Global youth ambassador Kenneth Gyamerah reminds leaders of the need to increase investment in basic education as the Commonwealth Heads of Government meet this week.
In Focus: School Health April 7 is World Health Day. School-based health interventions are highly effective in improving both children's health and learning results. In particular, comprehensive...
On World Sight Day, Sightsavers discusses the importance of vision screening programs in schools to ensure children can read well and learn, and presents the results of their School Health Integrated...

Education in Ghana

The Government of Ghana is in the process of finalizing the new Education Strategic Plan (ESP) 2018-2030, guided by the Government’s desire to create an inclusive education system through improved access and equity, and provision of quality and relevant educational opportunities for all.

This latest ESP 2018-2030 is the sixth plan in the series and it builds on the previous ones and on other strategic goals such as Free Compulsory Universal Basic Education, and MDGs and is aligned to the more recent Sustainable Development Goal (SDG) 4 and the National Development Plan 2016-2057. The ultimate goal of the plan is to ensure that education plays a critical and positive role in the national development agenda and in helping to integrate international development goals into this agenda.

The main priorities of the ESP 2018-2030 include:

  • Access and equity: Equal opportunity to obtain access to education, to learn and the provision of an environment that is conducive to learning and achievement of learning outcomes that demonstrate fair and just assessment,
  • Quality: Achievement of high level standards and system responsiveness at all levels of education,
  • Relevance: Learning, including skills development, which is responsive to individual, community and national development needs,
  • Efficiency and effectiveness: Management of all resources that ensure value for money to achieve desired goals,
  • Sustainability: Judicious utilization of human, financial and material resources to ensure balanced and continual development of the education system.

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.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2012-2016 75,500,000 75,500,000 IBRD
2006-2007 11,000,000 11,000,000 IBRD
2005-2006 8,000,000 8,000,000 IBRD
  TOTAL 94,500,000 94,500,000  


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 (%)

Domestic Financing

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 (%)


Student/Trained teacher ratio

Teachers Trained (%)

GPE in Ghana

A school girl writes in Ghana. Credit: GPE/Stephan Bachenheimer

The latest GPE-funded program in Ghana began in November 2012 and closed in August 2016, through the support of a US$75.5 million grant. The program’s objective was to improve the planning, monitoring, and delivery of basic education services in targeted, deprived districts.

The three components of the grant were:

  • 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 Ministry of Education leads the program with the World Bank as the grant agent and UNICEF as the coordinating agency.

Source : World Bank project appraisal document - October 2012


The GPE program contributed to significant progress in the education sector, especially in deprived districts. The following were reported in the program completion report:

  • 94,827 in-service teacher trainings were provided throughout the project,
  • 28,056 teachers were trained in core math in-service education and training,
  • 14,485 teachers were trained in non-core kindergarten and gender in-service education and training,
  • 93% of schools in deprived districts have received up-to-date school report cards and displayed those on their notice board,
  • 5,993 head teachers and 1,094 circuit supervisors and 1,568 officers were trained in school report cards,
  • 308 regional and district officers were trained in reporting, monitoring and evaluation,
  • 329 regional and district officers were trained in internal controls and auditing,
  • 889 district gender officers were trained in guidance and counseling,
  • 100% of Regional Education Directors submitted acceptable annual reports, incorporating data from all districts in the region,
  • 75 districts drafted, finalized and implemented their annual programs of work,
  • 100% of deprived districts disbursed more than 75% of their district education grant as planned in their annual programs of work,
  • District Education Directorates collated school report cards from 100% of schools within their districts,
  • 100% of schools in deprived districts completed school performance improvement plans approved by school management committees, using the revised template,
  • On average, schools were visited by circuit supervisors 7.8 times and 100% of schools were visited at least twice in a year,
  • 6,480 unqualified teachers upgraded their skill sets through the Untrained Teachers Diploma in Basic Education. As a result, deprived districts are closing the gap in enrollments and primary completion,
  • 98% of basic schools in deprived districts participated in all In-Service Education and Training,
  • The primary net enrollment rate in funded districts has risen from 81.1% in 2012 to 93.7% in 2016,
  • 1,991,030 beneficiaries were reached through the project, of which 48% were female.

Source: World Bank Implementation Completion and Results Report. February 2017

Last updated March 30, 2018