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Education in Ghana

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Education in Ghana
Ministry of Education

Ministry of Higher Education
National education budget (2018)
Budget 18% of government expenditure[1]
General details
Primary languages English
System type National
Literacy (2018)
Total 79.04%
Male 78.3%
Female 65.3%
Enrollment (2012/2013[2])
Total 8,329,177
Primary Pre-primary: 1,604,505, Primary: 4,105,913, <abbr title="<nowiki>Junior High School</nowiki>">JHS: 1,452,585
Secondary <abbr title="<nowiki>Senior High School</nowiki>">SHS and <abbr title="<nowiki>Technical and Vocational Institute</nowiki>">TVI: 904,212
Post secondary 261,962 (including universities: 109,278)‡
‡: statistics for 2011/2012

Na Education for Ghana dey use dualistic approach wey na edey encompass both formal plus informal learning systems. Dem introduce de current formal educational system for de European colonisation tym. However,na learning systems dey exist prior to that. De University of Moliyili be one of de earliest learning centers for Ghana insyd wey na dem establish am for de 1700s.[3][4][5] During colonisation,na European settlers initially introduce a formal education system wey dem address to de elites[6][7][1] , while na de average citizen ein education be mainly informal, plus na e base on apprenticeship.Na de Pre-colonial Ghana ein economic activities dey mainly based on farm produce wey dem share within households plus na members wey dey each household come dey specialize for providing necessities such as cooking utilities,shelter,clothing, plus furniture so sey dem go trade am with other households give very small scale .[8] Secof dat na need no dey sey one for go outside ein household dey search employment. Na dis practice dey call for discipline,value plus skills through formal education system.[2][9] After colonization, Ghana ein economy come turn hybrid of subsistence plus formal economy.[9]

Education indicators for Ghana dey reflect disparities for gender, rural plus urban areas, plus Southern and Northern parts of the country ein middle. These disparities dey drive public action against illiteracy plus inequities give access to education. Eliminating illiteracy come turn key objective give Ghanaian education policy pass 40 years now, wey de difficulty wey go ensure equitable access give education likewise acknowledged by authorities.[10] Public action give both domains come yield results wey judge significant but eno dey sufficient give de national experts plus de international organizations.[11] Increasing vocational education plus training for ICT for de education system insyd asan dey emphasize for Ghanaian education policy insyd.

The Human Rights Measurement Initiative (HRMI) see sey if dem dey take into consideration Ghana ein income level, de nation dey achieve 76.2% give wat for be possible based on ein resources (income) give primary education but only 65.1% give secondary education.

History[edit | edit source]

January 1957: students with a senior tutor outside Legon Hall, one of the Halls of Residence at the University College of the Gold Coast (now the University of Ghana) near Accra

Ghana get ein independence for 1957 insyd. Nkrumah ein government describe education as de key give de future wey dem announce high-level university wey dey provide an ''African point of view'' , wey dem back am up by free universal basic education.[12] for 1961insyd, na de Education Act introduce de principle give free plus compulsory primary education, plus na dem establish de Kwame Nkrumah University of Science and Technology.[13][14] As a result, na de enrollment  almost double dema next year.[15] Na e make hard sey dem go handle the expansion. Ghana come short trained teachers plus na dem mention de quality wey dey de curriculum insyd [16] (specifically for English den Mathematics insyd).[15] Na Stronger criticisms come towards de expansion give education at de cost give ein quality as na Nkrumah fall for 1966 insyd..[12] Despite de rapid increase of school infrastructure, na enrollment slowly come decline til 1973 insyd.[15] Na de year 1974 see attempt for reforms. Following de Dozbo committee dema report, dem follow two goals: reducing de length give pre-tertiary education (wey lead to de creation of primary/junior/senior school system)[17] plus na dem modify programmes wey dem go use promote more practical lessons for school.[18][15]Dem implement dis reforms partially secof de financial limitations plus political instability.[18][15][17] For de beginning of 1980s, na de country ein economic situation worsen.[12][17]As na de country dey suffer economic downturn,na de country dey fail at solving de deficit give teachers, maintaining school infrastructure, plus how na dem go convince parents make dem send dema kiddis go school rather than de workforce.[15] De Gross Enrolment Ratio (GER) come drop sharper in response, falling below 70% for 1985 insyd.[15]

1987 be de beginning give new series of reforms: de military coup of Jerry Rawlings for 1981 insyd come follow period of relative political stability wey come open de way make dem broaden international support. Rawlings ein government come gather enough fund comot chaw countries plus international organizational organizations(Wey dey include de world bank) so sey dem go change de education system. Na de 1987 education act aim make e turn de 1974 Dozbo committe's ein ,measures to reality.[17]Dem launch a national literacy campaign Dem able reduce pre-tertiary education comot 12 go 12 years plus na dem include vocational education for junior high school dema curriculum.[17] dem make education compulsory give kiddies wey 6 go 14 years.De reform come succeed as de impose de new education structure wey dem sana increase enrollment plus de school ein numbers. Na dem no fulfil de universal access give basic education yet.[19] Dem sana consider vocational education a failure.[20] As dem return to de contitution rule for 1992 insyd for Rawling ein government under. De local government Act of 1993 come transfer power go district assemblies as dem initiate de decentralization for education administration insyd.[21]Na de free compulsory plus universal basic education provide action plan give de period 1996-2005 wey dey focus for de bridging of gender gap for primary schools,so sey ego improve teaching materials den sanso improve teachers dema living condition.[17] Dem later complete am through acts likede creation of de council give technical plus vocational education den training for 2006(so sey dem go promote vocational education),plus na dem sana found de national accreditation board for 2007 insyd wey dem introduce national accreditation give all tertiary level institutions.[21] for 2007–08 insyd, dem add de two years wey dey kindergarten to de FCUBE (wey now be ages of 4 to 14).[21]

Evolution of enrollment and infrastructures in compulsory education since 1968
1968 (public sector only) 1988[22] 2001 2007 2012
Pupils 1,397,026 x 4,154,374 5,024,944 7,465,208
Teachers 47,880 97,920 155,879 229,144 268,619
Schools x x 32,501 46,610 56,919

Statistics[edit | edit source]

Template:Multiple image

Enrollment and GER in pre-tertiary(2012/2013)[62]
KG Prim JHS SHS TVET
Enrollment 1,604,505 4,105,913 1,452,585 842,587 61,496
GER in % 113.8 105.0 82.2 36.8 2.7
Number of structures in pre-tertiary education (2012/2013)[63]
KG Prim JHS SHS TVET
Public 13,305 14,112 8,818 535 107
Private 5,972 5,742 3,618 293 74
Total 19,277 19,854 12,436 828 181

Structure of formal education[edit | edit source]

Overview[edit | edit source]

Template:Center
  1. ↑ "Public spending on education, total (% of government expenditure)". worldbank.org. World Bank. Retrieved 16 June 2023.
  2. ↑ Ministry of Education 2013, pages 9–12; table 46 (p. 78).
  3. ↑ https://www.researchgate.net/publication/323228777_Science_and_Technology_in_18th_Century_Moliyili_Dagomba_and_the_Timbuktiu_Intellectual_Tradition
  4. ↑ https://dagbonkingdom.com/moliyili-golden-age-of-dagbon-kingdom/
  5. ↑ https://www.jstor.org/stable/41406716
  6. ↑ https://www.graphic.com.gh/daily-graphic-editorials/schools-under-trees-deserve-national-priority.html
  7. ↑ https://www.k12academics.com/Education%20Worldwide/Education%20in%20Ghana/history-education-ghana
  8. ↑ Template:Cite journaleconomy in Ghana
  9. ↑ 9.0 9.1 Template:Cite journalFormal education
  10. ↑ https://www.k12academics.com/Education%20Worldwide/education-ghana
  11. ↑ https://web.archive.org/web/20200114055559/http://www.aaeafrica.org/home/forum/
  12. ↑ 12.0 12.1 12.2 http://www.create-rpc.org/pdf_documents/50%20Years%20of%20Educational_Progress_%20in_Ghana.pdf
  13. ↑ http://www.ibe.unesco.org/National_Reports/ICE_2004/ghana.pdf
  14. ↑ http://www.users.globalnet.co.uk/~univghana/ghanahed.htm
  15. ↑ 15.0 15.1 15.2 15.3 15.4 15.5 15.6 https://web.archive.org/web/20160304033605/http://cepa.org.gh/researchpapers/BASIC%20EDUCATION%20IN%20GHANA%20IN%20THE%20POST1.pdf
  16. ↑ http://unesdoc.unesco.org/images/0013/001329/132959eo.pdf
  17. ↑ 17.0 17.1 17.2 17.3 17.4 17.5 http://ceid.educ.cam.ac.uk/publications/WP16.pdf
  18. ↑ 18.0 18.1 https://web.archive.org/web/20140714151355/http://ojms.cloudapp.net/index.php/ijird/article/view/35804/28986
  19. ↑ https://resources.norrag.org/resource/view/40/162
  20. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named cambridge2
  21. ↑ 21.0 21.1 21.2 Cite error: Invalid <ref> tag; no text was provided for refs named IBE
  22. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named prof

ICT in education[edit | edit source]

University of Ghana students engaged in a Wikipedia outreach

For de past decade insyd, government ein attention shift go de use of computer technology for teaching and learning.De ICT (Information communication technology) standard for de education policy for Ghana dey require de use of ICT for teaching and learning give all levels for de education system. De Ministry of Education attempt make dem support institutions for de teaching of ICT literacy. Most secondary plus some primary schools get computer laboratories. Despite de federal interest give ICT, computer access dey very limited plus staff wey dey carry electronic devices around to ensure sey no body steal am.[1]

Recent study for de pedagogical integration of ICTs for de year 2009 go 2011 for 10 Ghanaian schools dey indicate sey gap dey between policy directives plus actual practices for schools insyd. de emphasis wey dey de official curricula dey on de development of students’ skills for operating ICT equipment, but not necessarily sey dem using technology aas means make dem learn subjects other than sey dem dey use de devices. de study sanso see sey de Ministry of Education currently dey attempt deploy sufficient ICT resources to develop de needed ICT literacy wey dem require for computer skills make dem integrate am teaching/learning.

References[edit | edit source]

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  1. ↑ http://www.aroundtheworldl.com/2010/02/23/fun-facts-about-ghanas-school-system/
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