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Education in Ghana. but If University DOCUMENT RESUME ED 131 058 95 SP 010 618 AUTHOR George, Betty Stein TITLE Educa-Aon in.Ghana. SPONS AGENCY Offit.':e of Education (DHEW), Washington, D.C. REPORT NO DHEW-OE-75-19119 PUB DATE 76 NOTE 293p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01446-7, $3.35) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *African Culture; *Comparative Statistics; *Developing Nations; *Educational Administration; *Educational Development; *Educational History; Foreign Culture; Statistical Analysis; Statistical Data; Student Teacher Ratio; Teacher Certification; Teacher Education IDENTIFIERS *Ghana ABSTRACT This study, after introducing Ghana's history and people, traces the story of educational development since 1951 and describes the present formal educational system. The subject is divided into four categories of consideration. First, the development of education over the years from colonial times through the modern system that has evolved is discussed. Second, a description of the administration and financing of education is outlined. Third, there is presented a detailed outline of the schools and their programs of study from the elementary through the university level. There is a final summation of enrollment and output patterns, educational expansion, and opportunities. Comprehensive tables provide comparative statistics on the numbers and percentages of those involved in the educational process: past and current student enrollment; government expenditures; actual time spent in the classroom; number of trained and untrained teachers; certification of teachers; and degrees available in higher learning. An appendix of selected references is supplied. (JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items ofmarginal * * reproducibility are often encountered and this affects thequality * * of the microfiche and hardcopy reproductions ERIC makesavailable * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * *********************************************************************** I I U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTe EDUCATION THIS DOCUMENT HAS BEEN R EPRO- DUCED EXACTLY As RECEIVED r ROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY R EPRE. SENT OFFICIAL NATIONAL INSTITVTE OF EDUCATION POSITION OR POLICY 2 EDUOITION IN Su A`rA r a EDUG1TION IN by Betty Stein George Specia/ist on Education in Africa South of the Sahara Office of Education U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE David Mathews, Secretary Virginia Y. Trotter. Assistant Secretary for Education OFFICE OF EDUCATION T.H. Bell, Commissioner Robrrt Lvestnia,csoriale Commissioner lor lnqitutional Development and International Education DI1EW Publication No. (OE) 75-19119 FOREWORD This study provides a comprehensive review of the formal, educational system of Ghana, the \Vest African country well known as thefirst of the former British dependencies in Africa to achieve independence (1957)and long regarded as a leader in African educational development. Based largely on primary source matcrials front Ghana, the study sunnuarizes a number of major educational developments in Ghana since 1951, when the country achieved a considerable measure of internal self-government,and then in greater detail describes the formal educational SV stem as it exists today. The relatively full treatment of the subject fills an important gap in readily available professional material on a key country in WestAfrica. The study is an important addition to the series of basic referencestudies on education in Africa south 6f the Saharathat have been produced under U. S. Office of Education (OE) auspices. Other countries in this region on which related OE studies have been published since 1960 include Tanzania, Uganda, Zaire, Kenya, Guinea, Mali, Senegal, and the Ivory Coast. The author of the present study, Betty George, has been the OE specialist on education in African countries south of the Sahara since1939. Among her publications since joining OE are Education for Africansin Tanganyika, the country that in 1964 merged with the formerZanzibar to form Tanzania, and Educational Developments inthe Congo (Leopold- ville), the country now known as Zaire. She has als't been the OEproject manager; professional adviser, and contributingeditor on studies of the other countries listed above. These studies were carried out under contract with specialists outside OE. The author and the Office of Education wish to express theirdeep ap- preciation to the officials in Ghatia.. Ministry of Education who generously made available mullet-oils publications and other materials, includingedu- cational statistics foy recent years. for use in preparing themanuscript; to the vice chancellors and members of the administrative and teachingstaffs of Ghana's three universities for their help on higher education matters; and to officials of the West African Examinations Council Yho alsoassisted the author in gathering materials. Robert- Leestma Associate Commissioner for Institutional Development and International Education March 1974 -- 4 CONTENTS Page Foreword Introduction Part I.The Setting I. A Glaiwe at llistory 5 Before the 19th Century 5 Assu Mption of Control by the British 6 To Independence 7 Since Independence 10 IL The Economy and the People 15 The Econo my 15 The Ghanaians 15 Part II.Educational Development I.The Colonial Legacy 23 The Pre-1951 Period 23 The 1951 System 29 11. The Nkrumah Years: 1951-66 36 The Accelerated Development Plan 36 I /evelopments : 1952-53 10 The Second and the Seven-Year Plans 44 ievelopments :1960-66 47 At the End of the Nkrinnah Years 51 III.Since the 1966 Change of Government 53 The View of the Inherited System 54 Priority of the Secondary Level 55 Other Changes 59 Part III,Administration and Financing of Education I.Administration 63 The Pre-University System 63 The Universities 67 Divided Responsibility 72 II.Financing Public Education 73 Source of Funds 73 Central Govenmient Expenditures on Education 79 Part IV.Schools and Programs of Study I.Overview 105 The Current Stnicuire 105 Length of the Pre-University Program 107 Academic Curriculum of General Education 108 IL Elementary Education 109 Structure 109 Language Policy and Practice 114 Curriculum 121 Middle School Leaving Certificate Examination 126 eachers 126 III.General Secondary Education 132 The Common Entrance Examination 132 The Secondary Schools 135 Examinations and Program of Study 137 Teachers 147 Commei-cial Schools 149 IV. Teacher Training 150 Background 150 The Colleges and Their Staff 152 Courses 154 V. Technical Education 159 Schools 159 Programs of Study 160 VI.University Education 166 Background 167 Faculties, Schools, and Institutes 174 Staff 178 Programs of Study 178 Part V.Enrollment and Output Patterns I.Educational Expansion and Opportunities 201 Growth of the System 201 Educational Opportunities 207 The Public Pyramid: Enrollinents, Flow, and Output 219 Student Distribution in the Public System 219 Student Flow in Pre-University General Education 220 Technical Education 233 vi rag.- Teacher Training 239 University Education 243 Education and Nlanpower Requirements 275 Appendix Selected References 287 Tables ge 1. Number of primary schools and pupils. by control of school: Selected years, 1881-1951 26 2. Number of secondary schools and pupils. by control of school: Selected years, 1920-51 28 3.Total Central Government expenditures, Central ( overnment expendituws on education, and percent of the latter to the former: Fiscal years 1953-54-,1970-71 88 1.Central Government recurrent and development expenditures on the formal education system and related activities, as pre- sented in 1)epai tment or Ministry of Education reports. by pur- pose of expenditure:Fiscal years1949-50 and 1951-52 90 1961-62 5.Central Government expenditures on education. by purpose of expenditure: Fiscal years 1960-61-1967-68 95 6.Central Government expenditures on the formal education sys- tem and related activities, by purpose of expenditure:Fiscal years 1965-1970-71 96 7.Number of minutes. per week, per subject in Primary Classes 1-6 in schools using the -regular system and in schools usingthe shift system: in Classes 7 and 11 and Middle Forms 3 and 4in middle schools taking and not taking woodwork and/or home scicnce: and in Continuation Classes1 and 2, as shown in the Ministry of Education's suggested tinwtables: 1971-72 124 8. Number of trained and untrained teachers in the publicpri- mary and middle schools and percent ofeach to the total: School Years 1951-1971-72 128 9.Ninnber and percent of public primary and middle school teachers, by qualification:School years1966-67,1968-69, 1970-71, and 1971-72 130 10.First degrees, postgraduate degrees, diplomas and certificates, and subdegree level diplomas and certificates of the universi- ties of Ghana and number of years of study required foreach, vii Page by university and faculty, sthool, or institute offering courses: 1979-73 184 11. Number of educational institutions and students in the public educational system, by level or type of institution: Schoolyears
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