By Jacqueline Emefa Ampo
A research study conducted by Eduwatch across 14 deprived and endowed districts in six regions of Ghana has revealed significant disparities in education, particularly concerning gender parity and overall enrolment. The findings, presented at a dissemination conference in Accra on March 27, 2025, corroborate earlier data released by the Ghana Statistical Service.
The research indicates a worrying trend of fewer girls attending school in deprived areas compared to boys. It also highlights a decline in the pupil-teacher ratio in deprived districts relative to endowed districts. According to Eduwatch, these disparities are largely attributed to infrastructural challenges and inadequate teaching staff.
The study, which assessed key educational indicators, was conducted in seven deprived and seven endowed districts across the Ashanti, Bono, Greater Accra, Oti, Northern, and Upper East regions. It compared data from 2018–2021, when the previous Education Sector Medium-Term Development Plan concluded, to current figures. Indicators analyzed included gender parity, basic school enrolment, pupil-teacher ratio, textbook availability, seating and writing spaces, ICT facilities, electricity access, WASH (Water, Sanitation, and Hygiene) facilities, and school feeding programs.
Executive Director of Eduwatch, Kofi Asare, presented the key findings of the report, highlighting the stark differences between deprived and endowed districts. “At the national level, we achieved gender parity at the primary level by 2023. Now, in 2025, the light blue line represents deprived areas. The attainment level for deprived areas at the primary level is 0.78, indicating a decline in the districts where data was collected. It is also interesting to note that similar levels of decline have been recorded at the kindergarten level in deprived areas, now standing at 0.65,” he explained.
Mr. Asare also outlined recommendations aimed at addressing these challenges to improve educational outcomes. “We must adapt our infrastructure policy to include ICT facilities, internet access, electricity, furniture, school buildings, and teachers’ accommodation, especially in rural areas. Adopting a policy that provides funding not only for national development but also for maintenance and sustainability is crucial,” he stated.
The report emphasized the urgent need for targeted interventions to rectify these educational inequalities and enhance learning outcomes, particularly in deprived districts.
One Response