are not new to the empirical literature on education (See Conn, 2017; Piper, 2017; Ganimian & Murnane, 2016; McEwan, 2015). First, this study finding concurs with studies such as Ganimian & Murnane (2016), McEwan (2015) and (Conn 2017).

Ganimian & Murnane (2016), in their research, similarly find that most educational interventions have only sought to increase student enrolment by introducing pro-poor measures such as reducing the cost of attending school without improving educational outcomes through effective pedagogies. They further explain that most reforms and pedagogies have only been more of the same and still lack certain contemporary pedagogical practices such as addressing students' individual learning needs, helping teachers personalise instructions, providing additional help to struggling students, and letting students learn at their own pace (Ganimian &

Murnane, 2016). Furthermore, McEwan's (2015) study corroborates the finding that education reforms (especially in primary schools) in developing countries only increase school enrolment and lack sufficient conditions for improving learning. Finally, Conn's (2017) study similarly confirms the study finding by revealing how poor learning outcomes and performance, along with poor teacher pedagogy, continue to dominate student learning in SSA amidst the plethora of educational interventions.

In conclusion, although there have been significant strides in pushing the all-inclusive educational agenda, this has not translated into learning (Prichett, 2013). Studies measuring learning outcomes among school children across low- and middle-income countries continue to project low levels of learning with many children leaving school without mastering specific requisite skills such as basic numeracy and literacy skills (Prichett, 2013; Robinson, 2011;

UNESCO, 2012; Snilstveit et al., 2017). Furthermore, considering the seeming lack of empirical studies on the educational outcomes of the FSHSP, the limited evidence gathered from the study adds to the literature and serves as a point of departure for further research into the pedagogical framework of FSHSP.

7.2.3 Assessing Students' Empowerment using Zimmerman's Theoretical Model of