A Descriptive Assessment of Higher Education Access, Participation, Equity, and Disparity in Ghana

Abstract

Since independence, Ghana has comparatively distinguished itself among many Sub-Saharan African (SSA) countries in its educational developments. Tertiary education in Ghana over the past decade has witnessed tremendous growth in various frontages-increased access and participation, relative expansion of academic facilities, a growing private sector, and most importantly, a transformative policy environment. Despite these overwhelming developments, there remain inequalities in the higher education system in Ghana: access has not been broadened to include all social groups. Available data suggest unequal participation among women, minorities, individuals from low socioeconomic backgrounds, and spatial-based disparities. Using enrollment data from universities, policy document from the Ministry of Education, and the National Council for Tertiary Education in Ghana, and academic research reports, the authors provide descriptive and critical analyses of the structures of inequalities and disparities in higher education in Ghana. The authors argue that in spite of the massive developments over the years, there exist accessibility and participation gap with respect to students' socioeconomic status, gender, regions of origin, and the type and location of secondary schools attended.

Rural–Urban Disparity in Students’ Academic Performance in Visual Arts Education

“…Increased rural-urban migration has also brought millions of people living in rural areas to the urban centers. Variations in teacher-student ratios, human resource capacity, provision of educational infrastructure, and other facilities have also led to rural, urban, and regional differences in educational opportunities in different parts of Ghana (Atuahene & Owusu-Ansah, 2013;Banson, 2010;Osei-Mensah, 2012;Owusu-Afriyie, 2009; The President's Committee on Review of Education Reforms in Ghana, 2002;Siaw, 2009).…”

University education in Ghana: A privilege or a right?

“…Atuahene and Owusu-Ansah (2013) further argue that largest population of students in higher education originates from urban regions and cities with highly resourced and facilitated high schools. Such institutions enhance the affordability of the rich depriving the poor from attending such schools.…”

“…This has greatly created a huge vacuum between the rich and the poor making education in Ghana more of a privilege than a right. Although several studies have been conducted on accessibility of higher education in Ghana (Atuahene, 2014;Atuahene & Owusu-Ansah, 2013;Dadzie, 2009;Amenyah, 2009), much has not been done on whether university education is a privilege or right.…”

“…Many qualified students are denied access based on their social economic status. Atuahene and Owusu-Ansah (2013), noted that access has not been broadened to include all social groups. These scholars revealed that even though Ghana has made tremendous improvement in terms of participation rate in the universities, there are evidence that greater percentage of students are excluded from participating in tertiary education.…”

Standardization or Localization: A Study of Online Learning Programmes by Tertiary Institutions in Ghana

“…The search for more lucrative jobs and higher positions within the workplace has augmented the need for higher learning as well as learning while working (Atuahene & Owusu-Ansah, 2013). This research study was conducted to find solutions to the problems identified by universities in general but with special emphasis to those in Ghana.…”