Basic Education beyond the Millennium Development Goals in Ghana : How Equity in Service Delivery Affects Educational and Learning Outcomes.
Title:
Basic Education beyond the Millennium Development Goals in Ghana : How Equity in Service Delivery Affects Educational and Learning Outcomes.
Author:
Balwanz, David.
ISBN:
9781464801006
Personal Author:
Physical Description:
1 online resource (185 pages)
Series:
World Bank Studies
Contents:
Front Cover -- Contents -- Foreword -- Acknowledgements -- About the Authors -- Abbreviations -- Overview -- Inequity: The Central Challenge -- Basic Education in Ghana: Main Findings -- Teacher Policy Dilemmas -- Basic Education in Ghana: Recommendations -- Notes -- Chapter 1 Introduction-Why Focus on Inequity? -- Report Framework -- Notes -- Chapter 2 Country Context -- Rapid Growth and Change -- Recent Progress in Education -- Persistent Challenges -- Chapter 3 Education Reform History -- Education Reform: 1951-2008 -- Recent Policy Initiatives -- Notes -- Chapter 4 Equity -- Overview -- Equitable Access -- Equal Distribution of Inputs -- Equitable Outcomes -- Social Mobility and Reproduction of Inequality -- Results of Equity-Improving Policies and Programs -- Notes -- Chapter 5 Quality -- Overview -- Learning Outcomes -- Factors Affecting Learning -- Qualified Teachers -- Literacy Instruction -- Closing Notes -- Notes -- Chapter 6 Efficiency -- Overview -- Internal Efficiency: Teachers and Instructional Time -- Internal Efficiency: Output Production, Other Inputs -- External Efficiency -- Notes -- Chapter 7 Education Expenditure -- Education Expenditure -- The Wage Bill -- Notes -- Chapter 8 Management, Finance, and Accountability -- Overview -- Strategy and Influence -- Fragmentation of Financing -- Planning, Implementation, Evaluation -- Accountability -- Decentralization and Teacher Policy and Management -- Notes -- Chapter 9 Options for Policymakers -- Recommendations -- Notes -- Bibliography -- Boxes -- Box 1.1 Definitions of Key Themes -- Box 4.1 Providing Basic Education for Children with Disabilities -- Box 4.2 GES Experimentation with a Resource Allocation Model -- Box 4.3 Improving Girls' Access to Secondary Schools in the Three Northern Regions -- Box 4.4 Zones of Exclusion Framework.
Box 4.5 Equity, Quality, Efficiency in Rural Schools -- Box 5.1 The Teacher Community Assistant Initiative (TCAI) -- Box 5.2 Multigrade Multilevel Schools -- Box 5.3 National Standards of Performance -- Box 5.4 Private Schools -- Box 8.1 Expanding Senior High School -- Figures -- Figure 0.1 Primary and Secondary School Net Attendance Ratio, by Wealth Quintile and Urban-Rural Status, 2011 -- Figure 0.2 Primary Net Attendance Ratio, by Region, 2011 -- Figure 0.3 Primary PTTR, by SES, 2008/09 -- Figure 0.4 Percentage of P6 Pupils Attaining Proficiency in English and Maths, by Urban-Rural Status -- Figure 0.5 Percentage of P3 and P6 Students Achieving Proficiency in English, by Region -- Figure 0.6 Percentage of P3 and P6 Students Attaining Proficiency in English and Maths, 2011 -- Figure 0.7 Percentage of P3 and P5 Students, by Reading Comprehension Score -- Figure 0.8 Percentage of Trained Teachers in Primary School and JHS, 1987/88-2009/10 -- Figure 0.9 Percentage of Students Reaching Minimum Competency and Proficiency, by Classroom Type, P3 English, 2011 -- Figure 0.10 Instructional Time in Basic Schools in Four Countries -- Figure 0.11 Sources and Flows of Funding and Resources for a Primary School in Ghana -- Figure 1.1 Attendance Rates, Ages 6-14 Years, by Poverty, Gender, and Region, 2003-08 -- Figure 1.2 Conceptual Framework for Basic Education in Ghana -- Figure 1.3 Themes and Interventions System Improvements in Literacy and Numeracy -- Figure 4.1 Primary and Secondary School Net Attendance Rate by Wealth Quintile and Urban-Rural Status, 2011 -- Figure 4.2 Primary and Secondary Net Attendance Rate by Region, 2011 -- Figure 4.3 Primary and JHS NER by Wealth Quintile -- Figure 4.4 Private Enrollment as a Percentage of Total Enrollment in Primary Schools, 2010/11.
Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 -- Figure 4.6 Primary PTTR, by SES, 2008/09 -- Figure 4.7 Degree of Randomness of Teacher Allocation -- Figure 4.8 PCE, by District, 2008 -- Figure 4.9 Percentage of P6 Pupils Attaining Proficiency in English and Maths, by Urban-Rural Status -- Figure 4.10 NEA 2007 Scores (P6), by District Average and Wealth Quintile -- Figure 4.11 BECE English and Mathematics Pass Rates, by Region, 2010/11 -- Figure 4.12 BECE English Pass Rate (2008/09) in Districts, by Income -- Figure 4.13 Primary and JHS Completion Rate by Wealth Quintile -- Figure 4.14 Progression of Students to SHS, by Wealth Quintile -- Figure 4.15 Access and Zones of Exclusion in Primary and JHS -- Figure 5.1 Percentage of P3 and P6 Students Achieving Proficiency in English, by Region -- Figure 5.2 Percentage of P3 and P6 Students Achieving Proficiency in Maths, by Region -- Figure 5.3 Percentage of P3 and P6 Students Attaining Proficiency in English and Maths -- Figure 5.4 Percentage of P3 and P5 Students by Reading Comprehension Score -- Figure 5.5 Zero Scores in Reading Words and Comprehension, by Grade and Age Group, 2009 -- Figure 5.6 Comparative PISA Math Proficiency, by Country Income Status -- Figure B5.1 Percentage of Students Reaching Minimum Competency and Proficiency, by Classroom Type, P3 English, 2011 -- Figure 5.7 Percentage of Trained Teachers in Primary School and JHS, 1987/88-2009/10 -- Figure 6.1 Student-Teacher Scatter Plot for Primary, 2008/09 -- Figure 6.2 Student-Teacher Scatter Plot for Northern and Upper East Regions, 2010/11 -- Figure 6.3 Instructional Time in Basic Schools in Four Countries -- Figure 6.4 Effective Instructional Time Basic Schools in Four Countries (EQUIP2) -- Figure 6.5 Distribution of KG, Primary, and JHS Schools, by Enrollment.
Figure 7.1 Public Education Expenditure as a Percentage of GDP -- Figure 7.2 Total Education Expenditure, by Source, 2011 -- Figure 7.3 Total Education Expenditure, by Budget Category, 2011 -- Figure 7.4 GoG Education Expenditure, by Budget Category, 2011 -- Figure 7.5 Relative and Absolute Measures of Per Primary Pupil Public Expenditure in Several Countries in Sub-Saharan Africa, 20 -- Figure 7.6 Public Current Expenditure Per Tertiary Student as a Ratio of Current Expenditure Per Primary Student (Selected Countries) -- Figure 7.7 Composition of Per-Student Recurrent Expenditure, by Subsector, 2011 -- Figure 7.8 Distribution over the GES Salary Scale, 2009 -- Figure 7.9 Distribution of Salaries and Entry Levels, 2009 -- Figure 7.10 Average Teacher Years of Service, by Region, 2009 -- Figure 8.1 Influences on Education Priorities and Expenditure -- Figure 8.2 Sources and Flows of Funding and Resources for a Primary School in Ghana -- Figure 8.3 Funding Flows for MoE Budget Category -- Figure 8.4 Annual Planning, Budgeting, and Monitoring Cycle -- Figure 8.5 Partners with Whom MoE Negotiates to Secure Resources -- Figure 8.6 Interrelated Dimensions of Teacher Policy -- Maps -- Map 0.1 Percentage of Trained Primary Teachers, by Region, 2011/12 -- Map 4.1 Percentage of Trained Primary Teachers, by Region, 2011/12 -- Map 4.2 Poverty Headcount, 2003-06, and Average PTR, by District, 2006/07 -- Tables -- Table 0.1 Enrollment and NER in KG, Primary, and JHS 1990-2011/12 -- Table 0.2 Per-Child Expenditure in 2008 GHc Measured at District Level -- Table 0.3 Overview of Selected Equity Improving Programs -- Table 0.4 Factors Explaining Teacher Absenteeism -- Table 0.5 GoG Budget Share, by Budget Category and Execution in Relation to Budget Amount -- Table 4.1 Enrollment and NER in KG, Primary, and JHS, 1990-2011/12.
Table 4.2 Per-Child Expenditure in 2008 GHc Measured at District Level -- Table 4.3 Basic Education Demandand Supply-Side Measures in Ghana -- Table 4.4 Overview of Selected Equity-Improving Programs -- Table 4.5 Share of Students Receiving Capitation Grants and School Meals by Deprivation Index -- Table 5.1 Selected Mathematics and Science TIMSS Scores -- Table 5.2 TIMSS Content and Cognitive Domains, 2004 -- Table 5.3 DBE Programs and Output of New Teachers -- Table 6.1 External and Internal Efficiency -- Table 6.2 Factors Explaining Teacher Absenteeism -- Table 6.3 Cost Per Primary Completer and Cost to Produce a P6 Student Proficient in English -- Table 6.4 Efficiency in Core Textbooks Distribution in Primary and JH, 2004/05-2008/09 -- Table 7.1 International Comparative Analysis of Public Spending on Education -- Table 7.2 Education Expenditure, 2003-11 -- Table 7.3 Expenditure, by Level of Education as a Percentage of Total Expenditure, by Source, 2011 -- Table 7.4 Subsector Expenditure as a Percentage of Total Education Expenditure, 2008-11 -- Table 7.5 PE as a Percentage of Total and GoG-Only Education Expenditures, 2011 -- Table 7.6 GoG Budget Share, by Budget Category and Execution in Relation to Budget Amount -- Table 7.7 GETFund Expenditure as a Percentage of Total Education Expenditure -- Table 7.8 Education Unit Costs across Different Subsectors -- Table 7.9 Payroll Numbers, GES Payroll Figures, 2008 -- Table 7.10 Staff in the Basic Cycle, 2008 -- Table 8.1 Incoming Government Policy Commitments, 2008 -- Table 8.2 Excerpt from ESP 2010-20, Vol. II, Basic Education Section -- Table 8.3 Frequency of Head-Teacher and Circuit Supervisor Activities, 2003 -- Back Cover.
Abstract:
Inequity is the central challenge facing basic education in Ghana and undercuts the potential contribution of basic education to Ghana's national development goals. Persistent disparities in education service delivery and inequitable allocation of resources in Ghana lead to highly inequitable educational outcomes. These inequities negatively affect system quality, efficiency and accountability and ultimately undermine broader national development. Wide-spread inequity in education service delivery significantly depresses system learning outcomes. This report describes a "missing middle" in terms of learning outcomes: While a small number of children perform well, the majority of pupils (more than 60%) pass through primary school without becoming proficient in numeracy and literacy. Specifically, children from Ghana's northern regions and deprived districts, poor and rural households and ethnic and linguistic minorities - students who require the most support to meet learning outcomes - receive, on average, disproportionately fewer resources from the government than their peers. Systemic inequities create this missing middle and drag down system performance. Following a decade of rapid change, as of 2013, more children are attending basic and senior high schools than at any time in the history of Ghana. In the past decade, Ghana has realized great growth, progress and change. Population growth, urbanization and significant GDP growth have changed the economic, political and social landscape of Ghana. In the past decade, incidence of extreme poverty has been cut in half. Introduction of Free, Compulsory, Universal Basic Education (FCUBE) and kindergarten has supported a near doubling of basic education enrollment in the past 15 years. Delivering basic education and ensuring equity has become more challenging. Compared to a decade ago, more
stakeholders are involved in allocating and managing core education inputs and accountability systems remain unclear and weak. Addressing the deeply embedded inequities (e.g. allocation of trained teachers, support to deprived districts and populations) is further complicated by a complex and fragmented policy, management and financing environment. The persistence of inequity reflects the persistence of conflicting sector interests and poses genuine policy dilemmas. However, recent experience shows that accelerating progress toward equity and quality basic education for all is possible. Several recent initiatives in Ghana point to the possibility of improving equitable resource allocation, strengthening social protection and providing additional support to improve learning outcomes. For example, children with below-average learning outcomes in poorly resourced environments are likely to show measurable gains when provided additional support (e.g. instructional support, learning resources, management support, demand-side incentives).
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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