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Ghana - Education Sector Project (Inglés)

The objectives of the Education Sector Project for Ghana are to: (i) improve equitable access to and completion of basic education in deprived districts; and (ii) improve quality of teaching and learning, management efficiency and relevance of post-basic education. The changes include: (i) revisions to the project development objectives; (ii) introduction of new activities and improved alignment of planned activities with the national sector strategy; (iii) revisions to outcome and output indicators and targets; (iv) a reallocation of credit proceeds; and (v) a two-year extension of the project's closing date from October 31, 2009 to October 31, 2011. Since appraisal, Ghana has enjoyed fast economic growth, and improvements in accessing basic educational services. As a result, demand for post-basic education has increased and so has the need to improve links between the world of work and the world of education. The new National Education Reform Program (NERP) attempts to tackle these challenges in the context of the decentralization process of public services taking place in the broader framework of public administration. Although this process has not progressed as fast as it had been expected at project appraisal, some new Government priorities have emerged in the process, including the need to strengthen further the capacity at the district levels. This is warranted in view of the importance of their role in achieving more equitable access and also efficiencies in education.


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    Ghana - Education Sector Project

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    Technical and Vocational Education;monitoring and evaluation system;private higher education institution;Efficiency in Education;private sector institutions;management efficiency;Basic Education;skill development;technical training institute;Financial Management System;higher education finance;private sector entities;internal control procedure;private sector bodies;technical training institution;tertiary education financing;quality of teaching;teaching and management;technical skills training;tertiary education policy;tertiary education component;higher education financing;lump sum transfer;challenge of education;higher education performance;development partner funding;pilot programmatic scheme;quality and efficiency;higher education system;higher education policy;Public Administration Reform;fast economic growth;improvements in access;basic educational service;equitable access;decentralization process;Public Services;funding mechanism;outcome indicator;financial strategies;financial strategy;raw material;district education;results framework;consultancy service;graduate program;sector priorities;project effectiveness;financial allocation;income source;procurement management;gender parity;transparent process;intended beneficiary;skilled labor;eligible beneficiary;procurement arrangement;total credit;affected population;external funding;quality service;employment opportunity;social aspect;employment opportunities;subproject proposal;teaching material;retraining program;private company;eligible student;awareness campaign;allocation mechanism;large enterprise;sustainable financing;government training;public financing;teaching staff;minimum requirement;government budgetary;capitation grant;assessment mechanism;job market;tertiary level;local agency;short comings;governmental agency;private finance;government priority;performance reviews;skilled professional;finance activity;market requirement;social priority;train activity;parallel financing;project costing;construction activities;site selection;resettlement issue;Waste Management;regular supervision;emergency situation;Education Management;management letter;central agencies;strategic objective;tertiary institution;demand-side financing;comprehensive strategy;decentralization program;financial resource;Education Administration;flood;



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