Ghana-The Education System

The country's education system at the beginning of the 1993-94 academic year comprised primary schools, junior secondary schools, senior secondary schools, polytechnic (technical and vocational) institutions, teacher training colleges, and university-level institutions.

In 1990-91, the latest year for which preliminary government statistics were available, 1.8 million pupils were attending more than 9,300 primary schools; 609,000 students were enrolled in about 5,200 junior secondary schools; and 200,000 students were enrolled in some 250 senior secondary schools (see table 5, Appendix). In the mid-1980s, teachers on each of these levels numbered approximately 51,000, 25,000, and 8,800, respectively. In addition, 1989-90 enrollment in Ghana's approximately twenty-six polytechnic schools totalled almost 11,500 students; the teacher corps for these schools numbered 422. Education is free, although students have recently begun to pay textbook fees. The Education Act of 1960 foresaw universal education, but the constraints of economic underdevelopment meant that by the early 1990s this goal had not been realized. On the primary level, instruction is conducted in the local vernacular, although English is taught as a second language. Beyond primary school, however, English is the medium of instruction in an education system that owes much to British models.

Before the introduction of reforms in the mid-1980s, students at what was then the middle-school level took either the Middle School Leaving Certificate Examination and terminated their studies, or, at any time from seventh to tenth grade, the Common Entrance Examination, which admitted them to secondary or technical study. With the traditional six years of primary education, four years of middle schooling, and a seven-year secondary education (five years of preparation toward the Ordinary Level Certificate and two years of Advanced Level training) before entering degreegranting institutions, the average age of the first-year university student in Ghana was often about twenty-five.

Most students, however, did not continue formal instruction after the first ten years of education. Of the 145,400 students completing middle school in 1960, for example, only 14,000 sought secondary education. In 1970 only 9,300 of the more than 424,500 leaving middle school were admitted into secondary schools. Ministry of Education data for the 1984-85 academic year showed that of the 1.8 million students completing ten years of primary and middle schooling, only 125,600 continued into secondary schools, while fewer than 20,000 entered vocational and technical institutions. That same year, approximately 7,900 students were enrolled in the universities.

Although the government provides free tuition to all children of school age, and notwithstanding the fact that schools can be found all across the country, 1989-90 government statistics showed that more males continued to be enrolled in schools than females. In the first six grades of the educational system, only 45 percent of the students enrolled were female. The percentage of females in the school system decreased to 33 percent at the secondary school level, to 27 percent in polytechnical institutions, and to as low as 19 percent within the universities. Disparities in the malefemale ratios found in the schools had not improved significantly by 1990-91. The emphasis on male education doubtless reflects traditional social values, which view the reproductive abilities of women as their primary role in life, while men are valued as breadwinners and, therefore, in need of education to compete in the contemporary economy (see The Position of Women , this ch.).

Despite a number of committee reports and proposals for educational reform, until mid-1980 the education system continued to place emphasis on traditional academic studies. Proponents of reform argued that the country's development needs required an education system that, beginning at the middle-school level, placed equal emphasis on training students in vocational and technical skills. It was further suggested that reforms could contribute to reducing the number of students who dropped out of school for lack of interest in traditional academic studies.

Partly as a result of earlier proposals for reform and partly in keeping with the government's economic reform program, fundamental change in the educational structure of the country was undertaken in the mid-1980s. The overall goals were to make curricula at all levels more relevant to the economic needs of the country, to reduce the length of pre-university instruction, and to improve the quality of teacher preparation. Increased enrollment in primary schools and a reduction in the rate of illiteracy were also to be pursued. The reforms were to be implemented in two phases: those for primary and middle schools were to be introduced in 1987- 89, and those for secondary schools and the universities, in 1990- 93.

The much-discussed changes in education became a reality in 1987 when all seventh-level students, who otherwise would have entered the traditional first year of middle school, were instead admitted into new junior secondary schools (JSS) to begin a threeyear combined training program in vocational, technical, and academic studies. The JSS system was a radical change in the structure of education in the country. It replaced the four-year middle school and the first three years of the traditional fiveyear secondary school system. After three years at the JSS, three years further training would be available in senior secondary schools (SSS), after which students could enter polytechnic institutions or the universities.

Pioneers in the JSS system sat for the first Basic Certificate of Education Examination in 1990. In this same year, seniors of the old middle-school system took the last Middle School Leaving Certificate Examination. Supporters of the JSS argued that the system would attract more students into technical, vocational, business, and agricultural institutions. It was also suggested that those students who did not gain admission into the SSS would be better equipped to enter the job market. Results of the first SSS certificate examination, announced in May 1994, however, showed that only 3.9 percent of students received passing marks. This poor showing was attributed to lack of textbooks, equipment, and trained teachers, and to inadequate time to prepare for the examination. Despite loud protests from students and parents, reform of the education system remained on course.

In addition to revamping middle-school education, changes were also introduced on all other educational levels. Fees for textbooks and supplies were instituted, primary curricula were revised, and food and housing subsidies were reduced or eliminated in secondary schools and the universities. In the early 1990s, however, the government appeared to be moving slowly in implementing further proposed reforms, such as new curricula in secondary schools and restructuring of the universities.

In the early 1990s, higher education was available at three institutions--the University of Ghana (located principally at Legon outside Accra), founded in 1948 as the University College of the Gold Coast; the University of Science and Technology at Kumasi, opened officially in 1952 as the Kumasi College of Technology; and the University of Cape Coast at Cape Coast, founded in 1961. In 1989-90 enrollment at all three institutions totalled 9,251, of whom 19 percent were female. In addition, large numbers of Ghanaians went abroad for university education, as they had in the past.

In anticipation that the new JSS and SSS structures would increase the number of students seeking advanced technical training, two more universities were proposed. The specialist institutions or colleges at Winneba, which offered post-secondary teacher training in such subjects as art, music, and physical education, were to be upgraded into an independent university college or were to be given associate relations with the University of Cape Coast. In September 1993, the University of Development Studies at Tamale opened. Designed initially to train agricultural specialists, it will eventually also offer degrees in health and development studies.

Data as of November 1994