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Tertiary Education Statistics Annual Statistics Report 2018/2019

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Tertiary Education Statistics Annual Statistics Report 2018/2019 Tertiary Education Statistics Annual Statistics Report 2018/2019 NATIONAL ACCREDITATION BOARD www.nab.gov.gh P. O. Box Ct 3256, Cantonments - Accra National Accreditation Board © 2020 i Table of Contents INTRODUCTION ................................................................................................................................. iv Definitions: ......................................................................................................................................... v Abbreviations/ Acronyms ................................................................................................................ vii Table 1: Student Enrolment and Staff by Type of Institution and Gender ...................................... 1 Table 2: Enrolment by Type of Institution, programme and Gender .............................................. 2 Table 3: Enrolment by Public Universities, Programme and Gender ............................................... 3 Table 4: Enrolment by Specialised/ Professional TEIs, Programme and Gender ............................. 5 Table 5: Enrolment by Technical Universities & Polytechnics, Programme and Gender ................ 6 Table 6: Enrolment by Colleges of Agriculture, Programme and Gender ........................................ 7 Table 7: Enrolment by Colleges of Education, Programme and Gender ......................................... 8 Table 8: Enrolment by Nursing and Midwifery Colleges, Programme and Gender ......................... 9 Table 9: Enrolment by Private Universities and Colleges, Programme and Gender ...................... 11 Table 10: Undergraduate Enrolment by Type of Institution, Level of Programme and Sex .......... 18 Table 11: Undergraduate enrolment by Institutions and Gender ................................................. 19 Table 12: Postgraduate Enrolment by Type of Institution, Level of Programme and Gender ...... 25 Table 13: Postgraduate enrolment by Institutions and Gender .................................................... 26 Table 14: Enrolment of Foreign Students by Type of Institution, Level of Programme & Gender 28 Table 15: Enrolment of Foreign students by Institution, Level of Programme and Gender ......... 29 Table 16: Enrolment by Type of Institution, Mode of programme delivery and Gender .............. 33 Table 17: Enrolment by Institution, Mode of programme delivery and Gender ........................... 34 Table 18: 2018 Graduating enrolment by Type of Institution and Level of Programme ............... 45 Table 19 Pyramidal Structure: Public Universities and Private Universities and Colleges ............. 46 Table 20 Pyramidal Structure: Technical Universities .................................................................... 46 Table 21 Pyramidal Structure: Colleges of Agriculture, Education and NMTCs/ HTIs ................... 47 Table 22: Public Universities staffing and SSR ............................................................................... 48 Table 23: Specialised/ Professional TEIs staffing and SSR ............................................................. 50 Table 24: Technical Universities/ Polytechnics staffing and SSR ................................................... 51 Table 25: Colleges of Agriculture staffing and SSR ........................................................................ 52 Table 26: Private TEIs staffing and SSR .......................................................................................... 53 Table 27: Colleges of Education staffing and SSR ........................................................................... 59 Table 28: Nursing & Midwifery Training Colleges staffing and SSR ............................................... 63 Table 29: Highest Qualification of Academic Staff in Public Universities ...................................... 68 Table 30: Highest Qualification of Academic Staff in Specialised/ Professional TEIs ..................... 68 Table 31: Highest Qualification of Academic Staff in Technical Universities & Polytechnics ........ 69 Table 32: Highest Qualification of Academic Staff in Colleges of Agriculture ............................... 69 ii Table 33: Highest Qualification of Academic Staff in Private Universities and Colleges ............... 70 Table 34: Highest Qualification of Academic Staff in Colleges of Education .................................. 72 Table 35: Highest Qualification of Academic Staff in Colleges of Education .................................. 73 Table 36: Highest Qualification of Academic Staff in NMTCs/ Health Training Institutions .......... 74 Table 37: Non – teaching staff by Type of Institution, and Gender ............................................... 77 Table 38: Non-teaching staff by Institutions and Gender.............................................................. 78 iii INTRODUCTION The Tertiary Institutions (Establishment and Accreditation) Regulations of 2010: L.I. 1984 subsection 16(a), requires all recognized or accredited tertiary institutions to “prepare and submit to the Board an annual report, in a prescribed format, of their activities for each academic year within three (3) months after the end of the academic year”. In consonance with the above provision in the L.I, the National Accreditation Board (NAB) collects, collates and analyses information from all tertiary educational institutions (TEI) in Ghana. TEIs in the country are categorized into Public and Private Universities, University Colleges, Specialised/Professional Institutions, Technical Universities/ Polytechnics, Colleges of Agriculture (CoA), Colleges of Education (CoE) and Nursing and Midwifery Training Colleges/ Health Training Institutions (NMTCs/ HTIs). The report covers enrolment of students by type of institution, level of programme, broad programme areas, gender, graduate output, rank and highest qualification of staff as well as Student –Staff Ratios (SSR) for programmes for the 2018/2019 academic year. The Tables are organised by type of institution, and in some cases for each institution and covers 222 (88.1) out of the 252 tertiary educational institutions (TEIS) in the country. The institutions consist of: • 9 Public Universities • 8 Specialised/ Professional Institutions (also termed as public-Quasi institutions) • 8 Public Technical Universities and 2 Polytechnics • 73 Private Universities/ University Colleges/ Colleges • 3 Public Colleges of Agriculture • 49 Colleges of Education • 70 Nurses and Midwifery Training Colleges/ Health Training Institutions iv Definitions: Type of Institution: This refers to the category under which an institution falls in NAB’s categorisations of institutions. NAB Categorises institutions into Public Universities, Specialised/ Professional Institutions (also termed as public-Quasi institutions), Public Technical Universities and Polytechnics, Private Universities/ University Colleges/ Colleges, Public Colleges of Agriculture, Colleges of Education, and Nurses and Midwifery Training Colleges/ Health Training Institutions. FTE: This refers to Full-Time equivalency of academic staff. It is calculated as 3 part-time staff to 1 full- time staff. Broad programme disciplines: (i) Agriculture: refers to the traditional agriculture programme or any programme with a larger component of it, and its various options in crop science, soil science, animal science and even narrower programmes/ specialisations in these areas at doctorate and master’s degree levels. (ii) Applied Science: refers to programmes that deal with the application of scientific concepts/ theories in various fields to practical problems or application. It covers fields such as health and allied fields (e.g. Medical science, Nursing & Midwifery, Pharmacy, Dietetics/ Food science/ Nutrition, Health Informatics, Epidemiology, radiography, Diagnostic/ Medical Laboratory, Public Health), Information Technology/ computer science field, decision sciences, Architecture, Building Technology/ Construction management, Statistics, Applied Mathematics, Environmental Science, Fisheries and Watershed, Natural resources, Forensic Science, Forest resources, sports science and close fields. It must be noted that Agriculture and Engineering are two broad niche areas and have been separated even though they are essentially Applied Science fields. (iii) Engineering: refers to programmes concerned with the design, building and use of machines, engines and structures. (iv) Science: refers to pure or classical sciences, mainly in the fields of physics, biology, chemistry. Also includes natural science. (v) Arts and Social Science: refers to programmes in the fine arts, social studies, and many other areas where a scientific methodology is applied to studies on human society and social relationships. While Business and Education are essentially Social Sciences fields, these broad niche areas have been separated from the Arts and Social Science. (vi) Business: refers to all programmes designed for the purpose of training people to undertake activities peculiar to a firm or trade, involving purchase, production, management and sale of usual goods and/or services, and payment and receipt of money. (vii) Education: refers to programmes meant to equip students with the art, science and skill of teaching and learning (pedagogy). These may have 50-100% component of typical courses in education. Rank (for Academic staff): refers to the hierarchical structure among Scholars and persons in academia and covers the different ranking systems used in universities, polytechnics
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