Ghana’s Education System: Opportunities, Challenges, and the Quest for Quality

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KEY POINTS

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• Ghana’s Free SHS policy has boosted access for 1.2 million students.
• Rural education faces deficits in resources, infrastructure, and teacher quality.
• Partnerships target inclusive education and digital learning for improved outcomes.

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Since independence, Ghana’s education system has had substantial advancements, characterised by policies aimed at improving access and quality. Nonetheless, obstacles including infrastructural deficiencies, disparities, and quality shortcomings endure.

Educational access: Advancements and ongoing disparities

Ghana has made significant progress in enhancing educational accessibility throughout the years. The Free Compulsory Universal Basic Education (FCUBE) initiative, initiated in the 1990s, eliminated certain budgetary obstacles at the primary education level.

The Free Senior High School (SHS) program, launched in 2017, has expanded access, benefiting nearly 1.2 million pupils by 2020 ([UNICEF, 2020](https://www.unicef.org/ghana/education)).

Notwithstanding these improvements, disparities persist, especially in rural regions where educational institutions are overloaded and inadequately equipped.

Educational quality: Accomplishments and opportunities for enhancement

Although access has been enhanced, the quality of education remains deficient. The Education Strategic Plan 2018–2030 prioritises the enhancement of teaching and learning standards; yet, results continue to be unsatisfactory. A significant number of pupils do not achieve fundamental literacy and numeracy skills by the conclusion of primary education.

The quality and distribution of teachers pose significant issues. Rural schools frequently encounter difficulties in recruiting suitable educators, resulting in discrepancies in educational outcomes between urban and rural regions.

Teacher training programs and professional development activities have been established but necessitate further focus on retention and equitable placement.

The availability of resources constitutes an additional obstacle. Numerous educational institutions are deficient in essential infrastructure, texts, and ICT resources required for the provision of contemporary education. Inclusive education for children with impairments is inadequately developed, underscoring the necessity for teacher training and adapted learning environments.

Obstacles and solutions

According to the World Bank Group, economic limitations profoundly affect Ghana’s educational system. Although 23% of the national budget was designated for education in 2020, budgetary constraints hinder infrastructure development and program sustainability).

Regional disparities persist as a significant concern, with the three northern regions exhibiting worse enrolment and performance relative to regions such as Greater Accra.

The government has collaborated with international organizations to tackle these challenges. The World Bank-supported Secondary Education Improvement Project has provided quality education to over 568,000 students and granted scholarships to more than 20,000 disadvantaged students, 60% of whom are female

Moreover, UNICEF’s Data-Driven Decision-Making initiative has implemented evidence-based strategies to improve student outcomes.

Conclusion: A strategic direction

Ghana has shown dedication to enhancing its education system; nonetheless, attaining equity and quality necessitates ongoing effort. Investments in infrastructure, educator development, and inclusive education are essential. Cooperation among the government, NGOs, and international partners is crucial for establishing a strong and fair education system that addresses the needs of all Ghanaian students.