The number of Ghanaian students at the tertiary level studying abroad was estimated at over **** thousand in 2021, the highest value since 2010. This represented an increase of ***** students compared to the preceding year. Internationally outbound students from Ghana increased in number between 2010 and 2021, recording an estimated shoot from ***** to the 2021 figure. By comparison, the number of internationally inbound students in Ghana was significantly lower.

Ghanaian students at the tertiary level studying in North America and Western Europe amounted to ****** in 2021, an increase of ***** students compared to the previous year. The number of internationally outbound students from Ghana in this region progressively expanded from 2010 to 2021. Overall, in comparison to Central and Eastern Europe, North America and Western Europe recorded higher numbers of Ghanaian student enrollments in higher education.

School enrollment, tertiary (% gross) in Ghana was reported at 21.99 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Ghana - School enrollment, tertiary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on September of 2025.

The number of international tertiary students from Ghana who studied in South and West Asia reached *** students in 2021, the highest since 2010. Compared to 2020, the number of students slightly increased by **. On the whole, the region has one of the lowest counts of Ghanaian student enrollments in higher education, compared to Central and Eastern Europe, and North America and Western Europe.

The number of tertiary students from Ghana studying in Central and Eastern Europe reached ***** in 2021. In the previous year, the count was higher. Overall, international students from Ghana in higher education institutions in Central and Eastern Europe were estimated to have increased significantly between 2010 and 2021.

The ‘Building capacity for critical thinking enhancement in African Higher Education’ project focused on impact enhancement and capacity building, on the basis of the findings from the initial research grant ‘Pedagogies for critical thinking: innovation and outcomes in African higher education’. It was therefore not primarily focused on generating new evidence. Nevertheless, a small amount of data was collected through the process of monitoring impact, in the form of a survey of participating academic staff which comprised both quantitative and qualitative data collection exercises at small scale. This data collection followed capacity building workshops in three universities in Ghana for developing strategies for incorporating critical thinking into their educational programmes. All three universities held staff development workshops and established ongoing support for lecturers.Critical thinking is widely acknowledged as being key to individual capabilities and the development of societies. Ghana and other African countries are in great need of graduates with highly developed critical thinking skills, so as to address the challenges of poverty reduction, democratic governance and environmental sustainability. While universities have great potential for developing critical thinking, to do so effectively they need a conducive learning environment. Evidence from our earlier study 'Pedagogies for critical thinking: innovation and outcomes in African higher education' showed that there was unevenness between institutions, but that some were facilitating rapid improvements. The most significant factors were seen to be lecturers' orientation towards a 'facilitation' rather than 'transmission' approach, a shared collaborative culture in departments, and flexible assessment regulations. Building on these findings, this project aims to enhance impact on universities in Ghana and beyond. Through reflexive workshops with academic staff on a cascade model, it enhances the teaching practice of lecturers in five Ghanaian universities. It also aims to develop a broader transformation of teaching and learning in the institutions through strengthening of support units within universities, development of critical thinking assessments and the creation of a lecturer network. Finally, it addresses the macro level of policy through engagement with national higher education commissions, particularly in the area of assessment. The project aims to bring direct benefit to students in Ghana, to ensure they can develop their critical thinking, and go on to utilise it in their professional and personal lives. It therefore contributes to addressing the broader development challenges of the country. Through policy dialogue in Kenya, and dissemination to other African contexts, broader impact can also be achieved across the continent. In addition, implications for other regions of the world will be drawn out regarding the most effective ways of achieving pedagogical transformation in universities. There were two forms of data collection, a questionnaire and an individual interview. An online questionnaire was distributed to 25 lecturers in four universities, in addition to members of senior management, and teaching and learning units in the same institutions. A total of 63 responses were achieved. The questionnaire focused on change in participants’ pedagogical approaches linked to their participation in the project and also to broader change taking place in their institutional environment and wider context. It comprised primarily questions gathering a range of attitudinal and experiential data. Questions were also included to address issues of barriers to and enablers of change plus understandings of required assumptions needed for successful pedagogical change. Owing to the small scale of the study, however, it was not appropriate to conduct formal inferential statistical analyses. The data was used to examine indicative trends and to gain insight into participants’ responses to the project and into their evolving pedagogical approaches. Semi-structured interviews were also conducted with a small number of participants with the aim of exploring their experiences of the project and of pedagogical change in greater depth. These were carried out with 11 participants in three of the universities.

In 2022, there were *** thousand students enrolled in tertiary education in Ghana, an increase in comparison to the previous year. Enrollment at this educational level has increased over the last 15 years. Moreover, the Gender Parity Index for tertiary education indicated that male students were more favored in learning opportunities than female ones.

Abstract Purpose Knowledge, positive attitude and good preventive practices are keys to successful myopia control, but information on these is lacking in Africa. This study determined the KAP on myopia in Ghana. Methods This was a population-based cross-sectional survey conducted among adults (aged 18 years and older) living across 16 regions of Ghana between May and October 2021. Data on socio-demographic factors (sex, age, gender, level of education, working status, type of employment, monthly income, and region of residence), respondents’ awareness, and knowledge, attitude and preventive practices (KAP) about myopia were collected. Composite and mean scores were calculated from eleven knowledge (total score = 61), eight attitude (48), and nine preventive practice items (33). Differences in mean scores were assessed using one-way analysis of variance (ANOVA) and standardized coefficients (β) with 95% confidence intervals (CI), using multiple linear regression to determine the associations between the dependent (KAP) and demographic variables. Results Of the 1,919 participants, mean age was 37.4 ± 13.4 years, 42.3% were aged 18–30 years, 52.6% were men, 55.8% had completed tertiary education, and 49.2% had either heard about myopia, or accurately defined myopia as short sightedness. The mean KAP scores were 22.9 ± 23.7, 33.9 ± 5.4, and 22.3 ± 2.8, respectively and varied significantly with many of the demographic variables particularly with age group, region, marital status, and type of employment. Multiple linear regression analyses revealed significant associations between region of residence and knowledge (β =—0.54, 95%CI:-0.87, -0.23, p < 0.001), attitude (β =—0.24, 95%CI:-0.35,-0.14, p < 0.001) and preventive practices (β = 0.07, 95%CI: 0.01, 0.12, p = 0.015). Preventive practices were also associated with type of employment (self-employed vs employee: β = 0.25, 95%CI: 0.15, 4.91, p < 0.05). Knowledge scores were significantly higher in those who lived in the Greater Accra (39.5 ± 18.5) and Eastern regions (39.1 ± 17.5) and lower among those who lived in the Upper West region (6.4 ± 15.6). Government employees and those with tertiary education had significantly higher mean knowledge scores compared with non-government employees (β = 4.56, 95%CI 1.22, 7.89, p = 0.007), and those with primary/no education (β = 18.35, 95%CI: 14.42, 22.27, p < 0.001). Conclusion Ghanaian participants had adequate knowledge of myopia but showed poor attitude and low preventive practices, which varied significantly between regions and were modified by socio-demographic factors. Further research into how education can be used to stimulate Ghanaians’ engagement in preventive practices is needed.

BackgroundWorkers are exposed to workplace hazards which increase their risk of occupational injury. Data on occupational injuries and associated factors are important for planning and informing national policy regarding workplace health and safety. This study sought to estimate the prevalence and factors associated with occupational injuries among workers in an industrial city in Ghana.MethodsA community-based cross-sectional survey was conducted among 459 workers in the Tema industrial enclave in Ghana from 22nd December 2020 to 27th February 2021. Participants were recruited using a two-stage sampling technique. Eight communities were randomly selected from twenty-five communities in the first stage while households in each community were randomly selected in the second stage. Data on socio-demographic characteristics, occupational health and safety and occupational injuries were collected. Logistic regression was used to examine the relationship between occupational injuries and associated factors.ResultsThe mean age of the workers was 33.9 (±6.8) years with a range of 21–53 while over 18.1% of them were working at the Port and Harbour. The prevalence of occupational injury among the workers in the preceding twelve months was 64.7%. The mechanism of injury was mainly the use of working tools (45.8%) and hot surfaces, substances or chemicals (14.1%). Being a casual staff (AOR: 2.26, 95%CI: 1.04–4.92), working at Port and Harbour (AOR: 3.77, 95%CI: 1.70–8.39), no health and safety training (AOR: 2.18, 95%CI: 1.08–4.39), dissatisfaction with health and safety measures (AOR: 4.31, 95%CI: 2.12–8.78) and tertiary education (AOR: 0.03, 95%CI: 0.01–0.10) were significantly associated with occupational injuries.ConclusionThe prevalence of occupational injuries in this study was high. Promoting machine tools’ safety, health and safety training, and satisfaction with health and safety measures through rewarding workers who do not sustain injuries could be key to employees’ health and safety.

The Gender Parity Index (GPI) in youth literacy in Ghana increased by 0.1 (+10.64%) in 2018. Therefore, the GPI in Ghana reached a peak in 2018 with 0.99. Notably, the GPI continuously increased over the last years.The gender parity index for youth literacy rate refers to the proportion of females to males between the ages of 15 and 24 who can read and write as well as understand simple expressions about their daily lives.Find more statistics on other topics in Ghana with key insights such as number of children out of school, duration of compulsory education, and Gender Parity Index (GPI) for gross enrollment in tertiary education.

BackgroundHepatitis B and C viral (HBV and HCV) infections are endemic in Ghana. Also, the National Policy on Viral Hepatitis stipulates that there is unreliable data, limited knowledge, and a deficiency in research on viral hepatitis, especially among some high-risk workers in the eastern part of the country. This study therefore assessed the knowledge level and occupational practices of street beauticians and barbers in the transmission of HBV and HCV in the Volta Region of Ghana.MethodsA cross-sectional mixed methods study was conducted in Volta Ghana from April to June 2021. An in-depth interview was used to collect data from five environmental health officers who were selected as key informants in the qualitative stage. Structured questionnaires/checklists and direct observations were employed to collect data from 340 street beauticians and barbers in the quantitative stage. During the qualitative stage, the process of coding, and mind mapping via thematic analysis was carried out. Furthermore, descriptive and inferential analyses were performed using Stata version 17.0 at a 95% significance level in the quantitative stage.ResultsMost street beauticians and barbers reported poor knowledge levels about HBV and HCV (67.0%), although the awareness of this viral hepatitis was high (88.2%). While almost one-third of the participants observed safe occupational practices (31.5%), about 29.0%, 49.4%, and 55.3% of them also followed hand hygiene protocols, wore protective clothes/gloves, and sterilized or disinfected tools after use respectively. Street beauticians and barbers with higher (tertiary) education (AOR = 6.15; 95%CI = 1.26–29.9; p = 0.024), those who had heavy workload of more than 20 customers per day (AOR = 3.93; 95%CI = 1.26–12.3; p = 0.019), and those who had work experience of at least four years (AOR = 1.65; 95%CI = 1.02–2.69; p = 0.040) were more likely to have good knowledge level about viral hepatitis. Additionally, beauticians were more likely to adhere to safe occupational practices as compared to barbers (AOR = 11.2; 95%CI = 3.46–36.3; p

In Ghana, public universities registered the highest number of students (******) pursuing engineering as a discipline in 2019. Technical universities and polytechnics followed with ***** enrollments. Specialized and professional tertiary education institutions had the least students enrolled in the discipline compared to other institutions. Overall, as of 2019, engineering was one of the least studied programs in both private and public tertiary institutions in Ghana compared to others, and it was pursued more by male than female students.

As of 2020, there were over ** thousand teachers at the tertiary education level in Ghana, significantly increasing from around **** thousand in the preceding year. This continued the generally increasing trend observed since 2012. In 2018, Ghana self-weaned from the International Monetary Fund's (IMF's) net hiring freeze conditionality, which allowed the government to extensively hire new staff for the the public sector.

In 2019, there were more academic staff with lecturer titles in universities and colleges in Ghana. That year, nearly 6,000 lecturers worked in such institutions. Moreover, the number of senior lecturers reached around 3,000, while tutors added up to approximately 1,500. The majority of the academic faculty staff were employed on a full-time basis and in private tertiary institutions.

Increasing number of tertiary students

As of 2020, over 540,000 students were enrolled in tertiary institutions in Ghana. The number has generally followed an increasing pattern since 2005. In that year, only about 120,000 people were registered in tertiary education. Furthermore, in 2020, foreign students in Ghana amounted to slightly over 5,700, the majority of which came from other parts of Africa.

Academic disciplines and modes of study

The most common fields of study in public and private universities and colleges in Ghana are business and social sciences. In 2019, around 27,900 students were enrolled in business programs, while 16,400 students pursued courses in social sciences. Furthermore, most tertiary students in Ghana were enrolled in regular programs rather than distance learning and sandwich modes.

As of 2022, ** percent of men and ** percent of women in Ghana completed the last grade of primary school. The completion rate for the lower secondary education level was higher among female students than male students.