Ghana has been a pioneer in modern mass education in West Africa. First introduced in Christian missionary schools and colonial government schools, most notably in coastal areas during the period of formal British rule after 1867, modern European-style education was greatly expanded by Ghana’s government after achieving independence in 1957. The introduction of free and compulsory basic education in 1961 was a veritable milestone achievement that greatly helped advance access to education, as was the founding of the first Ghanaian universities: the University of Ghana, originally established under British rule in 1948; and the Kwame Nkrumah University of Science and Technology (KNUST) opened in 1952. Between 1960 and 1967 alone, the number of children enrolled in public elementary schools more than doubled. Estimated at less than 20 percent at the time of independence, Ghana’s adult literacy rate shot up to 58 percent by 2000 .

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• Akatsi Senior High/Tech School
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• Garden City University College
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• UNIVERSITY OF PROFESSIONAL STUDIES, ACCRA
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Administration of the Education System

Ghana is a unitary republic with 10 administrative regions. Some 70 percent of the population lives in the more industrialized southern parts of the country, home to the country’s two largest urbanizations Kumasi (1.5 million people) and the capital city of Accra (1.7 million).

Education is centrally administered by the Ministry of Education (MOE) in Accra, which oversees several different agencies, including the Ghana Education Service (GES), responsible for the school system and pre-tertiary technical and vocational education and training (TVET), and the National Council for Tertiary Education (NCTE) in charge of higher education. Guidelines by the MOE and its agencies are implemented locally by government offices in Ghana’s regions, as well as by districts offices.

While the GES inspects and supervises institutions and devises curricula and teacher education standards in the school and TVET systems, the NCTE develops performance and quality standards in higher education. It advises the MOE on capacity and funding requirements of the tertiary system and, and coordinates policies and practices between higher education institutions. In addition, there’s a National Accreditation Board (NAB) tasked with ensuring quality in higher education through the mandatory accreditation of academic institutions (discussed in greater detail below). A third body, the National Board for Professional and Technician Examinations (NABPTEX) oversees technical, non-university higher education. It administers graduation examinations and is responsible for the assessment and certification of vocational skills and competences.