Suleyman Demirel University Isparta-Turkey, 4th June, 2010 THE FUTURE FOR UNIVERSITIES IN GHANA By CLIFFORD NII BOI TAGOE VICE-CHANCELLOR UNIVERSITY OF

Suleyman Demirel University Isparta-Turkey, 4th June, 2010

THE FUTURE FOR UNIVERSITIES IN GHANA

ByCLIFFORD NII BOI TAGOE

VICE-CHANCELLORUNIVERSITY OF GHANA, LEGON

At the Suleyman Demirel UniversityIsparta, Turkey4th June, 2010


INTRODUCTION• Acknowledgement – Professor Dr. Metin Lutfi

Baydar, Rector of SDU for invitation;• Ghana – location, some features;• History of HE in Ghana;• Public universities;• Private universities;• University of Ghana;• Challenges facing HE;• The Future – how challenges are being

addressed;• Conclusions.


WEST AFRICA - GHANA

GHANA – SOME BASIC FACTS

• Land area – 238,535 sq. Km;

• Population – about 24 million;

• 60 – 70% in agriculture;

• Primary products – gold, bauxite, manganese ore, diamonds, OIL;

• Human Development Index for education – 0.6 (cf. 0.74 world average);

• GER for all levels – 43% (11% for 3ᵒ edu).Suleyman Demirel University Isparta-Turkey, 4th June, 2010


LAKE BOSUMTWI – ASHANTI REGION


ELMINA CASTLE – CENTRAL REGION


KAKUM NATIONAL PARK


HIGHER EDUCATION IN GHANAHISTORICAL PERSPECTIVES

• The Higher Education experience for Ghanaians can be traced back to the early 19th century – private studies in universities in Europe.

• Fourah Bay College, in Freetown, Sierra Leone provided similar opportunities for the education and training of the intelligentsia from the then Gold Coast and other British Colonies at the tertiary level.



• Local development of Higher Education - Achimota College in 1927 – to provide comprehensive education from kindergarten up to intermediate level to prepare students for higher education.

• Modern HE in Ghana – University College of the Gold Coast, now University of Ghana in 1948 (Asquith and Elliot Commissions);

• Elliot Commission reports – majority & minority;



• Majority report recommended 3 university colleges – Nigeria, Sierra Leone and Gold Coast;

• Minority report – only university college at Ibadan, Nigeria (accepted by British Secretary of State for Colonies);

• Gold Coast disagreed and decided to provide the resources for its own college;

• Hence the University College of the Gold Coast in special relationship with University of London.


ESTABLISHMENT OF PUBLIC UNIVERSITIES IN GHANA

• Other public universities established;– Kwame Nkrumah University of Science (KNUST)

and Technology for science-based subjects, e.g. engineering, architecture;

– University of Cape Coast (UCC) for science education;

– University for Development Studies – to introduce new action-oriented programmes in areas of development priority, emphasize practical field training and adopt community-based and problem-based learning approaches;


ESTABLISHMENT OF PUBLIC UNIVERSITIES IN GHANA

– University of Education, Winneba (UEW to train teachers for basic education;

– University of Mines and Technology (UMaT) – mining technology and related disciplines;

– Ghana Institute of Management and Public Administration (GIMPA) - management, leadership, business.


OTHER PUBLIC TERTIARY LEVEL INSTITUTIONS

• Polytechnics – courses in manufacturing, commerce, science and applied arts (HND, BSc) - 10;

• Professional Institutes – – Institute of Professional Studies (IPS)– Ghana Institute of Journalism (GIJ)– Ghana Institute of Languages (GIL)

• Colleges of Education - 38


EMERGENCE OF PRIVATE UNIVERSITIES IN GHANA

• Phenomenon commenced in mid-1980s;

• 24 accredited as University Colleges and affiliated to public universities;

• Vast majority are faith-based – eg. SDA, Catholic, Methodist, Anglican, Penticostal, Presbyterian, Islamic;

ENROLMENTS 2009/2010

• Public Universities – 160,000

• Private Universities – 25,000

• Polytechnics – 35,000

• Professional Institutes – 4,500

• Total – 224,500

• Male:female – 66:34

• Science/Technology: Humanities – 38:68

• Distance Learning – 44,000Suleyman Demirel University Isparta-Turkey, 4th June, 2010


THE UNIVERSITY OF GHANA

• Comprehensive/research university - with liberal arts, agriculture and professional schools: medicine, dentistry, law, nursing, pharmacy, veterinary medicine engineering, business, communication studies, research institutes and centres;

• 36,000 students;• 3,200 postgraduates;• 1,200 foreign students;• 4,000 on distance learning.



UNIVERSITY OF GHANA: CAMPUSES







THE FUTURE CHALLENGES OF THE HE EDUCATION IN GHANA

Major ones include:• Access & Equity• Quality & Relevance• Inadequate Funding

– inadequate infrastructure– poor conditions of service for Faculty and Staff


CHALLENGES THE FUTURE – ACCESS & EQUITY

• 500% increase in enrolment into public universities in past decade or so (32,000 in 1998 to 160,000 in 2010);

• Polytechnic enrolment up over 100% from 13,000 to 35,000 in same period;

• Private universities enroll 25,000;• Of 325,000 Senior High School students

only about 10% gain access to tertiary institutions – translates to 30% of qualified.


CHALLENGES FOR THE FUTURE – ACCESS & EQUITY

• Male:female ratio still very high – 2:1 instead of desired 1:1;

• Government policy to achieve 60:40 science:arts ratio not being met (note positive correlation between science and real growth in GDP);


CHALLENGES FOR THE FUTURE – QUALITY & RELEVANCE

• Ghana’s reputation as having one on the best educational systems in sub-Saharan Africa has been questioned in recent times;

• Large increases in student enrolment without corresponding expansion in physical and academic infrastructure has affected quality – high student/teacher ratios, ineffective tutorials and practicals;


CHALLENGES FOR THE FUTURE – QUALITY & RELEVANCE (2)

• Education and training should:– develop mind, build character and impart

knowledge and skills for personal and national needs and aspirations;

– have a human mission, to accomplish something for society; enhance one’s awareness of his/her community’s needs and promote them;

– must prepare them for personal development and for the labour market and globalized market.


CHALLENGES FOR THE FUTURE- FUNDING

• The 20-year period from 1980-2000 saw great decline in funding for public HE in Ghana and other sub-Saharan African countries – deliberate policy under IMF/World Bank conditions for structural adjustment programmes;

• Reluctance/refusal of users to contribute to cost of HE for many decades and lack of political will on the part of Goverments to introduce such a system until recently.


FUTURE DIRECTION FOR HIGHER EDUCATION IN GHANA• Goverments have re-awakened to importance of

HE in development;• Large numbers of qualified applicants now

willing to pay; cost-sharing in public universities;• Introduction of meaningful students’ loans

scheme and Financial Aid;• Establishment of Education Trust Fund – 20%

VAT – for infrastructure, Faculty development and research;

• Recent oil find in commercial quantities.


FUTURE OF HIGHER EDUCATION IN GHANA (2)

• Quality assurance – Council for Tertiary Education, National Accreditation Board,;

• Introduction of Distance Learning by large public universities to widen access;

• Provision of ICT infrastructure in universities;• Recent significant Improvement in conditions

of service for Faculty of public universities;


FUTURE OF HIGHER EDUCATION IN GHANA (3)

• Two new public universities to be established – Health and Allied Sciences, Energy and Natural Resources

• Plan to establish Open University;• Increasing number of private universities;• Increasing links with industry, commerce

and world of work to ensure relevance to society.


CONCLUSIONS

• The future appears bright for universities in Ghana;

• Universities - HE institutions in Ghana have a role to play in the development agenda of the country by producing the required human resources, and in adequate numbers;

• HE institutions need to seize opportunities provided by current favourable environments and be innovative, in order to survive and remain relevant;


Documents

Suleyman Demirel University Isparta-Turkey, 4th June, 2010 THE FUTURE FOR UNIVERSITIES IN GHANA By CLIFFORD NII BOI TAGOE VICE-CHANCELLOR UNIVERSITY OF