Education in Ghana
The government of Ghana aims to provide relevant education with emphasis on science, information, communication and technology to equip individuals for self-actualization, peaceful coexistence as well as skills for the workplace for national development.
The main priorities of the Education Strategic Plan for 2010-2020 include:
- improving access to and participation in quality education
- bridging the gender gap in education
- improving the quality of teaching and learning
- improving management of education service delivery.
While the country has made considerable progress in the last decades, the education sector still faces several challenges which include attracting the remaining out-of-school children, poor learning outcomes in early grades, equity in access and learning, teacher time-on-task and deployment.
All amounts are in US dollars.
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Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Primary Gross Enrollment Rate (%)
Primary Completion Rate (%)
Lower Secondary Completion Rate (%)
Out-of-school Children Rate (%)
Public Expenditure on Education as Share of GDP (%)
Public Expenditure on Education as a Share of Public Expenditure (%)
Public Expenditure on Primary as a Share of Total Education Expenditure (%)
Teachers Trained (%)
GPE in Ghana
The latest GPE-funded program in Ghana began in November 2012 with support of a US$75.5 million grant. The program’s objective is to improve the planning, monitoring, and delivery of basic education services in targeted, deprived districts.
The three components of the grant are:
- Provision of grants to deprived districts to support key education objectives and support teacher development.
- Provision of school grants to support schools in providing instructional material, school furniture, mentoring opportunities, guidance and counseling system for girls, and equipment or tools to improve teaching and learning.
- Project management and institutional strengthening through supporting monitoring and evaluation, providing training materials, and improving school supervision.
The current GPE program has contributed to significant progress in the education sector, especially in the deprived districts. The following have been observed at the school and district level:
- 16% of students achieving proficiency in English and math in 2014 compared to 12% in 2011.
- 86% of teachers in deprived districts obtained satisfactory rating or higher in lesson planning, teaching methodology, and classroom management.
- 58,529 teachers, 6,315 head teachers and supervisors, and 1,130 regional and district education officers were trained.
- 98% of schools in deprived districts completed school performance improvement plans.
- 100% of schools were visited at least twice by circuit supervisors during the past year.
- Consistent delivery of in-service teacher training with almost 50% of schools conducting all recommended courses.
- Improvement in student and teacher attendance validated by the review of School Report Cards.
Upgrading of untrained teachers from deprived districts through the “Untrained Teachers’ Diploma in Basic Education” (UTDBE) is ongoing. As a result, deprived districts are closing the gap in enrollments and primary completion.