A Ghanaian Response to the Study on "Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard"

Autor/in	Effah, Paul
Titel	A Ghanaian Response to the Study on "Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard"
Quelle	In: Research in Comparative and International Education, 6 (2011) 4, S.374-382 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2011.6.4.374
Schlagwörter	Stellungnahme; Higher Education; Rural Areas; Foreign Countries; Developed Nations; Social Mobility; Equal Education; Educational Quality; Access to Education; Medical Education; Engineering Education; Educational Attainment; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Rural area; Ländlicher Raum; Ausland; Developed countries; Industriestaat; Industrieland; Soziale Mobilität; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Medizinische Ausbildung; Ingenieurausbildung; Bildungsabschluss; Bildungsgut; Tansania
Abstract	The study on "Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard" is a contribution to making higher education more socially inclusive in sub-Saharan Africa. The findings reinforce some of the policy initiatives taken in Ghana and Tanzania, and underscore the importance of widening participation in higher education, as well as addressing associated issues of equity and quality. Although the higher education sector has expanded tremendously during the past two to three decades, enrolment at the tertiary level falls behind levels obtained in most developed countries. Access and equity continue to be issues, particularly in rural areas. This article responds to some of the findings in the research study. It identifies some of the policy initiatives by government and interventions taken by the tertiary education institutions to address the issue of access and equity in the provision of tertiary education. As a result of these initiatives, some students in rural areas have not only had the opportunity to enrol in competitive professional programmes like medicine and engineering, but have also been provided with avenues for upward social mobility. A number of recommendations are made towards canvassing support for broader involvement of all stakeholders in the process of promoting access and addressing inequalities. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10