Education in Ghana : Improving Equity, Efficiency and Accountability of Education Service Delivery
The purpose of this report is to provide sound analytical foundations for strategic planning and sector dialogue between education policy makers, development partners and civil society representatives at a key turning point in the development of ed...
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| Format: | Other Education Study |
| Language: | English |
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World Bank
2012
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| Online Access: | http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000386194_20120210030644 http://hdl.handle.net/10986/3012 |
| Summary: | The purpose of this report is to provide
sound analytical foundations for strategic planning and
sector dialogue between education policy makers, development
partners and civil society representatives at a key turning
point in the development of education in Ghana. During the
last five years, access has radically improved. As the
Government of Ghana (GOG) refines its economic development
and poverty reduction agendas, it has become increasingly
clear that better quality learning and increased educational
attainment across the country are essential part of that
agenda. After six years of accelerated growth in the sector,
the Government and the stakeholders have come to the
conclusion that an earlier strategic plan needs to be
revised for a number of reasons. Extensive growth seems to
have reached a point after which the scale of education
services cannot be stretched too far. Gross admission rate
to primary education is over a hundred percent, gross
enrollment rate at primary level is in the upper 90
percentile, upper secondary provisions reached the maximum
capacity within the available infrastructure, the sector
employs about 40 percent of the total civil service and uses
about a third of the public budget. In the meantime,
persistent problems (including out-of-school children) and
newly emerging issues (including widening disparities and
limited learning outcomes) require new solutions. Further
build-up of the system is unlikely. Attending to the
challenges requires a new definition of performance by
focusing on more equitable and more efficient services, more
informed policies and strengthened accountability. |
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