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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.

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 with 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 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 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 latest GPE program contributed to significant progress in the education sector, especially in deprived districts. The following have been observed at school and district levels:

  • 76% of teachers in deprived districts obtained satisfactory rating or higher in lesson planning, teaching methodology, and classroom management.
  • 94,827 in-service teacher trainings were rolled out.
  • 28,224 head teachers and circuit supervisors in deprived districts were trained in the use of school report cards.
  • 93% of schools in deprived districts have received up-to-date school report cards and displayed those on their notice board.
  • Improvement in student and teacher attendance was validated by the review of school report cards.
  • 4,549 regional and district education officers were trained in financial management and data collection and analysis.
  • The deprived districts executed 97% of their annual programs of work in line with their planning following the training they received.
  • 100% of schools in deprived districts completed school performance improvement plans approved by school management committees, using the revised template.
  • 100% of schools were visited at least twice by circuit supervisors during the past year.
  • 6,366 teachers were sponsored on the Untrained Teachers Diploma in Basic Education. As a result, deprived districts are closing the gap in enrollments and primary completion.
  • The primary net enrollment rate has risen from 81.1% to 93.5% over the past three years.
  • The completion rate has increased from 59.9% to 63.7% in junior high Sschool in the deprived districts over the past three years.

Source: World Bank Implementation Status Report – August 2016

Last updated April 25, 2017