Purpose This study provides a systematic, comparative analysis of the implementation and impacts of foundational education reforms in Ghana and India. It examines how their ambitious K-12 systems translate into tangible outcomes. Design/methodology/approach Using a systematic review of peer-reviewed literature (2012–2022), the study synthesises evidence using a novel, indicator-driven framework. This five-dimension framework, with 14 indicators, enables a standardised comparison of research emphasis and impacts. Findings The analyses reveal a significant implementation gap, where policy aspirations are diluted by constraints. Ghanaian research focuses more on access and equity, while Indian literature is narrowly concentrated on enrolment. Both countries show critical evidence gaps in foundational learning, digital competency and long-term economic returns, revealing a disconnect between policy goals and research priorities. Originality/value This review offers an original, holistic lens for comparing K-12 systems in the Global South. Its standardized, multi-dimensional framework enables a nuanced diagnosis of systematic strengths and blind spots, providing a robust basis for actionable policy recommendations to bridge the policy practice.
Yeboah et al. (2026) studied this question.