UNICEF highlights gaps in Ghana’s education system
By Christabel Oboshie ANNAN, Accra
AN interaction with the United Nations International Children’s Emergency Fund (UNICEF) education team has exposed critical inefficiencies in Ghana’s education system.
Although Ghanaian children spend an average of 11.6 years in school, the quality-adjusted learning years equate to just 5.7, effectively meaning students are not learning for nearly six years of their education.
Christin McConnell, Chief of the UNICEF Education team, explained that this translates to only 50% efficiency, stressing that education quality, not just quantity, must be the focus to enhance learning outcomes. She noted that without significant improvements in teaching, learning materials, and infrastructure, children’s potential will continue to be unrealized.
Compounding the issue is a worrying decline in budget allocation to basic education. McConnell revealed that in 2019, 39% of Ghana’s education budget went to basic education, but by 2024, that figure had plummeted to just 19.6%.
“Currently, 98% of the basic education budget is spent on compensation, leaving little room for investment in infrastructure, learning materials, and teacher training,” she added.
Despite these challenges, there has been progress, particularly in early childhood education. UNICEF’s ‘My First Day at School’ initiative has provided over 120,000 kindergarten children with learning materials and health screenings.
Additionally, the organization’s differentiated learning program, which offers remedial education, has improved outcomes for struggling students.
Access and Inclusion Concerns
UNICEF Ghana’s Education Officer, Rhoda Enchill, highlighted the lack of access and inclusion, particularly for children with disabilities. She revealed that an estimated 40,000 children with disabilities have never attended school, underscoring the barriers to inclusive education.
Enchill further stated that 1.2 million children aged 4 to 17 are still out of school across Ghana, including 623,000 primary school-aged children who are not enrolled.
However, there have been strides in bridging this gap. Enchill noted that 97% of learners enrolled in UNICEF-supported Complementary Basic Education (CBE) programs successfully completed the alternative learning system, with 80% transitioning to formal primary schools.
Additionally, 96% of girls who received scholarships through UNICEF support completed their basic education and moved on to senior high school, highlighting the impact of targeted interventions in addressing gender disparities.
In a bid to standardize sign language education, Ghana has developed a harmonized sign language dictionary for deaf teachers and learners. Enchill stated that deaf teachers across the country have been trained on using this resource to promote inclusivity in education.
This initiative is aimed at providing deaf and hearing individuals with a valuable reference to improve communication and understanding in educational settings. UNICEF’s findings serve as a stark reminder of the need to prioritize quality education, accessibility, and inclusivity if Ghana is to fulfill its commitment to providing every child with the opportunity to learn and succeed.
