Since 1994, the World Bank has proposed cost sharing regarding tertiary education financing in order to address the crucial issues of improving access,equity and sustainable finance in tertiary institutions. In 1996, this cost sharing concept was introduced in fully public supported universities in Ghana due to declining government revenue in the 1980s and increasing demand for university education. In this cost sharing, public finance constitutes about 80% of universities' income while private finance forms about 20%. This study was conducted to investigate issues of equity and accessibility associated with this university education financing strategy in Ghana. The book adds to the economics of education literature on Sub-Sahara Africa and it should be very useful for students and researchers of economics of education as well as policy makers.
Global restructuring of economies has had a major impact on higher education systems of the world, including Ghana. The liberalization of Ghana''s universities has increasingly manifested itself in the growth of private universities. The growth of private universities in Ghana has been phenominal, providing increased access and opportunities for university education in a manner that has not happened before. The private universities in Ghana are taking advantage of the new opportunities presented by global knowledge economy and the Information Communication Technology (ICT). The private universities in Ghana are more business-oriented, better at linking their courses, teaching and research to the needs of business and market industry and is more cost-effective than most of the public universities.
Providing an equitable and sustainable financing scheme for healthcare delivery in sub-Saharan Africa has been a needlessly daunting challenge for Governments. Various financing regimes has been proposed to address this problem. This dissertation provides a justification for the abolition of out-of-pocket financing scheme in favor of health insurance in Ghana. This financing scheme has proved to be more equitable and sustainable than out-of-pocket payments for healthcare utilization in sub-Saharan Africa.
Education is noted as pivotal in the quest of developing countries to attain economic independence. However, a major problem which seems to derail this goal is the lack of financing. This has resulted in inadequate personnel, educational institutions, infrastructure and materials, as well as the migration of current and potential students to other developed nations. To help curb this problem, private higher educational institutions have been warmly welcomed and this has led to the setting up of many of such institutions, notably those that are operated by denominational/non-denominational religious bodies. This notwithstanding, financing of education in such institutions is still problematic. The research investigated into the various forms of financing existing in some private higher educational institutions in Ghana (denominational/non-denominational). In addition, alternative forms of financing that could be employed to ensure the survival of private higher education were identified. This research work will be of immense help to students, investors and researchers interested in private higher educational financing.
Development policy focus has shifted in recent times from direct state interventionism towards an emphasis on promoting grassroots participation in development interventions. In this light, the education sector in Ghana is no exception. Since Ghana''s independence from Britain in 1957, successive governments have embraced education as an essential tool for empowering Ghanaians. However, during the late 1970s and early 1980s, Ghana''s education sector ran into crisis as a result of poor management and general macroeconomic instability necessitating the introduction of local community involvement in Basic Education Management and Control. This book therefore touches on the multiplicity of ways through which communities participate in Basic Education Management ranging from administrative functions through maintenance/provision of infrastructure, budgeting/financing to monitoring and evaluation. The extent of involvement however, varies based on resource capability and expertise. The book is especially useful for education managers, students, governments and non-government institutions committed to enhancing the quality of educational delivery in developing countries.
This book “Academic libraries and distance education in Ghana is a comparative study of the Universities of Education, Winneba and the University of Cape Coast.” is based on the results of a survey research of the two public universities in Ghana which started the distance education programmes. The units of the these institutions that run the programme are The Institutes for Educational Development and Extention (IEDE), Winneba and the Centre for Continuing Education (CCE) Cape Coast. The study is the first of its kind which focuses attention on distance education programmes in the said universities and the barriers students face in accessing information from host institutions. The author is of the view that in order for libraries to provide support services and students to overcome the ordeal of distance and transportation costs, there must be collaboration among educationist, that is, university authorities and librarians. The study advocates the use of information and communications technology to support the distance education programmes. It provides good background knowledge to educationist, librarians and policy makers who have common interests in distance education.
Students loan scheme has become very important in financing higher education for both developed and developing countries. This book describes the challenges of financing higher education with particular reference to Tanzania Students Loan Board.It identifies issues like criteria and equality in loan disbursement among eligible beneficiaries and also possible solutions to the challenges. The text includes a review of current literature on various issues affecting higher education finance across the globe and finally zeros down to the case of Tanzanian Higher Education Finance. It critically analyzes the steps taken by Tanzanian government to finance higher education over the years versus the global trends in higher education finance.Critical review of literature was supplemented with primary data from the Tanzania''s case. It will therefore give the readers an informed basis to the analysis of the global trends on financing higher education.
Education and migration are very essential in affecting development outcomes since education improves the capability of the individual and migration also gives him/her exposure to other culture and opportunities. Despite studies on migration in Ghana, the link between migration and education in the Ghanaian economy is unclear. This book therefore presents an empirical examination of the linkages between migration and education in Ghana using econometrics technique.The analysis made use of household survey data.
The prevailing day to day demonstrations, riots, and chaos waged by university students in Tanzania are a result of poor education policies, one of them being the financing of higher education policy. This book examines the policy and how the poor can access education. It notes that the Higher Education Students’ Loans Board which is charged with the task of providing loans to poor students has failed to do the job since it disburses loans to whoever manages to fill up the loan forms. Yet, one can get the loan at certain percentage or at times one cannot get even a single coin. The book may be useful to higher education financing policy actors and students in Tanzania and beyond.
Low female participation in higher educational institutions in Ghana has generally been seen as a major problem that needs to be addressed. This study investigated the factors that contribute to low participation of women in tertiary schools in Ghana. It also examined the challenges faced by Ghanaian women in their pursuit for higher education. Government initiatives towards girls ‘higher education` have also been explored. The study used mainly qualitative and to some extent quantitative methods, thus interview and field notes. Students, parents, faculty members and some officials at the Ministry of education in Ghana were interviewed in order to understand their views towards the kind of policies needed to increase the participation of women in higher education in Ghana.
The study was an evaluative survey aimed at investigating the effectiveness of the process of the implementation of the In-In-Out Programme of teacher education in Ghana. The study gave background information on teacher education in Ghana and provided some perspectives on the professional training of teachers. The nature and objectives of the In-In-Out Programme of Teacher Education in Ghana and models of programme evaluation were also reviewed. From this review, the curricular and pedagogical requirements implied in the policy document guiding the implementation of the In-In-Out Programme and the recommendations by the designers of the programme served as the criteria for evaluating the process of implementation.
The household plays a significant role in shaping the minds of children for formal education. Also, it is also considered as the first school of the child. However, when it comes to educational strategic planning, the household is often left out. Though government and other educational stakeholders have contributed immensely to educational development in rural communities, the inability to understand the Inter and Intra-Household dynamics and their influence on children's education in rural Ghana especially in the West Mamprusi District of the Northern Region. This Book therefore seeks to unearth these dynamics and how they affect children's education in rural Ghana focusing on West Mamprusi District of the Northern Region of Ghana.This book will help you to further understand both supply and demand factors is providing education. It also looks at gender discrimination in accessing education.
In the last few decades, universities have come under much pressure to expand access to affordable university education through a more innovative mode of delivery – distance education. In Ghana, although many public universities have adopted this alternative mode of instructional delivery for nearly two decades now, not up to half of qualified applicants are able to gain access to university education. Yet, very little literature has examined the operations of the Ghanaian innovators. In response to this educational crisis, this book assessed the effectiveness of four public sector Distance Education Programs (DEPs) in Ghana by examining elements of accessibility, affordability, equity, funding, program offerings, and administration. The evaluative study, conducted at both individual program and across-program levels, revealed that the DEPs were only 25% effective, particularly in their pursuit of national interests. As a result, the book made many innovative recommendations for the Ghanaian DEP operators and any other organizational leaders who may be interested in achieving stated missions of their organizations.
Contribution of NGOs in Promoting Basic Education in Wa West District, Ghana is the first book to present a comprehensive and detailed overview of NGOs and their operations in basic education in the district. The study was descriptive and cross-sectional in design aimed at assessing the nature and extent of NGOs’ intervention in the context of the challenges facing basic education in the district. It brings into perspective the statuesque of basic education in the district highlighting on issues on school infrastructure, school performance, enrolment and staffing. Profiles of the studied district and NGOs and a synopsis of basic education in Ghana are also presented. This book further reviews the involvement of NGOs in basic education in Ghana making comparisons with the situation in Malawi. It further discusses recommendations and opportunities available to NGOs and the basic education sub-sector. This book can thus serve as reference material for Policy Makers, District Assemblies, NGOs, Educationists, Researches and Students. It can also be used as a baseline for subsequent researches in related areas in Ghana and other developing countries.
This textbook provides a thorough researched aspect of management and policy studies in education. The textbook aims at helping educational leaders to involve and help communities participate in education through good governance. This text will be useful to university lecturers, students, those in charge of university management, educational leaders particularly principals; deputy principals; and heads of departments of schools, colleges, institutes of education, Ministry of Education officials, private entrepreneurs in education, officials of International Agencies and Non- governmental Organisations (NGOs) involved in education or practitioners interested in management and policy matters in schools.