DOCSLIB.ORG

Tertiary Education Statistics Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tertiary Education Statistics Report 2016 Tertiary Education Statistics Report COMPOSITE STATISTICAL REPORT ON ALL CATEGORIES OF TERTIARY EDUCATIONAL INSTITUTIONS IN GHANA FOR THE 2015/2016 ACADEMIC YEAR NATIONAL ACCREDITATION BOARD Copyright © 2018 National Accreditation Board Page | i Contents LIST OF INSTITUTIONS ................................................................................................................................... v INTRODUCTION .......................................................................................................................................... viii METHODOLOGY ........................................................................................................................................... ix 1.0 Summary ................................................................................................................................................. 1 2.0 PUBLIC UNIVERSITIES .............................................................................................................................. 5 2.1 Level of programmes and mode of delivery for Public Universities ................................................... 5 2.2 Analysis of Students enrolment for five (5) academic years: 2011/2012 – 2015/2016. .................... 6 2.3.1 Public Universities Diploma Enrolment ........................................................................................... 8 2.3.2 Public Universities Undergraduate Enrolment .............................................................................. 10 2.3.3 Public Universities Postgraduate Diploma Enrolment ................................................................... 12 2.3.4 Public Universities Master (Non-Research) Enrolment ................................................................. 13 2.3.5 Public Universities Master (Researched) Enrolment ..................................................................... 15 2.3.6 Public Universities Doctorate Enrolment ....................................................................................... 17 2.3.7 Foreign student enrolment in Public Universities ......................................................................... 19 2.4 Public Universities Staffing................................................................................................................ 19 3.0 PUBLIC SPECIALIZED/ PROFESSIONAL TERTIARY EDUCATION INSTITUTIONS ...................................... 20 3.1 Level of programmes and mode of delivery for (S/P) TEIs ............................................................... 20 3.2.1 S/P TEIs Diploma Enrolment .......................................................................................................... 21 3.2.2 S/P TEIs Undergraduate Enrolment ............................................................................................... 22 3.2.3 S/P TEIs Postgraduate Diploma Enrolment .................................................................................... 24 3.2.4 S/P TEIs Masters (Non Research) Enrolment ................................................................................. 24 3.2.5 S/P TEIs Doctoral Enrolment .......................................................................................................... 26 3.3.6 Foreign Students enrolment in Private TEIs................................................................................... 27 3.3 S/P TEIs Staffing ................................................................................................................................ 27 4.0 PRIVATE TERTIARY EDUCATION INSTITUTIONS .................................................................................... 28 4.1 Level of programmes and mode of delivery for Private TEIs ............................................................ 28 4.2 Analysis of Private TEIs student enrolment for five (5) academic years: 2011/2012 – 2015/2016. 29 4.3.1 Private TEIs Diploma Enrolment .................................................................................................... 31 4.3.2 Private TEIs Undergraduate Enrolment ......................................................................................... 33 4.3.3 Private TEIs Postgraduate Diploma Enrolment .............................................................................. 35 4.3.4 Private TEIs Masters (Non Research) Enrolment ........................................................................... 35 4.3.5 Private TEIs Masters (Research) Enrolment ................................................................................... 37 Page | ii 4.3.6 Private TEIs Doctoral Enrolment .................................................................................................... 38 4.3.7Foreign Students enrolment in Private TEIs ................................................................................... 39 4.2 Private TEIs Staffing .......................................................................................................................... 40 5.0 TECHNICAL UNIVERSITIES/ POLYTECHNICS ........................................................................................... 41 5.1 Mode of delivery in the Technical Universities /Polytechnics .......................................................... 41 5.2 Growth in student enrolment ........................................................................................................... 41 5.3.1 Technical Universities /Polytechnic HND Enrolment ..................................................................... 42 5.3.2 Technical Universities /Polytechnic B-Tech Enrolment ................................................................. 44 5.3.3 Foreign Students enrolment in Technical Universities /Polytechnics ........................................... 46 5.2 Technical Universities /Polytechnic Staffing ..................................................................................... 47 6.0 COLLEGES OF AGRICULTURE ........................................................................................................... 48 6.1 Mode of delivery in the College of Education ................................................................................... 48 6.1.1 College of Agriculture Diploma Enrolment .................................................................................... 48 6.2 Colleges of Agriculture Staffing ......................................................................................................... 48 7.0 COLLEGES OF EDUCATION .............................................................................................................. 50 7.1 Mode of delivery in the College of Education ................................................................................... 50 7.1.1 College of Education Diploma in Basic Education Enrolment ........................................................ 50 7.2 College of Education Staffing ............................................................................................................ 51 8.0 NURSING AND MIDWIFERY TRAINING COLLEGES ........................................................................... 52 8.1 Mode of delivery in the College of Nursing and Midwifery .............................................................. 52 8.1.1 College of Nursing Diploma in Nursing and Midwifery Enrolment ................................................ 52 8.1.2 Student enrolment growth for Nursing and Midwifery Training Colleges .................................... 53 8.2 College of Nursing Diploma in Nursing and Midwifery Staffing ....................................................... 53 PART TWO ............................................................................................................................................... 54 Table 1a: Graduate Output Statistics of Public Universities ................................................................... 55 Table 1b: Graduate Output Statistics of Public Specialized/ Professional Tertiary Education Institutions ................................................................................................................................................................ 55 Table 1c: Graduate Output Statistics of Technical Universities/ Polytechnics ....................................... 55 Table 1d: Graduate Output Statistics of Private Tertiary Education Institutions ................................... 56 Table 1e: Graduate Output Statistics of Colleges of Agriculture ............................................................ 56 Table 1f: Graduate Output Statistics of Colleges of Education ............................................................... 56 Table 1g: Graduate Output Statistics of Nursing & Midwifery Training Colleges ................................... 56 Table 2a: Rank and qualification of academic faculty of public universities .......................................... 57 Page | iii Table 2b: Rank and qualification of academic faculty of Specialised/ Professional TEIs ........................ 57 Table 2c: Rank and qualification of academic faculty of Private universities ......................................... 57 Table 2d: Rank and qualification of academic faculty of Technical Universities/ Polytechnics ............. 58 Table 2e: Rank and qualification of academic faculty of Colleges of Agriculture ................................... 58 Table 2f: Rank and qualification of academic faculty of Colleges of Education ..................................... 58 Table 2g: Rank and qualification of academic
Load more

Recommended publications
  • Ghana Poverty Mapping Report
    ii Copyright © 2015 Ghana Statistical Service iii PREFACE AND ACKNOWLEDGEMENT The Ghana Statistical Service wishes to acknowledge the contribution of the Government of Ghana, the UK Department for International Development (UK-DFID) and the World Bank through the provision of both technical and financial support towards the successful implementation of the Poverty Mapping Project using the Small Area Estimation Method. The Service also acknowledges the invaluable contributions of Dhiraj Sharma, Vasco Molini and Nobuo Yoshida (all consultants from the World Bank), Baah Wadieh, Anthony Amuzu, Sylvester Gyamfi, Abena Osei-Akoto, Jacqueline Anum, Samilia Mintah, Yaw Misefa, Appiah Kusi-Boateng, Anthony Krakah, Rosalind Quartey, Francis Bright Mensah, Omar Seidu, Ernest Enyan, Augusta Okantey and Hanna Frempong Konadu, all of the Statistical Service who worked tirelessly with the consultants to produce this report under the overall guidance and supervision of Dr. Philomena Nyarko, the Government Statistician. Dr. Philomena Nyarko Government Statistician iv TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENT ............................................................................. iv LIST OF TABLES ....................................................................................................................... vi LIST OF FIGURES .................................................................................................................... vii EXECUTIVE SUMMARY ........................................................................................................
    [Show full text]
  • Soil Resources of Ghana 25 Asiamah R
    Synthesis of soil, water and nutrient management research in the Volta Basin Edited by: Bationo A TSBF-CIAT, Nairobi,Kenya Tabo R. ICRISAT, Niamey, Niger Waswa B. TSBF-CIAT, Nairobi, Kenya Okeyo J. TSBF-CIAT, Nairobi,Kenya Kihara J. TSBF-CIAT, Nairobi,Kenya Fosu M. Savanna Agricultural Research Institute (SARI) Tamale, Ghana Kabore S. Institut de L’Environnement et de Recherches Agricoles (INERA), Burkina Faso Synthesis of soil, water and nutrient management research in the Volta Basin i ISBN 978-92-9059-220-04 Published by Ecomedia Ltd P.O Box 30677-00100 Nairobi, Kenya Tel. 020 7224280 Email: ecomedia @cgiar.org All Right researved © 2008 TSBF ii Synthesis of soil, water and nutrient management research in the Volta Basin Content Preface v Foreword vii Chapter 1 General Characteristics of the Volta Basin 1 Bationo A., Tabo R., Okeyo J., Kihara J., Maina F., Traore P. C. S. and Waswa B. Chapter 2 Soil Resources of Ghana 25 Asiamah R. D. Chapter 3 Agroforestry and soil fertility maintenance 43 Bayala J. and Ouedraogo S. J. Chapter 4 Soil Organic Matter and Nitrogen in Ghanaian Soils: A review 67 Fosu M. and Tetteh F. M. Chapter 5 Infl uence du mode de gestion de la fertilité des sols sur l’évolution de la matière organique et de l’azote dans les zones agro écologiques du Burkina Faso 83 Bonzi M., Lompo F., Kiba D. I. et Sedogo M. P. Chapter 6 Role of legumes in soil fertility maintenance in Ghana 99 Buah S. S. J. Chapter 7 Rôle des légumineuses sur la fertilité des sols et la productivité des systèmes de cultures 127 Bado B.
    [Show full text]
  • National Council for Tertiary Education Statistical Report on Tertiary Education for 2016/2017 Academic Year
    NATIONAL COUNCIL FOR TERTIARY EDUCATION STATISTICAL REPORT ON TERTIARY EDUCATION FOR 2016/2017 ACADEMIC YEAR Research, Planning and Policy Development (RPPD) Department i Published by National Council for Tertiary Education P O Box MB 28 Accra © National Council for Tertiary Education 2018 Office Location Tertiary Education Complex Off the Trinity College Road Bawaleshie, East Legon Accra Tel: + 233 (0) 0209989429 E-mail: [email protected] Website: www.ncte.edu.gh ii TABLE OF CONTENTS LIST OF TABLES v LIST OF FIGURES vi LIST OF ACRONYMS viii INTRODUCTION 1 METHODOLOGY 2 1. SUMMARY OF ALL TERTIARY INSTITUTIONS 3 1.1 ENROLMENT 3 1.2 GROSS ENROLMENT RATIO (GER) 4 1.3 GENDER PARITY INDEX (GPI) 5 1.4 NUMBER OF STUDENTS IN TERTIARY EDUCATION PER 100,000 INHABITANTS 6 1.5 ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 6 2. PUBLIC FUNDED UNIVERSITIES 7 2.1 ADMISSIONS INTO FULL-TIME (REGULAR) STUDY 7 2.2 FULL-TIME (REGULAR) STUDENTS’ ENROLMENT 8 2.3 FULL-TIME (REGULAR) POSTGRADUATE STUDENT ENROLMENT 9 2.4 FULL-TIME ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 9 2.5 ENROLMENT OF INTERNATIONAL STUDENTS 10 2.6 FULL-TIME (REGULAR) ENROLMENT OF FEE-PAYING STUDENTS 11 2.7 FULL-TIME (TEACHING) ACADEMIC STAFF 11 2.8 STUDENT-TEACHER RATIO 12 2.9 GRADUATE OUTPUT 12 2.10 STUDENT ENROLMENTS IN DISTANCE AND SANDWICH PROGRAMMES 13 3. TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.1 ADMISSIONS IN TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.2 ENROLMENT IN THE TECHNICAL UNIVERSITIES AND POLYTECHNICS 14 3.3 STUDENT ENROLMENT IN SCIENCE AND ARTS RELATED PROGRAMMES 16 3.4 INTERNATIONAL STUDENTS 16 3.5 ACADEMIC STAFF 17 3.6 STUDENT-TEACHER RATIOS 17 3.7 GRADUATE OUTPUT 18 4.
    [Show full text]
  • "National Integration and the Vicissitudes of State Power in Ghana: the Political Incorporation of Likpe, a Border Community, 1945-19B6"
    "National Integration and the Vicissitudes of State Power in Ghana: The Political Incorporation of Likpe, a Border Community, 1945-19B6", By Paul Christopher Nugent A Thesis Submitted for the Degree of Doctor of Philosophy (Ph.D.), School of Oriental and African Studies, University of London. October 1991 ProQuest Number: 10672604 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672604 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Abstract This is a study of the processes through which the former Togoland Trust Territory has come to constitute an integral part of modern Ghana. As the section of the country that was most recently appended, the territory has often seemed the most likely candidate for the eruption of separatist tendencies. The comparative weakness of such tendencies, in spite of economic crisis and governmental failure, deserves closer examination. This study adopts an approach which is local in focus (the area being Likpe), but one which endeavours at every stage to link the analysis to unfolding processes at the Regional and national levels.
    [Show full text]
  • Diversity and Tolerance in the Islam of West Africa
    Interview with Chief Fanyinama III, head of the Wangara community in Ghana Kintampo, March 21, 2006 Interview by Emmanuel Akyeampong with Dr. Sey and Rebecca Tandoh Today is March 21 st , 2006. We are at Kintampo at the palace of Chief Fanyinama III. This area of Kintampo is Fanyinama electoral area or Fanyinama line. We have come here today to talk generally about -- no structure -- Islam, your institution in the larger context, understanding how it has changed within the chieftaincy institution. Fanyinama: Thank you very much for coming. We start in the name of God, in the name of Allah, the most merciful. First of all, about Islam, if you look at West Africa, and the Trans Atlantic slave trade, it was the collapse of the Mali and Songhai empires which separated everybody including our ancestors, this is during the C16, they were Muslims. After the collapse of the Mali and Songhai empires some left Mali to Guinea, some to Gambia, Senegal etc. But our ancestors came down through the Ivory Coast and during the C16 they entered this country. They dealt with the Dutch, the Portuguese and finally the British and as they are moving, you know, our ancestors even from the beginning when you took history, history talks about Batuta, Askia Mohammed, Sandiata, Mansa Musa etc. Even Mansa Musa, it is Masa Musa, It is Wangara, it is chief. In Ghana it is Dyula. In Ghana we are Wangara, in Mali it is Bambara, in Guinea it is Mandingo and when you reach Ivory Coast it is Dyula.
    [Show full text]
  • Congestion Rate SDCCH Congestion Rate Should Be Equal Or Less Than One Per Cent
    QUALITY OF SERVICE (QoS) MONITORING OF CELLULAR MOBILE VOICE SERVICES In pursuance of Annexures D1 and D2 of the Cellular Mobile Licence of Telecommunication Operators, the user perspective of the quality of voice services are tested to ensure the compliance of Operators to the obligations on service quality to the user. The report is based on findings on quality of service in all regions for January and February 2013. As per the Cellular Mobile licence obligations, the QoS indicators and their respective threshold for compliance under assessment considering the user’s perspective are; a) Stand-alone Dedicated Control Channel (SDCCH) Congestion Rate SDCCH Congestion Rate should be equal or less than one per cent (1%). SDCCH Congestion is defined as the probability of failure of accessing a stand-alone dedicated control channel during call set up. For analysis and calculations, Number of connect fails due to Immediate Assignment Failures SDCCH Congestion [%]= ×100% MOC call attempts b) Call Setup Time (CST) CST should be less than ten seconds (<10secs) in 95% of cases. Call Setup Time is the period of time elapsing from the sending of a complete destination address (target telephone number) to the setting up of a call to the receiving terminal; Call set - up time [s]= talerting −signal − taddress −sending talerting signal – Moment when an alerting signal is sent to the called terminal taddress sending – Moment user presses the SEND button on the calling terminal c) Call Congestion Rate Traffic Channel Congestion should be equal or less than one per cent (1%). Call Congestion Rate is the probability of failure of accessing a traffic channel during call setup; Number of Connect failed calls Call Congestion [%]= ×100% Total number of call attempts 1 | Page d) Call Drop Rate ( CDR) Call drop rate should be equal or less than three per cent (3%).
    [Show full text]
  • National Council for Tertiary Education Annual Report 2014 I Published by National Council for Tertiary Education P O Box MB 28 Accra
    NATIONAL COUNCIL FOR TERTIARY EDUCATION ANNUAL REPORT 2015 National Council for Tertiary Education Annual Report 2014 i Published by National Council for Tertiary Education P O Box MB 28 Accra Office Location Tertiary Education Complex Off the Trinity College Road Bawaleshie, East Legon Accra Tel: + 233 (0) 209989413/209989429 E-mail: [email protected] Website: www.ncte.edu.gh ii National Council for Tertiary Education Annual Report 2014 CONTENTS Foreword . iv PART ONE: EXECUTIVE SUMMARY . 1 PART TWO: PROFILE OF COUNCIL/SECRETARIAT . 2 PART THREE: PROGRAMME DELIVERY . 7 PART FOUR: SPECIAL PROJECTS . 11 PART FIVE: STANDARDS AND NORMS PERFORMANCE INDICATORS . 16 PART SIX: FINANCIAL PERFORMANCE . 19 PART SEVEN: PERFORMANCE REVIEW OF STRATEGIC PLAN (2010–2014) . 24 PART EIGHT: UNAUDITED ACCOUNTS AND FINANCIAL STATEMENT OF THE SECRETARIAT . 31 PART NINE: CONCLUSION — CHALLENGES AND WAY FORWARD . 38 APPENDICES . 39 APPENDIX 1: 2014 BUDGET DISTRIBUTION FOR THE TERTIARY EDUCATION . 39 APPENDIX 2: SUMMARY OF STATISTICS FOR TERTIARY EDUCATION INSTITUTIONS IN GHANA . 42 APPENDIX 3: LIST OF PUBLIC TERTIARY EDUCATION INSTITUTIONS IN GHANA 45 APPENDIX 4: LIST OF SECRETARIAT STAFF . 47 APPENDIX 5: ORGANOGRAM OF THE SECRETARIAT . 49 National Council for Tertiary Education Annual Report 2014 iii FOREWORD The National Council for Tertiary Education Corporation of New York to support capacity (NCTE) continues to make significant building of senior management staff of universities contributions towards the development of tertiary in Ghana and Nigeria. Other important projects education in Ghana. The Council’s aim is that that the Council helped to facilitate during the tertiary education assumes its role as a catalyst year were the Open Universities Ghana (OUsG) and resource base for national growth and and the Africa Centres of Excellence (ACE) development.
    [Show full text]
  • Phd Thesis Vandergeest 2011
    The Dagara farmer at home and away : migration, environment and development in Ghana Geest, K.van der Citation Geest, Kvan der. (2011). The Dagara farmer at home and away : migration, environment and development in Ghana. African Studies Centre, Leiden. Retrieved from https://hdl.handle.net/1887/17766 Version: Not Applicable (or Unknown) License: Downloaded from: https://hdl.handle.net/1887/17766 Note: To cite this publication please use the final published version (if applicable). The Dagara farmer at home and away Migration, environment and development in Ghana ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op dinsdag 21 juni 2011, te 12:00 uur door Kees Anton Martinus van der Geest Geboren te Haskerland Promotiecommissie Promotor: Prof. dr. Ton Dietz Co-promotor: Dr. Kees Burger Overige leden: Prof. dr. Richard Black Prof. dr. Saa Dittoh Prof. dr. Valentina Mazzucato Prof. dr. Isa Baud Prof. dr. James Sidaway FACULTEIT DER MAATSCHAPPIJ- EN GEDRAGSWETENSCHAPPEN African Studies Centre African Studies Collection, vol. 33 The Dagara farmer at home and away Migration, environment and development in Ghana Kees van der Geest Institutional support for this study was provided by the Amsterdam institute for Metropolitan and International Development Studies (AMIDSt), now Amsterdam Institute for Social Science Research (AISSR), Faculty of Social and Behavioural Sciences, University of Amsterdam. The Netherlands Organization for Scientific Research (NWO) funded this research as part of the Milieu & Economie (Environ- ment & Economics) programme.
    [Show full text]
  • A Ground-Water Reconnaissance of the Republic of Ghana, with a Description of Geohydrologic Provinces
    A Ground-Water Reconnaissance of the Republic of Ghana, With a Description of Geohydrologic Provinces By H. E. GILL r::ONTRIBUTIONS TO THE HYDROLOGY OF AFRICA AND THE MEDITERRANEAN REGION GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1757-K Prepared in cooperation with the Volta River Authority, the Ghana .Division of Water Supplies, and the r;eological Survey of Ghana under the .FJuspices of the U.S. Agency for lnterttational Development rJNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON: 1969 UNITED STATES DEPARTMENT OF THE INTERIOR WALTER J. HICKEL, Secretary GEOLOGICAL SURVEY William T. Pecora, Director For sale by the Superintendent of Documents, U.S. Government F"inting Office Washington, D.C. 20402 CONTENTS Page Abstract__________________________________________________________ K 1 Introduction------------------------------------------------------ 2 Purpose and scope___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ 2 Previous investigations_________________________________________ 2 Acknowledgments_____________________________________________ 3 GeographY--------------------------------------------------- 3 Clinaate------------------------------------------------------ 5 GeohydrologY----------------------------------------------------- 6 Precarnbrianprovince__________________________________________ 7 Lower Precambrian subprovince_____________________________ 7 Middle Precambrian subprovince____________________________ 8 Upper Precambrian subprovince_____________________________ 10 Voltaianprovince----------------------------------------------
    [Show full text]
  • Edulearn Guide of Authors
    Journal of Education and Learning (EduLearn) Vol. 14, No. 2, May 2020, pp. 289~300 ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i2.14921 289 ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana Dzakpasu Prince Edem1 Christopher Dewodo2 Pascal Benson Atiglah3 1,2St. Francis College of Education, PO Box 100, Hohoe Volta Region, Ghana 3E.P. College of Education, Amedzofe, Volta Region, Ghana Article Info ABSTRACT Article history: Animal science is an essential curriculum in animal husbandry and veterinary professional education. This study delved into the use of ICT in teaching Received Dec 10, 2019 animal science using blended learning and the benefits of blended learning for Revised Jan 1, 2020 teachers and students. The study utilized a descriptive survey design. The Accepted Feb 1, 2020 target population consisted of animal science students and teachers selected colleges of education in the Volta region. The population of Agric science students was 100, and the Agric science tutors in the three colleges were 20. Keywords: With the use of Yamane formula, the sample size was 80 and 19 respectively for students and the teachers. The fundamental instrument for data collection Blended learning was questionnaires. Four and five scaled Likert like tests were designed to Colleges of education elicit information on the level of ICT skill of teachers and their students, and Distant learning on benefits of blended learning to teachers and students respectively. The ICT skills information gathered was analyzed using SPSS version 21 and the hypotheses Teachers were tested using Analysis of Covariance.
    [Show full text]
  • TVET College Lecturer Education Annex Report
    TVET College Lecturer Education Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Douwe Grijpstra November – 2015 EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate B - Modernisation of Education II: Education policy and programme, Innovation, EIT and MSCA Unit B4 – International cooperation in education and youth; Jean Monnet actions European Commission B-1049 Brussels EUROPEAN COMMISSION TVET Teacher education in Africa Annex Report Country Study Cameroun Country Study South Africa Country Study Ghana Country Study Tanzania Country Study Egypt Directorate-General for Education and Culture International cooperation in education and youth 2014 Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). LEGAL NOTICE This document has been prepared for the European Commission however it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. More information on the European Union is available on the Internet (http://www.europa.eu). Luxembourg: Publications Office of the European Union, 2014 © European Union, 2014 4 Table of contents 1 NATIONAL BACKGROUND OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) - CAMEROUN ..............................................................................
    [Show full text]
  • A Survey of ICT Capacity in Ghana's Public Colleges of Education
    A Survey of ICT Capacity in Ghana's Public Colleges of Education 23 October 2017 Cambridge Education 22 Station Road Cambridge CB1 2JD United Kingdom T +44 (0)1223 463500 F +44 (0)1223 461007 camb-ed.com A Survey of ICT Capacity in 327209 1 1 Ghana's C:\Users \BRI84122Public\AppData\Local \MicrosoftColleges\Windows\Temporary Internet of Files\Content.Outlook\QOSRZMFN\T-TEL ICT Survey Report_.docx Education Cambridge Education 23 October 2017 Mott MacDonald Limited trading as Cambridge Education. Registered in England and Wales no. 1243967. Registered office: Mott MacDonald House, 8-10 Sydenham Road, Croydon CR0 2EE, United Kingdom Cambridge Education | A Survey of ICT Capacity in Ghana's Public Colleges of Education Issue and Revision Record Revision Date Originator Checker Approver Description Document reference: 327209 | 1 | 1 Information class: Standard This document is issued for the party which commissioned it and for specific purposes connected with the above- captioned project only. It should not be relied upon by any other party or used for any other purpose. We accept no responsibility for the consequences of this document being relied upon by any other party, or being used for any other purpose, or containing any error or omission which is due to an error or omission in data supplied to us by other parties. This document contains confidential information and proprietary intellectual property. It should not be shown to other parties without consent from us and from the party which commissioned it. This report has been pr epared sol el y for use by the party which commissi oned it (the ‘Client’) i n connecti on with the capti oned proj ect.
    [Show full text]