REPUBLIC OF GHANA PUBLIC EXPENDITURE REVIEW 1999 IMPROVING EDUCATION THROUGH INCREASED, EFFICIENT AND EFFECTIVE UTILIZATION OF RESOURCES AUGUST 2000 PUBLIC EXPENDITURE REVIEW 1999 REPUBLIC Of? GHANA PUBLIC EXPENDITURE REVIEW 1999 IMPROVING EDUCATION THROUGH INCREASED, EFFICIENT AND EFFECTIVE UTILIZATION OF RESOURCES AUGUST, 2000 TABLE OF CONTENTS ACKNOWLEDGEMENTS LIST OF FIGURES AND TABLES LIST OF ACRONYMS EXECUTIVE SUMMARY IN T R O D U C T IO N ................................................................................................................................................. 1 C H A P T E R 1 .......................................................................... ............................................................................... 3 THE MACROECONOMIC SITUATION ....................................... 3 C H A PTER 2 ................................ ..... ..................................................................................... 5 INSTITUTIONAL ARRANGEMENTS OF THE MINISTRY OF EDUCATION....................................5 PRE-TERTIARY EDUCATION ........... .................................................................................... 6 The Ghana Education Service (GES)......... ............................6 TE R T IA R Y ED U C A TIO N .................................................................................................................................... 7 The National Council For Tertiary Education (NCTE)............................7 Institutions Under The NCTE ...8 OTHER INSTITUTIONS UNDER THE MINISTRY OF EDUCATION 9 The National Service Secretariat (NSS) ...9 The Funds And Procurement Management Unit (FPMU)........................9 The Non-Formal Education Division (NFED)................................/0 The Ghana Library Board (GLB) ......................................../0 Ghana Book Development Council (GBDC)................................/0 Ghana National Commission For UNESCO................................/0 The West Afr.can Examinations Council (WAEC).............................II CHAPTER 3 .................................................................... 12 FINANCING OF EDUCATION............................................ 12 DOMESTIC FUNDING............................................... 17 The Ghana Education Service (GES).................................... 7 Tertiay Education ................................................. 9 The Non-Formal Education Division (WAEC).......................... ............22 CHAPTER 4 ........................................................................................... .....26 ACE N F DN .................................................................2 The Ghana Education Service .....................26 THE NT CN For Tertiay Education ...............................27 The Non-Formal Education Division.....................................31 The National Sevice Secretariat.. ... ........ .........................3 CHAPTER 4...5................................... .............33 C THREAiNTS N 1. ................................................3 The Ghana Education Service......................................... Tertiary Education ................................................. 3 3 The Non-Formal Education Division.....................................34 National Sevice Secretaat............................................. .......... Ftiods And Procurement Management Unit ........................................................ ., CHAPTER 6........................................................ 35 SUMMARY OF FINDINGS AND RECOMMENDATIONS.......................... 35 CHAPTER 7.................................................................... 40 CONCLUSION ................................................................... 40 A N EE. . ..E..................... . . ............. . 41 .2 ACKNOWLEDGEMENTS This Public Expenditure Review is the seventh of the annual reviews. This was prepared under the direction of the Deputy Minister of Finance. Mr. Victor Selormey. Mr. Kofi Opoku-Manu (Chief Director) chaired the editorial team, which was composed of Dr. A.W. Alhassan (Director of Research), Maj. Rtd. M.S. Tara (Director of Budget), Mr. M.A. Quist Therson (Director, World Bank Desk), Mr. Hudu Siita (Head, Project Implementation Monitoring Unit), Mr. G.K. Amuzu, (Research Division), Mr. K. Abaka Quansah (PUFMARP Secretariat, MOF) Mr. M. Kosi (World Bank Desk), Mr. O.M. Bogne (Budget Division) Mr. S.B. Nyantekyl (Budget Division). The rest are Mrs. Magdalene Appenteng, Mr. F. Kwateng-Amaning, Mr. Osa Ahinakwah, Mr. M.Oliver Ahiati, Mr. Samuel D. Arkhurst, Mr. Emmanuel Fordjour, Mr.Franklin Ashiadey, Mr. Alhassan Iddrisu, Mr Lawrence Dodoo and Mr. Isaac Agyare-Sem all of the Ministry of Finance. The contribution of the following people is also acknowledged. Mr. Yaw Dwomoh (Consultant, MOE) Mr. Patrick W. Yiriyelleh (Director PPBME of MOE) Mr. Victor Yeboah-Manu (Senior Accountant, FPMU of MOE) Mr. Samuel K. Yevu (Planning Officer, NCTE) Mrs Gifty Mahama (Deputy Director, NSS) Mr. Harold Maclean (Budget Officer, NFED) Mrs. Doris Edjeani-Haizel, Ms. Tina Ofori and Ms. Sarah Entsua-Mensah, secretaries to the Chief Director provided the secretarial support 11 LIST OF FIGURES Figure 1 Enrollment in Tertiary Institutions Figure 2 Female intake in Tertiary Institutions Figure 3 Enrollment in Science Based Disciplines (1997-99) Figure 4 Deployment of Graduate National Service Personnel by Regions in 1999 LIST OF TABLES Table 1.1 Broad Budgetary Allocation to Sectors in 1999 ( ( billion) Table 3.1 : Ministry of Education's Share of National Budget (4 billion) 1997 - 1999 Table 3.2 Recurrent Budget Allocation by main Sub-sector ( billion) Table 3.3 Allocation of Budget by Item (0 billion): 1997 - 1999 Table 3.4 Allocation of Recurrent Budget by Level/Type of Education: 1997 - 1999 (4 billion) Table 3.5 Actual Expenditures by Item, 1997-1999 ( billion) Table 3.6 : Sub-sector Expenditure by Item - 1999 (0 billion) Table 3.7 : Planned Recurrent Expenditures for Tertiary Education 1997 - 1999 ( billion) Table 3.8 :Actual Recurrent Expenditures for Tertiary Educaton 1997-1999 (0 billion) Table 3.9 : Distribution of Planned Recurrent Expenditures to Agencies 1997-1999 in 0 million Table 3.10 : Distribution of Actual Recurrent Expenditures 1997 - 1999 (0 billion) Table 3.11 Actual Recurrent Expenditures as Percentages of Planned Recurrent Expenditures: 1997-1999 Table 3.12 Comparison of NFED Planned and Actual Expenditures 1997-99 (4 billion) Table 3.13 : Headquarters and Regional Distribution of Actual Recurrent ExpenditLres 1997 - 1999 (t billion) Table 3.14 : Actual Expenditures in Areas of Education 1997 - 1999 (0 billion) Table 3-15 : Actual Expenditures in Formal Education 1997 - 1999 (0 billion) Table 4. 1 Female Enrollment in the Tertiary Institutions 1997-1999 Ill ACRONYMS ADF - African Development Fund AGC - Ashanti Goldfields Company BESIP - Basic Education Sector Improvement Programme COPP - Conference of Polytechnics Principals CVCP - Committee of Vice-Chancellors and Principals DEOC - District Education Oversight Committee DFID - Department for International Development ERP - Economic Recovery Programme ESRP - Education Sector Reform Programme fCUBE - free Compulsory and Universai Basic Education FIS - Financial Information System FPMU - Funds and Procurement Management Unit FUSSAG - Feueration of University Senior Staff Associations of Ghana GAUA - Ghana Association of University Administrators GBDC - Ghana Book Development Council GCE - General Certificate of Education GES - Ghana Education Service GIL - Ghana Institute of Languages GLB - Ghana Library Board IDA - international Development Association IPS - Institute of Professional Studies KNUST - Kwame Nkrumah University of Science and Technology MOE - Ministry of Education MSLC - Middle School Leaving Certificate MTEF - Medium Term Expenditure Framework NAB - National Accreditation Board NABPTEX - National Board for Professional Technician Examination NCTE - National Council for Tertiary Education NFED - Non-Formal Education Division NFLP - National Functional Literacy Programme NGO - Non-Governmental Organization NLC - National Liberation Council NSS - National Service Scheme ODA - Overseas Development Administration PE - Personal Emoluments PIP - Public Investment Programme PNDC - Provisional National Defence Council PPBME - Policy Planning, Budgeting, Monitoring and Evaluation PUFMARP - Public Financial Management Reform Programme Relations SRC - Science Resource Centre SRIMPR - Statistics, Research, Information Management and Public UNICEF - United Nations Children's Fund USAID - United States Agency for International Development UST - University of Science and Technology VALCO - Volta Aluminium Company WAEC - West African Examinations Council WSD - Whole School Development iv Asat-odied opn EXECUTIVE SUMMARY 1 The Government of Ghana has been preparing public expenditure reviews annually since 1993 by adopting relevant thematic areas to highlight important issues of public expenditure management in Ghana. These reviews have indicated lapses in the mechanism through which public expenditures. were made and also provided the basis for assessment of expenditure priorities of Government. 2. Since education is the largest spending sector of the economy, the 1999 Public Expenditure Review is focused on improving the quality of education through increased efficient and effective use of resources. 3. Under Ghana Vision 2020, improving access to quality education in the country has been identified as one of the focal points for Government to achieve its aim of ensuring efficient education in the country. Education and training are thus being structured to meet the current manpower needs of the country as well as satisfy the intellectual and skill requirements of a technology-based growing economy. MACROECONOMIC SITUATION 4. The country's sustained economic growth in the second half of the decade was hampered by the terms of trade shock in 1999 resulting from a deteriorating world market price of our major exports and appreciable increases in the world price of crude oil. This went further to affect the Government's fiscal balance and the balance of payments. Anticipated Government revenue was therefore not fortfcoming resulting in shortfalls in releases of resources to all sectors including education. INSTITUTIONAL ARRANGEMENTS 5. The Ministry of Education is responsible for the provision of quality and relevant education at all levels. 6. The activities of the Ministry are undertaken by a number of bodies, namely the main Ministry, Ghana Education Service (GES), National Council For Tertiary Education (NCTE) and other non-teaching institutions whose activities impact on the education sector (e.g. National Service Secretariat (NSS), Ghana Library Board (GLB), West African Examinations Council (WAEC), Non Formal Education Division (NFED), etc. 7. The main Ministry is responsible for the formulation and review of educational policies as well as the establishment of regulatory framework for the various departments and agencies under it. The Ministry also manages, co-ordinates and supervises education programmes undertaken by its implementing agencies. V 8. The GES iS in charge of pre-tertiary education that embraces Basic Education (Primary and Junior Secondary Schools) and Senior Secondary Schools Tertiary education which comprises the Universities, Polytechnics, Ghana Institute of Languages and the Institute of Professional Studies is managed by the NCTE. FINANCING OF EDUCATION 9. The main sources of funding for the education sector are GoG and the Donor community. Minor sources include Internally generated funds from the payMent,of user fees by students in line with the Government's policy of cost sharing. Fuiids from GoG sources constitute the largest source and averaged about 63 per cent between 1997 and 1999. 10 Financing of education has always been a major concern of Government. Including expenditures outside direct sectoral allocation such as those from the District Assemblies Common Fund, the students' loan subsidy and scholarships, the expenditure on education in '1999 was about 4 per cent of GDP. The District Assemblies Common Fund, which is 5 percent of tax revenues earmarked for local Government, allocated 24 per cent of it's expenditure in 1999 to basic and secondary education, most of it going into basic educ,ation infrastructure. The student loan scheme has been financed by SSNIT with the GoG providing the difference between the concessionary interest rate and the prevailing treasury bill rate. i 1. *rhe budget pro,cess during the period could be described as Incremental budgeting until 1999 when the Government adopted the Medium Term Expenditure Framework (MTEF), which is performance - based and integrates the Recurrent and Development expenditures into a three-year rolling budget. 12, During the three-year period 1 997-1999, budgetary allocation s. ap ptoved for the Ministry of Education fromn GOG sources was 01 ,706 billion.- A13. The education sector anulyaccounted for abu 5per cent of the discretionary budget over the period. Pre-tertiary sub-sector accounted for about 80 per cent of the total education planned expenditures. Although the basic Education sub-sector received the greatest share of the sectoral budget, about 90 per cent was earmarked for the payment of salaries. 14. The tertiary education budget in 1999 constituted 14 per cent of the total expenditure on education. The student's loan subsidy and tertiary scholarships added to the total. 15. Investment expenditures for the education sector have generally accounted for about 4 per cent of the total education expenditures. This has made it difficult for the Ministry to implement many of its investment programmes resulting in a large number of uncompleted construction projects for educational institutions throughout the country. 16. The share of Personal Emoluments in the total expenditure for the Sector declined from 83.6 per cent in 1997 to 69.8 per cent in 1999. The decline is n line with the Ministry of Education's policy of. controlling growth in the Personal EMOILuIments (PEI with a view to increasing the non-salary r9 component of the budget to provide some critical inputs for the schools. The shares of both non-salary recurrent and the Development/Investment allocations have also shown some steady increases. The 1999 total budgetary allocation for the Ministry (excluding external funds) was 0678.550 billion. 17. The Ghana Education Service was allocated a total of 0550.1 billion out of which about 73 per cent was for Personal Emoluments. Tertiary Education was also allocated about 15 per cent of the total planned expenditure. Allocation by items shows that about 70 per cent of the total Expenditure for Tertiary Education was earmarked for Personal Emoluments with the remaining 30 per cent allocated to the other three items namely, Administration, Service and Investment. 18 The share of planned recurrent expenditures for basic education declined slightly from 59.5 per cent in 1997 to 57.79 in 1999. The share of Senior Secondary School (SSS) was about 15 per cent during the period. The allocation to Technical Vocational education increased slightly from 1.9 per cent in 1997 to 2.3 per cent in 1999. 19. The actual development budget was however lower than the planned while actual recurrent expenditure exceeded the planned mainly as a result of increments in Personal Emoluments over the 3 years. 20. Due to budgetary constraints in 1999, various construction works undertaken in the education sector amounting to 035 billion could not be paid for. This amount is being paid for from the investment budget planned for 2000. 21. Total external inflows from 1997 to 1999 averaged 045.3 billion representing 37 per cent of total resource allocated to education. The bulk of external inflows supported formal education (an average of about 84.6 per cent over the period) with the rest going into non-formal education. ACHIEVEMENTS 22. The education sector even though plagued with some problems, managed to record some modest achievements in 1999. These are indicated by sub- sectors in the following paragraphs. GES 23, The implementation of the fCUBE programme led to an appreuiable growth in enrollment in basic education (17.9 per cent between 1994/5 and 1997/8). Student enrollment in SSS also increased by 33.2 per cent between 1992 and 1998. 24. Under the Government's decentralisation policy, over 80 per cent of the resources of the GES have been decentralised to the districts. The capacity of district officers was also enhanced through courses in financial management and information systems nationwide. 25. Teacher Support Teams have been formed in GES to provide trainer courses for head-teachers. Six hundred head-teachers and 272 circuit supervisors have been trained in School Management and Supervision. Vii 26. The GES has reviewed some of the subjects taught in schools to make them more user-friendly. These subjects include English Language, Mathematics, Physical Education, Agriculture, Social Studies and Life Skills. NOTE 27. The 1999 figures showed that enrollment in the Universities and the Polytechnics is on the increase. Enrollment into the Universities increased by 1 8 per cent while that for polytechnics went up by 33 per cent against the target of 10 per cent and 15 per cent respectively. 28. The target of 43 per cent and 55 per cent for Universities and Polytechnics respectively in terms of enrollment in the science-based disciplines fell short by 4 per cent for the Universities and 6 per cent for the Polytechnics in 1999 due mainly to lack of facilities and space. 29. The Education Reform Programme was reviewed in 1997/1998 to address the problems and difficulties of the programme. 30. As a follow up to His Excellency the President's Sessional Address to Parliament of 1999 the necessary administrative instruments have been put in place for the establishment of Polytechnics in Wa and Bolgatanga in line with the policy of establishing a Polytechnic in each regional capital. 31. The Acts establishing the Universities and Polytechnics were also reviewed to bring them in line with the provisions of the 1992 Constitution. The- Bill establishing the Institute of Professional Studies (IPS) was also passed. NFED 32. About 394,875 learners benefited from courses on quality functional literacy skills such as reading, writing, numeracy and income generating skills in cassava processing, gari making, palm oil extraction, snail farming, baking and weaving between 1997 and 1999. 33. The NFED also undertook a field monitoring and evaluation exercise in ail the regions and districts to assess the progress of implementation, identify constraints and observe management performance. 34,~ The Division. in conjunction with the Institute of Ecology and Reserve Management of the University of Edinburgh, UK and the Forestry Department of Ghana, organised a five-day training workshop on the development of training materials for new literates. CONSTRAINTS 35. In spite of the achievements made in the education sector, there were some J constraints, which should be noted and addressed to realize the full potential of quality education in Ghana. Prominent among these constraints were inadequacy and delay in release of funds, dilapidated infrastructure in the institutions, deplorable furniture and equipment, lack of textbooks and other teaching/learning materials and inadequate lecturers/trained teachers. 36. The major constraint in GES was the inability of cost centre managers to implement most of their planned investment activities as a result of untimely Viii II * release of funds, non-payment for projects committed within a financial year, delay in award of contracts, low financial capacity of contractors and ineffective monitoring of development projects. 37. The tertiary institutions were allocated only 50 per cent of their budgetary requirements. Notable .problems faced by these institutions included insufficient hostel facilities for students, inadequate equipment for many departments, low morale among existing staff and the inability to attract and retain qualified academic and non-academic staff. 38. The basic problems facing the Non-Formal Education Division included inability to recruit facilitators, inability of the programme to attract women learners in the three Northern regions, lack of incentives for volunteer facilitators, inaoility to attract learners in the former conflict areas and lack of a legal status. 39. The major constraint facing the NSS was the delay in release of funds for payment of allowances of national service personnel. The secretariat also lacked adequate logistics and this affected monitoring and evaluation of programmes including the performance of staff and service personnel. FINDINGS AND RECOMMENDATIONS 40. The review identified a number of important issues in relation to the effective and efficient management of education in the country. Some of those issues are discussed in the following paragraphs. 41. The District Assemblies play an important role in the delivery of education at the community level while the religious bodies assist in the management of basic schools at the regional level. It should however be noted that the functions of the unit managers of the religious bodies and District Directors of Education of GES overlap. It is therefore recommended that the Educational sub-committee of the Executive Committee of the District Assemblies involves heads of school affiliated to the religious bodies in their meetings to ensure proper co-ordination and implementation of educational policies. 42. There is a common pool in the Ministry to which all donor resources are channelled and this pool is managed by the Funds and Procurement Management Unit (FPMU). This is a step in the right direction as it facilitates timely completion of related activities as well as attraction of more donor funds. 43. Even though the attainment of the objectives of the fCUIBE is a constitutional requirement, only moderate gains have been made in the wake of problems persisting in the educational system. There is therefore the need to review the timing for the achievement of this objective. As one of the actions put in place to address this problem, the GES has decentralised over 80 per cent of the management of its resources to the regions and districts. 44. The education sector receives external support in the form of donor funds. The sector received $500 million between 1997 and 1999, most of which was to finance service and investment activities. It is clear from the review however that very little or no donor funds support secondary education. This calls for parents and guardians to strengthen their support for cost sharing so Ix that Government can put more resources in science and technological facilities. The review also revealed that the main sources of financing the tertiary sector budget is GOG (even though there is some donor support) and most of these funds went into the provision of goods and services and other non-academic activities. It is therefore recommended that these tertiary institutions should outsource the provision of the non-academic services to the private sector so they can concentrate 'on academic activities. Departments with income-generation potential should be encouraged to strengthen their commercial activities. 45. Overburdened lecturers (in terms of handling more students than normat) are not able to undertake as many research activities as they are expected to do. The research base of the tertiary institutions should be strengthened to serve as a ground for staff development. It is also recommended that post-graduate programmes should be instituted with fdreign institutions as partners on the campuses to reduce the number of students who fail to return home on completion of their PhD studies abroad. 46 Even though the enrollment of female students in the universities and polytechnics showed slight increases, that for the polytechnics was however below target. Tertiary institutions are therefore encouraged to increase their female intake to a target of 35 per cent in the 2000/2001 academic year and eventually hit the 50 per cent target in the medium term. I"I INTRODUCTION 1. This Public Expenditure Review is the seventh in the series of annual reviews undertaken by the Government since it took over their preparation in 1993. Various sectors and related themes are usually adopted to highlight important issues of public expenditure management. For example in 1997, Managing Social Sector Expenditure for Human Capital Development was adopted as the theme for thepublic expenditure review of the Social Sector. For the purpose of that review, the Social Sector was defined to include education, health, rural water, housing, social welfare and population management. That review examined the allocations, utilization and the impact of social sector resources following which it suggested improvements aimed at expanding social services as a long-term strategy for sustained economic growth and poverty reduction. 2. For the achievement of that aim, one of the recommendations was that, development budget allocations to all the social sub sectors be increased for more infrastructural development to facilitate the achievements of the objectives of the sub sectors. 3. On education, the 1997 review indicated that, satisfaction with the quality of the service was noticeably low particularly for the rural areas. The fundamental reasons were the shortage of books and the poor condition of the facilities of the schools in the rural areas, Where access to primary school education was lower than in the urban areas. It also noted that there was a widening gap in the levels of inequality between males and females in education. Thus, it was recommended that efforts be made to increase resource allocations to noted low school enrollment areas to facilitate increases in enrollment. 4. Thus in 1999, the Ministry of Education alone was allocated 58 per cent of the discretionary budget of the social services sector and close to 25 per cent of the total discretionary expenditures for the economy. It ranked first in both sectoral and national discretionary budgets. In addition, total expenditures, excluding foreign financed capital expenditure of the Ministry alone, accounted for 3.8 percent of GDP in 1999; higher than that of the Ministry of Health (1.2 per cent of GDP). Clearly, a sector that absorbs that much of national resources merits attention. 5. Despite this high level of investment in the education sector as support for the implementation of the education reform programme, a number of problems persist in the educational system. Recent statistics from the MOE indicate that the quality of teaching and learning particularly at the basic level appears low. There are still disparities in educational attainment between the rural and urban areas and between males and females. The growth in enrollment has been slow at the various levels for many reasons including, inadequate infrastructure and equipment. 6. Consequently, improving the quality of education has been chosen as the theme for this year's Review, which will highlight this activity through increased efficient and effective use of resources. This calls for an examination of the sector in an effort to determine if resources are efficiently applied to improve education to levels that will ensure the attainment of the objectives of Vision 2020. 7. Even though the Ministry of Education spends close to 80 per cent of its discretionary expenditure on wages and salaries, the sector attracts considerable attention because of its role in the poverty reduction and growth strategy, as an enlightened population is an asset to any nation. 8. Additionally, the recent explosion in science and technology and the immense opportunities arising from it have made it imperative for all nations in the world to be prepared to reap the benefits there from. This implies that the sector must be critically examined to ascertain the extent to which resources channelled into it adequately fund essential programmes that will equip the population to enable it take advantage of the present state of technology for the common good. Objectives of the Expenditure Review 9. Based on the above, the objectives of the Review are: * To do an analysis of the education sector budgetary allocations and actual expenditures by sub sector; * To identify the achievements and constraints arising out of the implementation of the 1999 programme: and * To make recommendations for improving adequacy, efficiency and effectiveness in the allocation and utilisation of resources. Organisation of the Report 10. The report is made up of seven Chapters. Chapter 1 outlines the macroeconomic situation including total revenue and expenditure targets that form the basis for budgetary allocations to the five broad functional classifications. Chapter 2 outlines the institutional arrangements for managing educational sector policies and programmes. Financing of education is discussed in Chapter 3. Specifically it describes and analyses budgetary allocations and actual expenditures by sub sector and educational level. Achievements and constraints of the 1999 education sector programme are outlined in Chapters 4 and 5 respectively while Chapter 6 summarises the findings of the review and states the recommendations arising out of them as the way forward. Finally, the conclusion on the review is given in Chapter 7. CHAPTER 1 THE MACROECONOMIC SITUATION 11. The domestic economy encountered a hard time in fiscal year 1999. Firstly, there were the lingering effects of the Asian crises of 1998 and. secondly the collapse of the world market prices of cocoa and gold, Ghana's principal export commodities. These events resulted in a terms of trade shock that caused a decline in our foreign exchange earnings. In addition, the sharp rise in the. price of crude oil as well as delays in receipts of donor inflows further compounded the financial difficulties. 12. As a direct consequence of these developments in 1999, the overall growth rate of GDP contracted and this placed considerable stress on Government's fiscal position, the balance of payments and the exchange rate of the domestic currency. 13. Most of the macro-economic aggregates were on target during the first half of the year, but experienced sharp reversals as the adverse external pressures mounted. In the circumstances, Government's fiscal balance and the overall balance of payments position suffered relative to both the 1998 outturn and the projection for 1999. With the contraction in external reserves resulting from the fall in export receipts and donor inflows, the exchange rate of the cedi depreciated markedly. In tandem,-both domestic interest rates and the inflation rate recorded upturns after declines in the first half of the year. 14. Reflecting the unanticipated negative developments, Ghana's real GDP grew by 4.4 per cent in 1999. This was about one percentage point below the initial projection of 5.5 per cent. Agriculture continued to be the lead sector. Though it expanded by 3.9 per cent it contributed 36.5 per cent to total real output. This was followed by the Services sector with a growth rate of 5.0 per cent compared to 6.0 per cent in 1998 and contributed 29.2 per cent to real GDP. The Industrial sector grew by 4.9 per cent in 1999 as against 3.2 per cent in 1998 when the sector was adversely affected by the energy crisis. The sector's contribution to total real output for 1999 was 25.2 per cent, which was 0.1 per cent above thel 998 output share. 15. The end-of-perioa inflation rate, which stood at 15.7 per cent in December 1998, further decelerated throughout the first five months of 1999 to 9.4 per cent in May, and in line with developments in the second half of the year closed 1999 at 13.8 per cent. 16. The food.price inflation decelerated from 21.8 per cent in December 1998 to 5.2 per cent in April 1999 and remained in single digit throughout the rest of the year. On the contrary, non-food price inflation more than doubled from 10.3 per cent in December 1998, to 20.8 per cent in December 1999. Computation of the average yearly inflation became possible again from September 1999 after the Ghana Statistical Service changed the base of computing the consumer price index. The average yearly inflation for the year ending September 1999 therefore, was 13.1 per cent. The rate declined in the last quarter of the year to reach 12.4 per cent in December 1999. 17. With this background of the macroeconomic situation, it is important to examine its effect on public expenditure to the social services in general and education in particular. Functional Classification of Expenditures Under the MTEF 18. Under the Medium-Term Expenditure Framework (MTEF) programme, allocation of the country's discretionary expenditure is done under five broad functional/sectoral classifications namely, General Administration, Economic Services, Infrastructure, Social Services and Public Safety. Resources are also allocated for contingency purposes. 3 Table 1.1 Broad Budgetary Allocation to Sectors in 1999 - ( Billion) Sectors Gov't of Ghana Donor Total General 776.1 262.1 1,038.2 Administration Economic Services 168.7 230.3 399.1 Infrastructure _ 367.5 451.4 818.9 Social Services 976.3 197.1 1,173.5 Public Safety 390.4 0.0 390.4 Contingency 38.6 0.0 38.6 Tota 2,717.6 1,141.0 3,858.61 Source : Budget Statement and Economic Policy, 1999 19. As shown in Table 1.1, the Social Services Sector had the highest allocation of 01,173.5 billion. This was followed by General Administration with 01,038.2 billion; Infrastructure, 0818.9 billion; Public Safety, #390.4 billion; Economic Services, 0399.1 billion and Contingency, 038.6 billion. This pattern of allocation reflected the emphasis Government placed on social sector development, which includes Education in the 1999 fiscal year. Social Sector Allocation 20. The Social Services Sector consists of five Ministries and three Commissions. These are the Ministries of Education, Health, Employment and Social Welfare and Communications. The others are the National Commission for Civic Education, National Commission on Culture and the National Media Commission. 21. In 1999, the Ministry of Education was allocated the largest budget of 0678.9 billion (or 57.9 per cent of the total social sector allocation). This was followed by Health with 0324.9 billion (27.7 per cent), with the rest of the Ministries and Agencies sharing the remaining 14.4 per cent. However, due to poor fiscal performance resulting from reasons adduced earlier in this chapter, it became impossible for Government to meqt the expenditure forecast made in the 1999 budget. This affected actual budgetary releases to all sectors of the economy, especially, the expenditures outside personal emoluments and administration cost. Thus, in 1999,34 per cent of non-salary budget (consisting among others, 80 per cent of investment budget, 23 per cent of service budget of the Ministry of Education) was not released and this affected the implementation of the programmes of the Ministry. 4 CHAPTER 2 INSTITUTIONAL ARRANGEMENTS OF THE MINISTRY OF EDUCATION 22. The mission of the Ministry of Education is to provide quality and relevant education to all Ghanaians to make them functionally literate, productive and acquire the necessary skills to cope successfully with challenges of the modern world The goal of the Ministry is therefore to provide relevant education to all Ghanaians at all levels. In fulfilment of this mission the Ministry will provide: * basic education for all; * educational training for skill development with emphasis on science, technology and creativity; and * tertiary education for the development of ' niddle and top level manpower requirements; facilities to ensure that all citizens are functionally literate and self- reliant. The Ministry will be guided by quality education, efficient management of resources, accountability and transparency. 23. The activities of the Ministry of Education could be analysed in four levels. These consist of the main ministry or the' headquarters, those related to basic schools and senior secondary handled by the Ghana Education Service, while tertiary education comprising mostly all institutions above senior secondary school level that offer professional/academic training are managed by the NCTE. The cases of reading/learning for people who otherwise are not in formal institutions are under the Non-Formal Education Division. 24. The analysis of Ministry of Education will also cover other agencies-that are not directly in teaching situation but impact on the sector. 25. The main Ministry is responsible for the overall management, co-ordination and supervision of educational programmes and projects being implemented by the various Agencies and Departments. The Ministry's responsibility includes the formulation and review of policies, the establishment of regulatory framework for the various sub- sectors under the Ministry. The main Ministry has four line directorates in accordance with the Civil Service law. The directorates are Finance and Administration, Policy Planning, Budgeting, Monitoring and Evaluation (PPBME), Human Resource Development (HRD) and Statistics, Research Information Management and Public Relations (SRIMPR). 26. The Directors heading the four Divisions report to the Chief Director who in turn works up to the Minister and his two deputies. Separate Units have been established for the coordination of the activities of the Development Partners and the management of donor funds. These are the Funds and Procurement Management Unit (FPMU) and the Office of the Development Partners Co-ordinator. These two structures are expected to be mainstreamed into the system by 2001. 27. Government introduced an extensive Education Reform Programme to rectify the shortcomings in the education system in 1987. The main objectives of the reforms were: a. To expand and make access more equitable at all levels of education. b. To change the structure of the pre-tertiary education system from 6 - 4 - 7 to 6-3-3 that is, 6 years primary to be followed by 3 years junior secondary education (making 9 years basic education), and 3 years senior secondary school. Pre-tertiary education is thus reduced from 17 to 12 years. The first degree covers 4 years instead of 3 years. 5 c. To improve pedagogic efficiency and effectiveness. d. To make education more relevant by increasing the attention paid to problem- solving, environmental concerns, pre-vocational training, manual dexterity and general skills training. e. To contain and partially recover educational costs and to enhance sector management and budgeting procedures. 28. In addition, it is a requirement of the 1992 Constitution that a free compulsory and universal basic education (fCUBE) be achieved by the year 2005. 29. The fCUBE programme was conceived to improve: a. the quality of teaching and learning; b. access to and participation in basic education; c. community participation in the delivery of education; and d. resource management and allocation. Pre-Tertiary Education The Ghana Education Service (GES) 30. The Ghana Education Service (GES), the largest implementing agency of the Ministry of Education is responsible for the implementation of pre-tertiary education policies and programmes. Pre-tertiary education consists of pre-schools, which is the joint responsibility of the Ministry of Employment & Social Welfare and the Ministry of Education, basic education and the second cycle institutions. The GES is headed by a Director-General whd is supported by two Deputies and ten divisional Directors responsible for the following divisions: a. Basic Education b. Senior Secondary Education c. Manpower and Training d. Administration and Finance e. Supply and Logistics f. Technical and Vocational Education g. Teacher Education h. Curriculum Research and Development i. Inspectorate j. Special Education 31. There are two other special units for Guidance and Counselling, and School Health, which are also headed by directors. In line with the Government's decentralisation policy some components of the Ghana Education Service's function have been delegated to the regions and the districts. A Regional Director heads each of the ten regions and the 110 district offices are headed by District Directors. 32. The District Assemblies also play a vital role in the delivery of education at the community level. The Assemblies are responsible for the provision and maintenance of all buildings and furniture for basic schools. The Ghana Education Service Act of 1995 also established District Education Oversight Committees (DEOC). The issues which the DEOC oversee include, general conditions of schools, posting and transfer of teachers, attendance of both pupils and teachers, supply and use of textbooks and materials, and teacher performance. 33. Another group with vested interest in the management of basic schools is the Religious 6 Bodies. The Managers of the Educational Units located in the regional capitals managed basic schools founded by religious organisations and report to their General Managers in Accra. The functions of the Unit School Managers overlap with those of the District Directors of Education. All the Unit Schools are also staffed by teachers paid by Government and operate under the same rules and conditions as those of the district directorates of education. Tertiary Education The National Council For Tertiary Education (NCTE) 34. The White Paper which was issued in'1999 on the Reforms to the Tertiary Education System identified the following medium term goals for tertiary education (to be achieved progressively, overtime): a. establish an integrated and co-coordinated tertiary education system comprising all post-secondary pre-service training insfitutions under the general supervision, direction and control of the Ministry of Education; b. ensure that tertiary education is co-coordinated with all other sub-sectors of the education system and overall national development and education policies and priorities; c. make tertiary education cost-effective and able to provide quality education for increasing numbers of students through increased efficiency in the utilization of space, resources and personnel; d. increase funding for tertiary education by increasing the capacity of teaching institutions for income generation and encouraging greater financial support from the private sector; e. provide for greater access to tertiary education for qualified people and significantly increase the proportion of female students; f. restructure enrollment and output of tertiary institutions to achieve an appropriate balance in the provision of skills in science, technology, social sciences, humanities and their costs in relation to national needs: g. achieve a better balance between the supply of higher level and technician level personnel; h. introduce programmes and courses for advanced technician training in appropriate tertiary institutions; i. introduce programmes and courses geared to the essential training needs of working people for national development; j. ensure an overall balance between the supply of trained personnel from the tertiary institutions ana labour market demand; and k. improve the internal administration of all tertiary teaching institutions. 35. The NCTE was established under Act 454, 1993. It was set up to: a. advise the Minister of Education on the development of institutions of tertiary education in Ghana; b. enquire into the financial needs of the institutions of tertiary education, and advise the Minister accordingly; c. recommend to the Minister for purposes of the preparation of the annual national 7 education budgets: i. block allocations of funds towards running costs; and ii. grants towards capital expenditure of each institution of tertiary education, indicating how the allocations are to be disbursed; d. recommend national standards and norms including standards and norms on staff, costs, accommodation and time utilization, for approval of the Minister and to monitor the implementation of any approved national standards and norms by the institutions; e. advise governing councils of institutions of tertiary education on suitable measures for generating additional funds for their institutions; f. advise the institutions of tertiary education on the applications for and acceptance of external assistance in accordance with Government policy; g. advise the Minister generally on rates of remuneration and other conditions of service of staff of the institutions; h. publish information on tertiary education in Ghana; and i. perform any other functions provided in the Act and as such other functions relating to tertiary education as are incidental to the functions specified in the Act. 36. As a key sub-sector of the Ministry of Education the mission of the National Council for Tertiary Education is to: * Provide higher and technical education to qualifying Ghanaians without any discrimination whatsoever. * Promote knowledge through research. * Disseminate knowledge through service. 37. In providing these services the NCTE is guided by the principles of quality education, efficient management of resources and accountability. Institutions Under The NCTE 38. The following institutions currently constitute the tertiary sector under the National Council for Tertiary Education (NCTE)- a. The existing five universities (University of Ghana, Legon; Kwame Nkrumah University of Science and Technology, Kumasi; University of Cape Coast; University for Development Studies, Tamale; and the University College of Education, Winneba. b. Ghana Institute of Languages, Accra c. Institute of Professional Studies, Accra d. The Polytechnics (Accra Polytechnic, Cape Coast Polytechnic, Ho Polytechnic, Kumati Polytechnic, Takoradi Polytechnic, Tamale Polytechnic, Sunyani Polytechnic and the Koforidua Polytechnic. Government has approved the establishment of two other polytechnics to be located in Bolgatanga in the Upper East Region and Wa in the Upper West Region. 39. Besides, NCTE handles budgetary allocations for organisations such as: 8 * National Accreditation Board; * National Board for Professional and Technician Examinations; * Distance Education; * Ghana Academy of Arts and Sciences; * Ghana Universities Press; * Encyclopedia Africana Project; * Universities of Ghana London Office; and * Institute of Chartered Accountants. Other Institutions Under the Ministry of Education The National Service Secretariat (NSS) 40. The National Service Scheme under the Ministry of Education was established in 1973 by NLC Decree 208 and incorporated into the 1979 constitution in 1980 by Act 426. 41. It was established to provide manpower support for distressed public sector areas including education, health, agriculture, cooperatives, local Government, military, rural development and rural industries and youth programmes. About 70 .per cent of all national service personnel work regularly in the Education Sector. 42. The Scheme currently has a Board of Governors at the helm with a director who heads the secretariat and is assisted by two deputies, one for Programmes and the other for Finance and Administration. In addition there are ten (10) regional and one hundred and ten (110) district co-coordinators. Eleven other departments have been created to coordinate activities at the headquarters. 43. In line with the objectives of the Ministry of Education, which is to improve the quality of teaching and learning, the NSS is committed to posting fresh graduates and diplomates of tertiary institutions on national service countrywide to supplement manpower shortfalls mainly in the education sector. Another objective of the NSS is to organise military training for national service personnel towards high levels of merital alertness, physical fitness and patriotism. Currently the duration of service is one (1) year, and covers only graduates and diplomates of the Universities and other tertiary institutions who are between the ages of 18 and 40 years. The Funds And Procurement Management Unit (FPMU) 44. The Project Management Unit, which had been in existence since September 1993 was restructured on January 1, 1999 and became known as the Funds and Procurement Management Unit (FPMU). 45. The FPMU was brought into existence to manage all donor-funded projects under the Ministry of Education in the areas of Procurement and Disbursement. The respective units within the Ministry now handles the operational management of the projects (e.g. GES for Basic Education, etc.) 46. The FPMU reports directly to the Minister of Education and it is organized into two main sub-units: the Disbursement and Procurement units. It is headed by a Director, with two Deputy Directors heading each of the sub-units. The Disbursement Unit is responsible for the efficient management and reporting on funds received. The Procurement Unit is responsible for the adoption of efficient and effective procurement practices in the procurement of works, goods and services. The Non-Formal Education Division (NFED) 47. The adult and the non-formal education programmes were reactivated as part of the ESRP. This resulted in the formation of the Non-Formal Education Division (NFED) within the Ministry of Education to co-ordinate and direct all non-formal education- related activities. 48. NFED operates at three main levels: national, regional,'and district. The districts are divided into sub-units called zones. During the first phase of the National Functional Literacy Programme, (NFLP) 1991-1997 through 1999, NFED had the structure with advisory comnmittees at the regional and districts levels. 49. As part of the re-structuring of the Division towards the take off of the second phase of the I - NFLP, in 1999, a revised organogram was approved by the Mihistry of Education. Under it,, are advisory committees at the national, regional and district levels. The Ghana Library Board,(GLB) 50. The Ghana Library Board was established in 1950 as a statutory body by an ordinance, which was later repealed by the Ghana Library Board Act, of 1970. The Act charged the Ghana Library Board with the responsibility of establishing, equipping, managing and maintaining public libraries in Ghana'. 51. The Board, in course-of time assumed additional responsibilities when the African Research Library now called George Padmore Research Library on African Affairs; and the School and College Libraries Department were established in 1961 and 197.2 respectively, to become integral,parts of the-Ghana Librelry Board. 52. The Ghana Library Board maintains a country-wide public library service. Currently, there are 10 regional libraries located at Accra, Kumasi, Sekondi, Cape Coast, Wa Sunyani, Koforidua, Ho,- Tamale and Bolgatanga. Under the regional Libraries, 51 branch libraries spread throughout the country. 53. The regional and branch libraries offer a wide range of services to their readers who comprise students, adults, researchers and children. The services offered include, reference and information services; lending services; study facilities for students; book- box services; school mobile library services and children's library services. Ghana Book Development Council (GBDC) 54. The Ghana Book Development Council (GBDC) was established in August 1975 as an operating agency under the Ministry of Education. It was mandated to promote and develop the Book Industry in order to improve the quality of education in Ghana. Giver the years the GBIDC has been operating to achieve the goal of improving the Ghanaian Book Industry to attain international standards. Ghana National Commission For UNESCO 55. Ghana became an Associate Member of United Nations Educational, Scientific and 5 0 Cultural Organisation (UNESCO) in 1953 and a full member on 11th April 1958. In fulfilment of UNESCO's Constitution, which enjoins every Member State to set up a National Commission, Cabinet on 14" January 1958 gave approval for the establishment of the Ghana National Commission for UNESCO. The Commission serves as the official link between the Government and UNESCO. The West African Examinations Council (WAEC) 56. The West African Examinations Council (WAEC) is responsible for examinations and certification of all pupils/students of pre-tertiary educational institutions. The Council operates through national and international offices. The Ministry of Education provides budgetary allocations for both the national and the international offices. II CHAPTER 3 FINANCING OF EDUCATION 57. This Section deals with the financing of the education sector for the three-year period, 1997 to 1999; the sources of funding, allocation of funds to the sub-sectors and the main items of the Ministry. The two main sources of funding are domestic and external. The Government of Ghana (GOG) is the main source of the domestic funding, which is provided, in the form of annual budgets. Parents and students contribute in the form of user fees in line with the Ministry of Education's cost-sharing policy. Textbook user fees are paid by students in the second cycle institutions and academic facility user fees by students in the tertiary institutions. Students in the second cycle institutions also pay boarding fees in addition to textbook user fees. There are other fees, which the District Assemblies, Board of Governors and Parent-Teachers Associations (PTAs) levy on Parents and Guardians. These contributions are spent by the schools directly and do not form part of the annual budgets. 58 Planned expenditures on education as a whole, taking into account expenditures outside the Ministerial sector such as those from the District Assemblies Common Fund, the students loan subsidy and scholarships have generally been about 4 per cent of GDP. In 1999, education had 24 per cent of common fund expenditure. About 21 per cent of this was utilized for basic education. The student loans scheme has been financed largely by SSNIT with the Government subsidising on the difference between the concessionary interest rate to students, and the prevailing treasury bill rate. 59. Resource allocation policies of the Ministry cover a. allocations to sub-sectors, b. composition of the budget, that is, between capital / investment and recurrent expenditures, and c. the balance between salary and non-salary expenditures. 60. The following three principles also inform allocation decisions: a. Efficiency - provision of specified amount of education at a minimum cost, b. Effectiveness - increasing the education and skills status of the population within a given budget, and c. Equity - ensuring that all residents receive equal benefit from education. 61. The budget process during the period could be described as incremental budgeting until in 1999 when the Government adopted the Medium Term Expenditure Framework (MTEF) process which is a performance - based budgeting that integrates the recurrent and development expenditures'into a three-year rolling budget. 62. The main Ministry of Education has responsibility for its own administrative budget and for collatiod and compilation of the draft budgets from all Departments and Agencies of the Ministry. The Divisions of the Ghana Education Service are responsible for the preparation of their own divisional budgets, and for certain direct school expenditures, most notably second cycle maintenance and school textbook procurement. The National Council for Tertiary Education (NCTE) collates submissions from the tertiary institutions and discusses them with officials of the PPBME Division of the Ministry of Education. 63. The provision for pre-school education is shared between the Ministry of Education, the Ministry of Employment and Social Welfare, NGO's and other private organisations. Pre-school expenditures however, account for about 10 per cent of the basic education budget, which, itself constitutes about 60 per cent of the sector's budget. Currently the pre-school budget is merged with the primary school budget, which accounts for about 30 per cent of the sector's budget (when it is separated from pre-school expenditures). The remaining components of basic education, that is, the Junior Secondary Schools receive about 20 per cent of the sector's budget. The basic education sub-sector receives the greater share of the sectoral budget and utilizes about 90 per cent of it for payment of salaries. Table 3.1: Ministry of Education's Share of National Budget (4 billion): 1997-1999 I____ ____ -- - -I Year Recurrent Development % share of GDP 1997 451 19-- 3.9 1998 535 24 37 1999 589 89 3.7 Source: Ministry of Education. 64. As indicated in Table 3.1, the expenditure of the Ministry of Education as a percentage of the Gross Domestic Product has been about 4 per cent during the three-year period. The share has however decreased from 3.9 per cent In 1997 to 3.7 percent in 1998 and 1999. The budgets however, show some nominal increases of 25.4 per cent from 1997 to 1998 and 15.3 per cent from 1998 to 1999. 65. The Ministry of Education was allocated a total amount of 0678.55 billion in 1999. This was about 17.7 per cent above the previous year's figure of 0558.42 billion. An amount of 0475.04 billion (or 69 per cent) was earmarked for Persona' Emoluments while Non- salary recurrent item and Investment were allocated 01 15.80 billion and 089.05 billion respectively. These compare with the 1997 allocations of 0392.04 billion, 4461.14 billion; and 058.56 billion and 1998 figures of 073.42 billion; 018.60 billion and 023.90 billion for PE, Non-salary recurrent and Investment respectively, Table 3.2: Recurrent Budget Allocation by main Sub-sector ( 4 billion) 1997 1998 1999 Sub-sector Allocation % Share Allocation % Share Allocation % Share Ghana Educ.Service 375 83.15 446 83.35 485 82.31 Tertiary 56 education 12.35 65 12.09 78 13.24 Non-Formal 3 0.58 3 0.58 4 0.74 Others - 18k 3.92 21 3.98 22 3.71 Total 451 100 535 100 589 100 Source: Ministry of Education. 66. An analysis of the recurrent expenditure of the Education sector by the main sub- sectors shows that the GES maintained its highest share of over 80 per cent during the three-year period. Tertiary education's share was around 12 per cent in 1997 and 1998 with an increase to 13.24 per cent in 1999. The Non-Formal Education's share of the sector's budget was less than one per cent per year between 1997 and 1999. The Non- Formal Education Division depends heavily on external funding for the implementation of its programmes. Close to 4 per cent of the expenditures were also allocated to other pub-sectors of the Ministry. These include the Main Ministry and the subvented bodies, namely, the Ghana Library Board, the National Service Secretariat, the Ghana Book Development Council, the West African Examinations Council and the Ghana National Commission for UNESCO. Table 3.3: Allocation of Budget by Item (0 billion): 1997 - 1999 Year Personnel Non-salary Recurrent Investment Total Emoluments items (2 - 5) Allocation % Share Allocation % Share Allocation % Share Allocation 1997 392 83.56 59 12.48 19 3.96 469 1998 461 82.57 73 13.15 24 4.28 558 1999 474 69.81 116 17.07 89 13.12 679 Total 1,327 77.77 248 14.52 132 7.71 1.706 Source: Ministry of Education. 14 67. Table 3.3 shows the allocation of Expenditures by the main items of Personal Emoluments (PE), Non-salary recurrent items and Investment items. The share of PE for the Sector declined from 83.56 per cent in 1997 to 69.81 per cent in 1999. The decline is in line with the Ministry of Education's policy to control the growth in the PE with a view to increasing the Non-salary component qf the budget to provide some critical inputs for the schools. The shares of both non- salary recurrent and the Development/Investment allocations have also shown some steady increases. Table 3.4: Allocation of Recurrent Budget by Level/Type of Education: 1997 - 1999 (4 billion) Year/ Level 1997 1998 1999 of Education Level/Type of Allocation % share Allocation % share Allocation % share Education 4 billion _ billion billion Basic 267,936 59.46 313.679 58.68 343,496 57.79 Education Senior 71,080 15.77 84798 15.86 87,104 14.65 Secondary Tech.Voc. 8,502 1.89 117002 2.06 13,463 2.27 Teacher 27,156 6.03 36,075 6.75 40,484 6.81 Education _ Non-Formal 2.611 0.58 3,080 0.58 4,245 0.73 Tertiary 55,636 12.35 64,824 12.09 82,892 14.35 Others 17,678 3.92 21,303 3.99 20.212 3.40 Total -450,600 534,561 - 594,395 Budget I _ Source: Ministry of Education. 68. Table 3.4 Shows allocations by level/type of education. Basic education was allocated about 60 per cent of the planned expenditures. The share of basic education however, declined slightly irom 59.46 per cent in 1997 to 57.79 in 1999. The share of Senior Secondary School (SSS) has been around 15 per cent during the period. The allocation to Technical vocation education increased slightly from 1.9 per cent in 1997 to 2.3 per cent in 1999. I' Table 3.5: Actual Expenditures by Item, 1997-1999 ( ( billion) Year Recurrent Development/ Total Expenditure Investment Planned Actual Planned Actual Planned Actual 1997 450.600 534.380 18.600 11.522 469,200 545.902 1998 534,561 614,923 23,900 12,478 558.416 627,401 1999* 589,500 913,950 89,050 16,587 678550 9305,37 Source: Ministry of Education. * Note: The 1999 MTEF Budget integrates Recurrent and Development Expenditures. Recurrent component is computed on Items 1-3 i.e. PE. Administration and Service costs. 69. Table 3.5 shows that in all the three years the Ministry of Education's actual Recurrent expenditures exceeded the planned expenditures. The actual development budgets were however lower than the planned. Actual recurrent expenditures exceeding the planned was mainly as a result of increment in personal emoluments over the 3 years. These salary Increases were paid over and above the Ministry's planned expenditures. Table 3.6: Sub-sector Expenditure by Item - 1999 (0 billion) Personnel Administration Services Investments Total Emoluments Costs Costs Costs Proy. Exp. Prov. Exp. Prov. Exp. Prov. Exp. Prov. Exp. Main 0.320 0.292 1.892 2.130 0.588 0.179 0.455 0.076 3.255 2.677 Ministry Non-Formal 2.000 3.052 1.045 1.045 1.300 0.620 0.350 - 4.695 4.717 Education I Subvented 12.756 13.199 5.244 2508 1.744 0.202 1.065 0.049 20.801 15.958 Bodies Ghana 401.286 695.368 40.307 54.048 43.053 35.154 65.452 12.346 550.100 796.916 Education Service __ Tertiary 58.676 71 337 17.230 14.856 6.986 5.165 16.808 4.118 99.699 110.268 783.248 65.718 76.961 53.671 43.141 84.130 16.589 678.550 930.536 Source: Ministry of Education. 70. Table' 3.6 above shows that even though a total planned GOG budgetary allocation of 0678.550 billion for the Education Sector was made, a total of 0930 .536 billion was spent by the end of the year. The PE budget for the sector increased from 0475.038 billion to 0783.248 billion. There was however, under-expenditure in the non-salary 1 6 budgets, particularly in respect of Service and Investment expenditures due to irregular release of funds by the Ministry of Finance. Out of the planned Investment budget of 089.050 billion only 016.589 billion or 18.6 per cent was released by the end of the fiscal year. 71. The total investment vote was 065 billion in 1999 while the total value of payment certificates submitted was 044 billion of which (12.4 billion was paid out by the end of the financial year. Outstanding payments for works done on projects for the educational institutions by the end of 1999 Was 035 billion. This amount is being paid from the Investment budget planned for 2000. 72. The expenditure by sub-sectors shows that, the Ghana Education Service and tertiary education exceeded their planned expenditures by 0246.816 billion (45 per cent) and (10.569 billion (11 per cent) respectively. Again the over expenditure is in the area of PE, with under-expenditure in the non-salary budgets. Domestic Funding 73. Details of expenditures of the various sub-sectors are discussed in the subsequent paragraphs. The Ghana Education Service (GES) 74. In 1999, GES was allocated over 80 per cent of the total budget for the entire Education Sector. In addition, total donor commitment made up 12 per cent of the GES budget and this was distributed among services (32 per cent) and itvestment (68 per cent). The Government of Ghana's (GOG) commitment of the GES budget was 0550.10 billion of which PE took 73 per cent. In addition, administration, services and investment activities were allocated 7 per cent, 7.8 per cent, and 11.9 per cent respectively. The total (GOG) recurrent budget was 0484.65 billion (88.10 per cent). Planned Recurrent Expenditure' 75. As indicated in appendix Table 1, the percentage of PE to total GES budget for the various divisions of the GES were as follows: Headquarters had 4.2 per cent, Regional/School Services had 95.3 per cent and Special Services had 0.5 per cent. It is noteworthy that GES took up 84.7 per cent of the education sector's PE over the past three years. As can be observed in appendix table 2 the recurrent budget shows an upward trend from 0374 billion in 1997 to 0484 billion in 1999, thus, registering an increase of 29.35 per cent. Similarly, provision for PE appreciated from 0334 billion to 401 billion, representing 19.86 per cent over the same period. 76. Government initiated a process of decentralising its administration to the regions and the districts. In line with this policy, over 80 per cent of the resources of the Service have been decentralised. The GES devotes much of its resources to primary, secondary, technical and teacher education sub-sectors and this explains the increase in resource allocation for the Regional and School Services. Planned Investment Expenditure 77 In 1999, the investment budget for the education sector was 89 billion. The share of GES was 065 billion (73.52 per cent). Out of the GES investment budget, secondary iCtai k of planncd CpCnditu Ire are shown in attached cppendix table I. 17 Education had 50.3 per cent, teacher education, 5.05 per cent, technical education 5.84 per cent and district directorates had 7.89 per cent. As indicated in Appendix Table 3 the qubstantial proportion of GES investment budget was spent on rehabilitation of schobN facilities. 78. There was a significant increase in resource allocation to the Education Sector in 1999. In 1997 a total budgetary provision of 018 billion was approved. This was increased by 31.4 per cent in 1998 and by 389 per cent in 1999. Similarly the GES provision appreciated from 09.764 billion to 065.452 billion, registering a rise of 570.3 per cent within the same period. The increase was to facilitate completion and reactivation of on-going and suspended projects in 1999. Consequently, 794 projects were factored into the budget. The project coverage was as follows: a. 35 per cent for academic facilities b. 38 per cent for residential facilities. c. 15 per cent for Administration/Assembly Hall and catering facilities. d. 12 per cent for Utilities/Sanitary facilities. Actual Expenditure (1997 - 1999) 79. The total actual expenditure for the Ghana Education Service in 1999 was 0804 billion. This was made up of recurrent expenditure of 0791 billion and investment expenditure of 013 billion. 80. The trend observed is that both recurrent and actual investment expenditures showed significant increases over the three- year period. While the percentage growth rates for investment expenditure were 78.03 per cent in 1908 and 72.29 per cent in 1999, those for recurrent expenditures were 15.77 per cent and 52.18 per cent respectively in 1998 and 1999 as shown in Appendix Table 4. Actual Recurrent Expenditure 81. Appendix tables Sa and 5b show that total actual recurrent expenditure for 1999 stood at 0791 billion as against the planned expenditure of 484 billion. Percentage of the over-expenditure was 63.26 per cent. A similar trend could be observed in the two preceding years. The apparent over expenditure was mostly attributed to the upward adjustments in salaries made in the course of the financial year. These are normally covered by the General Government Services for all sectors. 82. . The largest share of the total actual expenditure of 0748 billion went to the Regional and District School Services as a manifestation of the decentralization process of the GES. 83. Recurrent expenditure over the period 1997-99 rose by 76.17 per cent. Regional and School Services had on the average 94.4 per cent of the total actual recurrent expenditure. The explanation is that the schools and institutions are the education delivery points. Currently, GES controls 11,238 Primary Schools, 6,154 Junior Secondary Schools, 465 Senior Secondary Schools, 22 Technical Institutes and 38 Training Colleges. Actual Development Expenditure 84. The GES total actual investment expenditure was 013 billion as against the planned provision of 065 billion. This represents a shortfall of 79.94 per cent as shown in Appendix tables 3 and 6. 85. It has been observed that even though a small proportion of the GES non-salary budget 18 is devoted to development projects, a considerable proportion of the provision was not spent. In 1997, 049 billion was provided for the non-salary budget. Out of this, 09 billion was for projects but only 04 billion was spent. Similarly out of the 015 billion earmarked for investments, only 07 billion was spent. This trend was caused by: a. delay in the publication of approved investment expenditure; b. delay in awards of contracts; c. low financial capacity of contractors to execute projects on schedule and d. delay in honouring payment Certificates. 86. Appendix Table 6 shows the expenditure distribution pattern by sub-sector and by item. Much of the expenditure in 1999 and the preceding years went to Secondary Education for rehabilitation and constructional works to improve quality of teaching and learning as well as access. In line with the decentralisation policy of Government, a substantial expenditure was incurred for the provision of office accommodation for the Districts currently in rented premises. Tertiary Education 87. For purposes of comparing the allocation of the financial resources to the agencies under the NCTE, the agencies are classified into six groups. These are the Universities, Polytechnics, Other Teaching Institutions2, Distance Education, Supervisory Bodies3 and Other Subvented Bodies4. 88. The main sources of financing for the tertiary sub-sector are from the GOG. Donors also make funding available for development projects. To relieve the Government of the burden of funding all expenses in the tertiary sub-sector, especially the tertiary teaching institutions, academic facility user fees are being charged as an additional source of income to the academic departments of the teaching institutions. 89. For the 1999 financial year, the tertiary sub-sector's share of the Ministry of Education budget from Government of Ghana (GOG) sources was 099.7 billion. This represented 14.5 per cent of the total budgetary allocation of the Ministry of Education. Out of this amount, 082.9 billion representing 83 per cent was for planned recurrent expenditure while (16.8 billion was for investments purposes. 90. Allocations to tertiary institutions are on the basis of a capitation formula, based on 'programme-linked' unit cost. The norm costs for each faculty are built up from - lecturer-student ratios, staff category ratios and overhead allocations. The formula reflects efficiency and effectiveness conditions. The unit cost derived budget for the tertiary institutions is not financed solely by Government. The share of the total budget financed out of the Consolidated Fund depends on the number of students enrolled, but does not generally exceed 70 per cent and the rest is financed from the institutions' own revenues. Planned Recurrent Expenditure: 1997 - 1999 91. Tables 3.7 and 3.8 show the breakdown of the planned and actual recurrent expenditures by item. In 1999, out of the total of 082.9 billion planned recurrent expenditure, 70.8 per cent was for P.E and the remaining 29 per cent constituted items 2 - 3 which under the MTEF budget process are referred to as Administration and Service Expenses. 'Other teaching institutions are the Ghana Institute of Languages (GIL) and the Institute of Professional Studies (IPS). The Supervisory Bodies are National Council lbr Tertiary Education. National Accreditation Board. and National Board for Professional and Technician Examination. 4 Other Subvented Bodies are Ghana Science Association. Ghana Academy of Arts and Science, Encyclopaedia Africana Project, Institute of Chartered Accountants and London Office of the Universities. 19 92. As shown in Table 3.1, there was an upward adjustment in the planned recurrent expenditure over the three years from about 055.7 billion in 1997 to about 064.6 billion in 1998 representing an increase of 16 per cent, and to 082.9 billion in 1999. The 1999 reci-rent expenditure represented an increase of 28 per cent over the 1998 planned expenditure. Table 3.7 Planned Recurrent Expenditures for Tertiary Education 1997 - 1999 (0 billion) Itenm 1997 %-share of 1998 %/i share of J99V %/i Share of (0 bn) Total (0 bn) Total (0 bn) Total I IYE 42.4 608 Items 2-5 13.2 23.7 11.1 17.1 24.2 29.2 Total 55.6 100.0 64.6 100.0 82.9 100.0 In 1999, Items 2-5 were changed to items 2-3. SOURCE: Ministry of Finance. Actual Recurrent Expenditure 1997 - 1999. 93. Table 3.8 shows that the total actual recurrent expenditures released to the tertiary sub- sector over the three year period were more than what was planned. The increase was 8 per cent in 1997, 19 per cent in 1998 and 12 per cent in 1999. As explained earlier, the increases were toe result of salary adjustments and promotions. Table 3.8: Actual Recurrent Expenditures for Tertiary Education 1997-1999 (0 billion) item 1997 %shareof 1998 % share of 1999 %share of Total Total Total VE 48.425 80.9 66.049 86.3 71.337 74.7 Items 2-5 11.462 19.1 10.513 13.7 24.216 25.3 Total 59.887 100.0 76.562 100.0 95.553 100.0 * In 1999, Items 2-5 were changed to items 2-3. SOURCE: Ministry of Finance. Distribution of Planned Recurrent Expenditures 94. Tables 3.9 and 3.10 show the classification of the agencies under the tertiary sub- sector and their allocation of the planned and actual recurrent expenditures. Over the three - year period, the universities were allocated more financial resources than the other agencies put together. From 1997 to 1998, the universities were allocated over 80 per cent of the total planned recurrent expenditure in the sub-sector. The share of the polytechnics, IPS and GIL increased from 9.7 per cent in 1997 to 14.5 per cent of the total planned recurrent expenditure. 20 Table 3.9: Distribution of Planned Recurrent Expenditures to Agencies 1997-1999 in 0 million Institution 1997 % share-of 1998 % share of 1999 % share of Total Total Total University 47T735" 85.9 56,988 8 6T51 82 Polytechnic 5,223 9.4 5,219 8.1 10,569 12.8 Other teaching Inst. 956 1.7 1,028 1.6 1,407 1.7 Distance Education 400 0.7 372 0.6 409 0.5 Supervisory Bodies 374 0.7 323 0.5 786 0.9 Others 909 1.6 693 1.1 1,209 1.5 Total 55,635 100.0 64,623 100.0 82,891 100.0 * In 1999, Items 2-5 were changed to items 2-3. SOURCE: Ministry of Finance. 95. Distance Education, for a beginning, was allocated a planned expenditure ot $400.0 million in 1997. Although the universities are also to provide distance education in their various campuses and, as such, are allocated funds every year, the role of the Distance Education Unit within the tertiary sub-sector is crucial to the success of the programme. 96. Table 3.10 shows that the percentage of the total actual recurrent expenditure released to the universities was above 80 per cent for the three years but that of the polytechnics was only 8.2 per cent in 1997, 8.3 per cent in 1998 and 13 per cent in 1999 of the total actual recurrent expenditures. 97. In the case of the other Teaching Institutions the actual recurrent expenditure released for each of the three years was almost the same percentage of the total; Distance Education had no releases for 1997 but had an average of 0.4 per cent for both 1998 and 1999. This was the time when the Unit was being set up and no staff was employed at the time. Table 3.10: Distribution of Actual Recurrent Expenditures 1997 - 1999 (0 billion) Institution 1997 % share of 1998 % share of 1999 % share of Total Total Total University . 89 67 8971 -767 8.67 Polytechnic 4.9 8.2 6.4 8.3 12.0 13.0 Other teaching Inst. 1.0 1.6 1.2 1.6 1.6 1.8 Distance Education - - 0.2 0.3 0.5 0.5 Supervisory Bodies 0.3 0.4 0.3 0.4 0.8 0.8 Others 0.3 0.5 0.3 0.3 1.2 1.3 Total 59.9 100.0 76.6 100.0 92.9 100.0 * In 1999, Items 2-5 were changed to items 2-3. SOURCE: Ministry of Finance. 98. It is also to be noted that the total actual recurrent expenditure released, decreased from 27.8 per cent in 1998 to 21.2 per cent in 1999. The decrease in the rate of change could be attributed to the Ministry's objective of streamlining expenditure to ensre more for developrlient. 21 99. Table 3.11 compares the total actual recurrent expenditure released to planned expenditure of the agencies. During the three year period, the tertiary teaching institutions had their actual releases exceeding the planned recurrent expenditures. Table 3.11: Actual Recurrent Expenditures as Percentages of Planned Recurrent Expenditures: 1997-1999 Institution/Year 1997 1998 1999 University 111.95 119.68 12.00 Polytechnic 93.94 122.09 113.97 Other teaching Inst. 100.30 117.60 116.74 Distance Education 0.00 52.06 113.06 Supervisory Bodies 68.93 99.94 96.54 Others 31.31 38.03 100.77 Source : MOF Development Expenditures 100. For 1999, the Ministry of Education's allocation of investment expenditure to the tertiary sub-sector was 017 billion. About, 67 per cent of this amount was allocated to the completion of on-going infrastructural facilities and purchase of equipment, while the balance was utilized for payment of arrears and for the provision of matching funds for donor funded projects in the tertiary institutions. The Non-Formal Education Divisioi 101. Planned recurrent budget of the NFED from Government sources in 1999 amounted to 4.35 billion. This represented a 41 per cent increase over that of the preceding year. Table 3.12: Comparison of NFED Planned and Actual Expenditures 1997-99 (0 billion) Items/ 1997 1998 1999 Year Planned Actual Planned Actual Planned Actual Items 2-5 0.3 6.4 0.6 1.1 Matching Fund 0.3 0.5 Admin. Activity 1.0 1.0 Service Activity 1.3 0.6 External Total 2.6 8.3 3.1 3.6 4.3- 4.7 Source: Ministry of Finance / Ministry of Education 102. Table 3.12 shows that total actual recurrent expenditure from Government sources in 1999 was 04.7 billion, representing an increase of 31.6 per cent over 1998. 22 103. It is significant to note that over the three-year period from 1997 to 1999, the total recurrent budget showed an increasing trend. For 1997 and 1998, PE was more than 64 per cent of the total recurrent budget. However, in 1999 the percentage share of PE fell to 46 per cent. The fall was attributable to increases in administration and service activity expenditures. Table 3.13: Headquarters and Regional Distribution of Actual Recurrent Expenditures 1997 -1999 (g billion) Year 1997 1998 1999 No Region Actual *%of Actual % of Actual %.of Total Total Total 1. Greater Accra 1.20 0.20 15.35 1.47 26.12 2.7 2. Volta 2.40 0.30 30.02 2.87 66.23 7.0 3. Eastern 3.20 0.41 36.79 3.52 68.19 7.2 4. Central 2.00 0.25 30.02 2.87 46.08 4.8 5. Western 2.80 0.36 34.48 3.30 63.71 6.7 6. Brong Ahafo 2.80 0.36 * 32.21 3.08 50.27 5.3 7. Ashanti 3.60 0.469 33.85 3.24 67.62 7.1 8. Northern 3.20 0.41 32.21 3.08 55.85 6.0 9. Upper East 1.60 0.20 17.38 1.66 51 08 5.4 10 Upper West 1.20 0.20 15.34 1.47 38.85 4.1 Total 24.00 3.15 267.65 26.56 534.00 66.3 Headquarters 765.60 97.00 776.75 74.40 418.82 43.9 Grand Total 789.30 100 1,044.40 100 952.83 100 104. Table 3.13 shows that in 1999, an amount of 0952.83 billion was released to the NFED. HeadqLiarters' share of the release was 43.9 per cent. Among the regions, Eastern region had the highest of the releases of 068.19 billion while the least share of expenditure amounting to 026.12 billion representing 2.7 per cent of actual recurrent expenditure went to Greater Accra. 105. In 1999, the share of expenditure for all the regions went up at the expense of headquarters from 25.6 per cent in 1998 to 61.1 per cent. The 1997 allocations for the regions were small compared to 1998 and 1999. The reason is that external funds were made available to the regions during the'first phase of the National Functional Literacy Programme. 23 National Service Secretariat 106. In 1999, a total amount of 011.0 billion was allocated to the NSS as operational funds even though the NSS had a planned budget of 09.4 billion. The actual expenditure, however turned out to be (10.52 billion due to salary increases in the year. 107. The investment and service activities suffered from inadequate releases of funds. With regard to investments, 020 million was released while a total of 0108 million was released for Administration. External Funding 108. The total external inflows info the education sector through the Funds and Procurement Management Unit (FPMU) for the improvement of educational infrastructure were 056 billion, 024 billion and 056 billion for 1997, 1998 and 1999 respectively. 109 Additional external support was received in the form of technical assistance and direct grants to various departments of the Ministry, which were not included in these estimates. 110. External Funds received for the period 1997 to 1999 were directed mainly towards the development of formal education as indicated in Table 3.14 Table 3.14: Actual Expenditures in Areas of Education 1997 - 1999 (4 billion) AREA OF EDUCATION 1997 1998 1999 Formal Education 46 22 4 Non-formal Education 10 2 9 Total 56 24 56 Source: Ministry of Finance / Ministry of Education 111. This trend clearly demonstrates the level of attention given to the development of Formal Education in Ghana. Formal Education 112. Over the period under review, that is, 1997 - 1999, Basic Education enjoyed a consistently high amount of donor funding. Table 3.15 highlights the level of contributions in the three areas of Formal Education - Basic Education, Secondary Education and Tertiary Education. 24 Table 3.15 : Actual Expenditures in Formal Education 1997 - 1999 (0 billion) FORMAL EDUCATION 1997 1998 1999 Basic 22 15 2-1 Secondary - - - Tertiary 24 7 26 TOTAL 46 22 47 Source : Ministry of Education. 113. Progressively, large proportions of donor funds have been directed towards basic and tertiary education. No contributions from the external donors were made towards secondary education over the period 1997 to 1999. 114. This state of affairs reveals the weakness in maintaining and enhancing the development of secondary education. The current need for funding secondary education can therefore not be over emphasized. Non-Formal Education 115. Contributions in the area of Non-Formal Education have been directed towards the improvement in functional literacy among illiterate members of the community. 116. Though contributions in the period 1997-1999 were small, a new loan of $153 billion is being sourced to be used for functio0al literacy over a five year period. This should improve the development of Non-Formal education in the country and increase the level of external funding. 25 CHAPTER 4 ACHIEVEMENTS IN 1999 117. This Chapter considers the impact of expenditures on the delivery of education in the budget year 1999': Somne modest achievements of targets were made at the pre- tertiary and tertiary levels. Under the MTEF planning system, the sector set out seven strategic objectives with emphasis on the quality of teaching and learning; access and participation, (including equity) access to science and technology, functional literacy and the development of 'an educated that is more responsive to the manpower requirements of the nation. Emphasis was also placed on decentralisation and good management practices in the sector. 118. The budgetary constraints during the year reduced the output of the Non-Formal Education Division. It however turned out 180,554 neo-literates in 1999, representing, an increase of 5171 over the previous year's. Service delivery was affected in the Ghana Education Service due to the non-release of the discretionary expenditure budget during the year. The Ghana Education Service 119. The Ghana Education Service in pursuance of its mission has put in place strategies to improve the quality of educational delivery and access to education. Enrollment 120. The Service has initiated the free Compulsory and Universal. Basic Education Programme (fCUBE) to increase enrollment and participation rates and improve on the teaching and learning outcomes of pupils at the basic level. This initiative resulted in a growth rate in enrollment in primary schools estimated to be 19.2 per cent between 1994/5 and 1997/8. A similar trend was observed at the JSS level'where enrollment increased by 3.7 per cent between 1994-95 and 1997-98. 121. There has been a rapid growth in the establishment of Senior Secondary Schools (SSS) as the number increased from 240 in 1992 to 465 in 1998. Student enrollment in SShas increased by about 33.2 per cent within the same period. The number of students who moved from JSS to SSS has also increased from 20 per cent to 35 per cent. Decentralisation 122. The GES is carrying out the decentralisation policy of the Government. Resource planning has been decentralised to enable the districts to own their budgets. Resources are being allocated to them based on their performance targets. Consequently, 85 per cent of the resources for the Service have been decentralised. 123. District Support T-eams have been established to provide technical support including Finaricial Information Systems (FIS), to the districts for capacity enhancement in resource planning and management. The Service initially provided support to 30 Districts. This is being extended to all the 110 Districts. Following a Readiness Check Exercise, 60 Districts have been completely decentralised and provided with District Planning Teams. The on-going assessment process will ensure that the remaining 50 Districts are completely decentralised by the end of 2000. 124. Courses have been mounted for officers to equip them with Financial Resource Planning and Management techniques. A total number of 360 officers have been trained and this will be extended to all the Heads of:second Cycle Institutions. 126 125. The Service has taken steps to improve on its organisational structure to eliminate waste and to rejuvenate its system. A new organisational structure has been designed for implementation in 2000 to ensure transparency and accountability at al[ levels of Management. 126. In pursuance of quality in teaching and learning under the fCUBE programme, the Whole School Development (WSD) concept has been initiated to improve on the school environment and classroom management. It is a strategy to quicken the pace of achieving four policy goals of the Sector; quality improvement in teaching and learning, enrollment enhancement, management efficiency and decentralisation. 127. Teachers are being exposed to current methodologies and skills. Teacher Support Teams have been established to assist Headteachers to organise in-service training for their teachers. All the 600 Headteachers and 272 Circuit Supervisors earmarked for training in 1999 were trained in School Management and Supervision. The programme has been initiated in 60 decentralised districts covering 20 schools in each district. The concept provides a mechanism for schools to develop teachers for effective teaching and learning with emphasis on literacy, numeracy and problem solving. 128. Diagnostic baseline survey in English and Mathematics has been conducted throughout the country to identify learning problems of pupils, as the achievement levels in the subjects are rather low in some Basic Schools. Variours communities have set targets. This. is to be followed by a performance-monitoring test. To sustain the improvement, the concept of School Performance Appraisal Meeting (SPAM) has been established to enable teachers and- stakeholders appraise performance of pupils. SPAMs have been conducted in almost all districts. All Circuit Supervisors have been exposed to the use of appraisal instruments to assist Headteacher/Teacher competency and managerial skills. 129. Criterion Reference Test has also been conducted in English and Mathematics throughout the country. Training manuals in life skills and population and family life education have been published to be used by teachers. 130. Under the Book Scheme for Basic Education Schools, a total of five million supplementary readers of fifty different titles and four hundred and forty thousand atlases have been supplied to all basic schools in the country. 131. The Service has also reviewed some subjects to make them user friendly. These are English Language, Mathematics, Physical Education, Science, Agriculture, Social Studies, Pre-Vocational Studies and Life Skills. New Syllabi for Teacher Training Colleges have been drafted. This is designed to link up with Basic Schools Syllabi. The National Council For Tertiary Education 132. The National Council for Tertiary Education, NCTE, in its budget submission for the A 1999 financial year had set targets to be achieved by December 1999. These targets aimed at improving access and participation as well as equity. 133. Figure 1_ shows the trend in enrollment over the three year peri od. In 1999, the budgetary allocation to tertiary teaching institutions was based, as in the previous years, on the number of students to be admitted into the institutions according to the approved national norms. 27 Figure 1 ENROLLMENT IN THE TERTIARY INSTITUTIONS 35,000 30,000 25,000 20,000 NUMBER . 18,000 1998 10,000 Uniersift oye isP GIL 4199 2$1287,420 1,392- 41998 2884 9,94 610 wi 31see 3s.801 1z6ST 0 Source: Council For Tertiary Education 134. As a measure of ensuring quality education at the tertiary level, nationally approved norms have been established to guide the institutions in the recruitment of academic staff and the admission of students. However, over the years it has not been possible to achieve some of the norms in some of the academic Departments/Faculties in the universities and the polytechnics. 135. Thus, before the beginning of the 1998/99 academic year, the NCTE directed the Universities and the Polytechnics to increase their enrollment by 10 per cent and 15 per cent respectively over the 1997/98 enrollment figures in order to be within the financial limits allocated to them. Statistics available from the institutions at the end of 1998/99 academic year showed that enrollment in the universities increased by 18 per c'ent instead of the target of 10 per cent while that of the polytechnics was 33 per cent above target. Table 4. 1: Female Enrollment in the Tertiary Institutions 1997-1999 National Enrolment . Percentages 99 Target (%) Norm (%) Year 1997 1994 1999 1997 1998 1999 University 6133 6535 8366 27 . 25 26 27 50 Polytechnics 1553 2039 2745 21 21 27 27 50 IPS 368 168 90 26 28 24 N /A N/A GIL N/A 86 99 N/A 74 83 N/Al N/A N/A = Not Available SOURCE: National Council for Tertiary Education. 28 136. Table 4.1 above shows female enrollment in tertiary institutions. The total female enrollment in the universities increased from 6535 in 1998 to 8366 in 1999 but the percentage increase in 1999 was only 1 per cent above 1998 and 1 per cent below'the target of 27 per cent. For the polytechnics, the percentage increase of 27 per cent equalled the target set for 1999 and was 6 per cent above the 1998 percentage increase over the 1997 figure. There was no target set for the Institute of Professional Studies (IPS) and the Ghana Institute of Languages (GIL). However, it could be noted that, though the overall enrollment figures for GIL was low, female enrollment was higher than that of males. Figure 2 FIRST YEAR FEMALE INTAKE INTO TERTIARY INSTITUTIONS (1997- 1999) 4,000 2,500 NUMB13ER 2,000 f.SDO1998 1999 unwmuies POPS4d GILP 1 2,025 658 123 g1996 2,583 1,032 144 35 f3574 1,230 65 48 SOURCE: National Council for Tertiary Education. 137. Figure 2 shows first year female intake into tertiary institutions. The first year female intake of the universities compared to the total number of first year students showed a 2 percentage point increase over the target of 27 per cent for 1999. In the Polytechnics, the female intake remained at 22 per cent in 1999 as it was in 1998. This was 5 per cent less than the target. However, the percentage increases from 1997 to 1999 showed 1 percentage point increase in 1998 from 1997 and 3 per cent in 1999 from 1998 in the universities. That of the polytechnics remained at 22 per cent over the period though there had been increases in absolute numbers. 29 Figure 3 ENROLMENT IN SCIENCE BASED DISCIPLINES 14000 12000 X 6 1+ 000O UnweritiesPolytechnics 01997 9853 4057-YEARS .1998 -- 10510 5122 g1999 - 12288 6382 SOURCE: National Council for Tertiary Education. 138. The enrollment in the science-based disciplines in the universities remained at 39 per cent in 1999 as it was in 1998. The target could not be achieved due to lack of facilities and space in the science faculties to admit the large number of qualified applicants for science disciplines. Besides, academic staff in the science faculties was in short supply due to unattractive working conditions. The Polytechnics, which are expected to be science and technological biased, did not achieve the target of 55 per cent. They achieved 2 per cent points below the 1998 performance level of 51 per cent. See Figure 3. 139. The data collected from the institutions showed that there was a higher demand for humanity-related than science and technological courses. Non-Physical Output 140. The performance in this area had been very encouraging. All the agencies were able to carry out their programmes of activities. Agencies like the Ghana Academy of Arts and Sciences, the Ghana Science Association and the Encyclopedia Africana were able to organise their annual lectures and publish their publications. 141. The National Council for Tertiary Education (NOTE), in collaboration with the Association of African Universities and the Private Enterprises Foundation organised the maiden conference of the International Association of University Presidents in June 1999. 142. The NCTE commissioned a Technical Committee which reviewed the policy objectives set out in the Government White Paper on the Reforms of the Tertiary Education System. 143. In line. with targets set in His Excellency the President's 1999 sessional address to 30 Parliament, the necessary administrative machinery has been put in place for the establishment of polytechnics in Wa and Bolgatanga to complete the policy of establishing polytechnics in every regional capital. 144. The Acts establishing the Universities and the Polytechnics were reviewed to bring them in line with the provisions of the 1992 constitution. 145. The schedule to the polytechnics law was amended to include Koforidua and Sunyani Polytechnics. 146. The change in the official name of the University of Science and Technology (UST) to Kwame Nkrumah University of Science and Technology (KNUST) was effected in the course of the year. 147. The bill establishing the Institute of Professional Studies (IPS) was passed. The Non-Formal Education Division 148. Most of the activities of the Division were carried out as part of preparations towards the commencement of the second phase of the National Functional Literacy Programme (NFLP). 149. This involved 394,875 learners being provided with quality functional literacy skills such as reading, writing, numeracy and income generating skills in cassava processirg gari making, palm oil extraction, snail farming, baking and weaving over the period 1997- 1999. 150. Three seminars were organised separately in the northern, middle and southern belts as an advocacy strategy to educate and sensitise stakeholders of the NFLP at the National, District and Community levels about the new vision of NFED and to solicit -their support for the programme. Among participants at these seminars were members of Parliament, District Chief Executives, representatives of NGOs,-Assemblymen and representatives of MDAs 151. A field monitoring and evaluation exercise was also carried out in all the 10 regions and the 110 district in the country to ensure that inconsistencies in programme components and grassroots management were corrected. As a follow-up, the issues and problems identified during the exercise have been communicated to the regioiia offices for the necessary corrective measures to be taken. 152. The collaboration between NFED and other institutions was given a further boost with the Educational Partnership Programme under which feasibility studies of identified Income Generating Gropps were carried out for Basic Management Skills training. The programme also ascertained how best to develop and sustain IGG of the NFLP through credit assistance. 153. In collaboration with the Institute of Ecology and Resource Management of the University of Edinburgh, U.K. and the Forestry Department, Ghana, the NFED organised a five-day training on the development of training materials for nbo-literates. The National Service Secretariat 154. Orientation programmes designed for prospective National Service Personnel who were deployed in the year under review were organised. 3t 155. In 1999, a total of 6,691 national service personnel were deployed countrywide for national service. The regional distribution of the personnel is shown in Figure 4. Figure 4 DEPLOYMENT OF GRADUATES NATIONAL SERVICE PERSONNEL BY REGIONS IN 1999 2500- 2000 0 GREATER CENTRA WESTERN EASTERN VOLTA ASHANTI BRONG NORTHERN UPPER EAST UPPER ACCRA AHAFO WEST REGIONS 156. National service personnel were deployed to their respective areas of posting between November and February 1999. In-service orientation programmes were h'eld for all National Service Personnel at post countrywide. Monitoring of national service personnel as well as staff was undertaken at three major levels; National, Regional and district. The National Coordinating Committee for Technical & Vocational Education & Training (NACVET). 157. The drafting of a bill entitled The National Council for Technical and Vocational Education and Training Act was prepared and approved by NACVET. 158. The development of a comprehensive national policy framework for technical and vocational education and training was started. A skills development forum was organised as part of the mid-term review of the Vocational Skills and Informal Sector Support Project. 32 CHAPTER 5 CONSTRAINTS Introduction 159. The previous chapters highlighted budgetary allocations for the implementation of programmes towards the achievement of set targets: Some targets were not met implying that there were some constraints. Prominent among these include: Inadequacy and delay in release of funds; Dilapidated infrastructure in the institutions; Deplorable furniture and equipment; Lack of textbooks and other teaching/leaming materials; Scarce supply of supplementary reading materials; Inadequate trained teachers and low morale: and Female enrollment is still very low especially as one progresses along-the academic ladder. The Ghana Education Service 160. The non-payment for works certified in 1999 will adversely affect the implementation of the 2000 Development Budget since 60 per cent of the GCG provision of 054 billion will be devoted to the payment of outstanding bills. Problems identified in the implementation of the Investment Budget are as follows: a. Sizeable proportion of the current budgetary provision is devoted to the payment of outstanding bills as a result of: i. variations to projects by Regional Tender Boards ;and ii. non-payment for projects committed within a financial year. b. Low financial capacity of Contractors. c. Delay in the award of contracts. d. Delay in the release of the Investment Budget. e. Ineffective monitoring of development projects. Tertiary Education 161. In spite -of the progress made by the country's tertiary institutions, there are many constraints which should be addressed. 162. The allocation made to tertiary education was about 50 per cent of their budgetary requirement. This adversely affected the performance of the institutions in areas such as: * Insufficient hostel facilities for students in tertiary institutions and inadequate provision of equipment. * Poor state of libraries in tertiary institutions; * Low morale among existing staff, * Inadequate infrastructure in most of the institutions; * Inability to attract and retain qualified academic and non-academic staff, and * Lack of clear mechanism for involving stakeholders. 33 The Non-Formal Education Division 163. The Division, like all others, is faced with some constraints in the implementation of its activities. These are: a. Inability to recruit facilitators b. Enrollment of learners especially in the Northern part of the country is a difficult task. c. Inability of the programme to attract women learners in the North. d. Lack of incentives for volunteer facilitators. e. Inability to attract learners from former conflict areas in the north. f. Lack of Legal Status National Service Secretariat 164. One of the major constraints facing the National Service Secretariat is the delay in the release of funds for the payment of allowances of service personnel. Consequently it became increasingly difficult for national service personnel to give off their best during service, thereby atfecting programmes of the Scheme. 165. Budget allocations especially for Administrative activity were inadequate for the year and this consequently affected the day-to-day running of the Sqcretariat nation-wide. Inadequate logistics also affected effective monitoring and evaluation of programmes including the efficient performance of staff and service personnel. 166. To date the Service has not been able to prosecute persons who evade national service. Many cases that require prosecution have been sent to the Attorney-General's Department. 167. The frequency with which some staff of the Secretariat resign their positions as a result of unattractive remuneration and poor working conditions has had adverse effects on the operations of the scheme. An improvement of the conditions of service is likely to reduce these problems. 168. Military training, which was scheduled for between October and December, could not take place due to the non-release of funds. The lack of funding considerably affected the training of staff during the year under review. Funds And Procurement Management Unit 169. One issue that seriously inhibits the smooth operation of the FPMU activities is the non- availability of matching funds as and when needed. The National Coordinating Committee for Technical and Vocational Education and Training (NACVET) 170. The secretariat could not obtain the necessary Ministry of Finance approval for the employment of skilled personnel to build NACVET into a strong coordinating body. 34 CHAPTER 6 SUMMARY OF FINDINGS AND RECOMMENDATIONS 171. The review set out to examine the background and institutional arrangements within the education sector, analyse the financing of education, assess the achievements of the sector in 1999, indicate the constraints hindering the attainment of some of the set targets and make recommendations to put the sector on track to achieving its objectives. This chapter summarises the most important issues and findings from the preceding chapters. 172. It is important first of all to note that in 1999, the economy suffered some severe external shocks in the terms of trade that resulted in the shortage of foreign exchange inflows. This obviously had its toll on the level of expenditures made to all sectors including education. 173. At the level of pre-tertiary education, it was noted that the agency of the MOE responsible for implementing pre-tertiary education policies and programmes is the GES which has line directorates responsible for Basic Education, Senior Secondary Education, Manpower and Training, Teacher Training Education and six othbrs. Religious bodies also play an important role in the management of some schools at this level as managers of their educational units are located in the regional capitals, but there is an overlap in the functions of the Unit School Managers with those of the District Directors of Education under the GES. In this situation, it is necessary to have a coordination committee to oversee education at this level. This committee should be composed of representatives of the District Assemblies, GES and the heads of schools of religious bodies. With this, there could be effective co-ordination and implementation of education policies, especially at the district level. The GES, has however, decentralised the management of over 80 per cent of its resources in line with the decentralisation policy of the Government. 174. For basic education, it is noted that, the attainment of the objectives of the fCUBE is a constitutional requirement. Presently, only moderate achievements in all the indicators relating to the attainment of this objective have been met. In spite of the achievements attained under the reform programme, a number of problems remain in the education system. 175. In the fulfilment of its mission, the Ghana Education Service has identified the following problems which must be addressed to enhance efficient delivery of education: a. Growth rate in school enrollment lags behind population growth rate. b. Inadequate resources c. Absence of community participation particularly in the management of Basic Schools d. Low quality of education e. Inadequate number of students with right skills for the world of work f. Institutional deficiencies: i. Weak planning system ii. Weak supervisory capacity iii. Weak resource management and reporting 176. To address these problems, the Service has initiated a Resource and Performance Management Reform Programme that seeks to link resource to performance. This is to improve efficient resource management and deployment. In pursuance of this policy, 35 J the Directorates of the Service have established their own performance targets consistent with the following policies of the Education Sector: To improve quality of teaching and learning through concepts such as Whole School Development (WSD) and School Performance Appraisal Meeting (SPAM). * To improve access and participation. * To improve management efficiency. * To make education responsive to the manpower needs of the nation. * To improve access to science and technology training. * To sustain the decentralisation of the management of the educational sector. 177. On the issue of financing education, it was noted that the sector had a planned budget of 0678.6 billion for 1999. Out of this total GES had 81 per cent, NCTE 14 per-cent and the main Ministry, about 4 per cent. Considering the PE for the educationat sector, the share of the PE for GES was 84.7 per cent. 178. This preponderance of salaries in its budget is a fundamental problem of the GES in its educational delivery efforts. To change this situation, efforts are being made to introduce a salary expenditure format based on a model, which uses enrollment, teacher utilisation and unit cost as policy variables to determine establishment ceilings and financial resource allocation. 179. The GOG is the main source of funding for the activities of the GES with quite a substantial amount of donor support for basic level education in the provision of infrastructure and development. Greater efforts should be made towards the elimination of waste at this level. 180. From the distribution of external funding to education, there seems to be no assistance given to secondary education. Cost sharing between parents and Government may therefore have to continue with Government providing more resources to support science and technological facilities. In addition, donor support could be sought in the prov!sion of computers and other accessories for science based disciplines. It is the policy of the GES to make education relevant to the needs of the nation. The study of Science and TechnologyNocational subjects is being given attention in order to better prepare students for the knowledge-based world to improve performance of students. Science Resource Centres have been established and 20 Vocaticnal and Technical Re4ource Centres (VOTEC) are to be established throughout the country. Efforts to linkteachers and students of technical institutes to industry through attachment will be sustained. 181. In the area of achievements, it is important to note that some reform measures were introduced in the sector in the years before 1999. Some of these measures resulted in some moderate achievements in the year under review. The constraint of poverty, poor school infrastructure, poor staffing, high rate of community illiteracy and poor siting of schools, impacted negatively on enrollment in schools especially for basic education under the GES. Growth rate in enrollment at basic education level rose by 17.9 per cent between 1994/95 and 1997/98 while that for JSS alone was 3.7 per cent for the same period. 182. As a solution, the Service considers delivery of quality education an essential platform for enrollment enhancement in schools. Quality of teaching and learning ranked high on the priority list of objectives. The Service has mapped out the following strategies to be pursued further: a. Organisation of community participation in education delivery; b School Inspection; 36 c. In-service training for teachers in basic schools; d. Provision of teaching and learning materials; e. Curriculum review and development: f. Performance monitoring test g. Awards and prizes; h. Rehabilitation of school infrastructural facilities; i. Provision of teachers' houses; j. Procurement of classroom fumiture; k. Organisation of school performance appraisal meetings 183. The number of Senior Secondary Schools established increased by about 33 per cent between 1992 and 1998 and the transition rate from JS to SSS also improved from 20 per cent to 35 per cent over the same period. 184. The WSD concept has been initiated to improve the quality of teaching and learning while the curricula of some subjects have also been reviewed to make the syllabi user friendly. In addition, the concept of performance monitoring test and SPAM have been established to enable teachers and stakeholders to appraise performance of pupils at the basic level as a way of sustaining the improvements made in addressing some of the shortfalls related to basic education. 185. The allocations for tertiary institutions were about half of their requirements. This resulted in the inability of the institutions to provide sufficient hostel facilities and adequate equipment. There is therefore the need to strengthen efforts of cooperation with the private sector in the provision of hostel facilities. 186. The tertiary sub-sector also receives the bulk of its financial support from the GOG, in addition to some donor support. An additional source of income for this subsector is the recently introduced academic facility user fees. A large proportion of the GOG financing is used in the provision of goods and services and other non-academic activities. Tertiary institutions should however, divest themselves of the non-academic activities and encourage private participation in the provision of goods and services so as to relieve the institutions of the financial burden of using their subventions for these activities. The departments that can operate commercially on their own should also be encouraged to do so. 187. Expenditure on tertiary education in 1999 was geared tow4rds the achievement of the objective of improving access and participation as well as equity. Targets set for enrollment in the universities and polytechnics were exceeded by 8 per cent and 18 per cent respectively. However, enrollment figures of females in the tertiary institutions showed moderate increases for the universities and below target performance for the polytechnics. In line with stated national objectives, tertiary institutions should aim at increasing the population of female students from the present 26 per cent of total enrollment to a target of about 35 per cent in the 2000/2001 academic year, and gradually increase this to 50 per cent in the subsequent years. To meet the increase in the student population and staff numbers, and improve cost-effectiveness, plans to modify and better utilize existing structures and space for teaching should be enhanced. 188. The increase in enrollment into the universities was not matched by corresponding increase in funding to these institutions. This increase in enrollment has resulted in some departments and faculties exceeding the student: lecturer ratios approved for the various disciplines. As a consequence, the academic staff of the departments and faculties of these institutions are handling more teaching loads than the approved maximum load. This situation in addition to inadequate funding does not give the academic staff sufficient time to undertake research and extension works. 37 189. One solution,,to this problem is in revamping the research base of the tertiary institutions, especially the universities. This will enable the universities to strengthen their staff development programmes by training prospective staff locally. In this regard sandwich programmes through links with foreign institutions should .be instituted for PhD studies. Such programmes will reduce the number Qf students who fail to return on completion of their studies abroad. In addition, efforts'should be made to provide adequate financial support for publications. 190. The tertiary institutions should also encourage the establishment of linkages and maintain continuous contact with industry and ,other user-agencies. This may be achieved through field and on-site visits, vacation training, placements and the programme of exposing students to guest lecturers from industry. As part of the process, the tertiary institutions should undertake collaborative research projects of benefit to 'industry. Staff and student exchange programmes with foreign tertiary institutions should be encouraged to enhance the international status, efficiency and academic excellence of the tertiary institutions, and also broaden the outlook of students and staff. 191. For the tertiary level, plans to address the quality of academic work will link performance to-staff development and additional funding, and set standards to maintain programme accreditation. While contributing to the consolidation and promotion of the community's well being, academic programmes will prepare students not-only for their personal development, but also for the labour market. 192. The targets set for enrollment in science-based disciplines in the universities could not be attained in 1999 due to lack of space in science faculties to admit large numbers of qualified applicants. To improve on the enrollment and output of students in science and technology-related courses particularly at the tertiary level, steps must be taken to: *promote outreach programmes in second-cycle institutions in order to stimulate greater awareness and encourage students to study science subjects; and *increase the capacity of physical structures such as lecture rooms and laboratory space in all science-based faculties. *initiate and implement a national computer based educational policy. 4193. Female enrollment in science and technology related courses in the universities, was 20 per cent in 1999. This is low considering the 51:49 female to male ratio of the population of Ghana. Efforts should be made to institutionalise and decentralise the organisation of science clinics for girls in second cycle institutions. There is the need for affirmative action to increase the number of females entering the universities to study science related courses. 194. The Non-Formal Education Division is also mainly funded from GOG sources with some external support. The percentage share 'of PE in recurrent budget is generally lower in NFED than for the other sub-sectors. In particular between 1997 and 1999 the share fell to 46 per cent. 195. The activities of the NFED in 1 990 resulted in the provision of quality functional literacy skills to 187,550 learners in reading, writing, numeracy, income generation, etc. There were, however, constraints due to the inability to recruit facilitators, low enrollment of learners especially in the northern- regions and the lack of incentives for volunteer facilitators. These made it difficult for the NFED to carry out its functions on a nation- '1 wide basis. Above all the lack of legal status for the NFED remains a constraint in its effective operation. 196. The Division should intensify co-ordination and networking with-other providers in order to eliminate waste and improve on methodologies which will hopefully lead to the 192. optimum utilisation of human and material resources. It will also provide the necessary statistics for national development. 197. District Assemblies and the traditional authorities should supervise and monitor class activities. This will promote a sense of ownership and ensure on the spot solution to peculiar problems. 198. In line with the policy of establishing polytechnics in each regional capital, the administrative machinery for the establishment of polytechnics in Wa and Bolgatanga was completed in 1999. 199. Globalisation and its attendant high technology require a fe-dedication to our quest for quality education. In this vein, the Non-Formal Education Division is committed to providing quality tunctional literacy during the second phase of the National Functional Literacy Programme. 200. The NSS has so far not been able to prosecute persons who vade national service. This constraint could weaken the very basis for establishing the National Service Scheme. The Attorney Generals office should expedite action on all cases of non- compliance with the provisions of the national service law. 201. In order to remove the constraint of inadequate staff at NACVET, the MOE and MESW need to work closer together in order to consider the secondment of staff to strwngthen the secretariat of NAVCET. 39 CHAPTER 7 CONCLUSION 202. Government has considered and still considers Education as key to the economic development of the country. This is evidenced by the proportion of total expenditure allocated to the Education sector in the years up to and including 1999. The reform of the sector brought about changes in the school system and the curricula as well. Emphasis is now on training the students towards useful employment in the process of nation-building. The system is so structured that a student cari go into skills training, further education at higher levels or training for professionalism at some stage in the process. 203. Community participation in Education especially at the pre-tertiary level has also contributed in the reform process. The involvement of the District Assemblies and the religious bodies has been positive and needs to be encouraged. One sub sector of the Ministry of Education that urgently requires more support is the Ghana Library Board. It is hoped that with better equipped libraries and the increased use of computers as well as better funding for our educational institutions, Ghana will hobnob with other countries within the echelon of middle-income earners by the year 2020. 204. Several constraints and problems have been encountered in the development process associated with each of the sub sectors of education. The overriding constraint common to all sub sectors has been inadequate funding for programmes. 205. The problems and constraints notwithstanding, there have been achievements made in the sector in relation to some of the objectives of the sector. Enrollment figures at most levels of Education show quite reasonable improvements over the period before the reform programme started. The provision for Educational infrastructure has also improved even though institutions at especially the tertiary level need more infrastructure to meet their increasing needs. 206. In this respect, it is hoped that the establishment of the Education Trust Fund to supplement Govemment and other donor funds will go a long way in the provision of this much needed infrastructure. 40 APPENDICES APPENDIX TABLE 1 GHANA EDUCATION SERVICE PLANNED RECURENT EXPENDITURE BY PROGRAMMES 0 MILLION 1997 1998 1999 PROGRAMME P. E. 2 -5 P. E. 2-5 P. E. ADMINISTRATION SERVICE GENERAL ADMIN. 418.06 3,849.05 644.65 5,169.06 492.93 5,211.30 438.45 MANPOWER 1,424.63 74.25 12,843.64 1,356,05 14,406.97 54.49 664.46 C.R.D.D. 121.20 83.31 136.03 1,164.64 149.20 95.91 1,500.76 INSPECTORATE 81.04 37.25 115.29 51.87 134.41 120.73 514.15 SECONDARY 108.43 3,705.33 111.98 5,101.27 119.88 3,689.70 357.10 TECHNICALVOCATIONAL 130.85 885.48 165.26 1,314.61 221.12 1,616.46 725.41 TEACHER EDUCATION 78.77 1,228.57 107.46 1,285.71 114.63 1,544.74 1,874.05 GES SECRETARIAT 21.80 174.84 110.11 539.83 138.07 318.85 899.86 SUPPLIES & LOGISTICS 62.30 600.52 96.76 631.00 117.00 184.00 2,594.00 BASIC EDUCATION 43.35 8,463.54 66.46 10,881,39 109.02 139.50 8,969.57 SPECIAL EDUCATION 85.12 76.94 100.63 83.48 91.58 1,535.29 25.59 A.T.T.C. 275.31 102.21 428.54 124.84 386.70 120.75 210.26 K.T.I. 396.41 109.35 477.15 187.36 477.15 274.80 210.26 GESDI 87.02 229.36 2000 TOTAL:- 3247.27 939062 15,403.96 27.891 09 17,045.67 15,135.87 19,003.91 Source. GES (HQ) APPENDIX TABLE 2 GHANA EDUCATION-SERVICE PLANNED RECURRENT EXPENDITURE BY PROGRAMMES _ MILLION PROGRAMME P. E. 2-5 P. E. 2-8 P. E. ADMINISTRATION SERVICE CENTRAL ADMINISTRATION 22,619.74 2,280.04 28,812.50 3,649.73 33,720.59 3,512.69 3,579.66 PRIMARY 156,995.00 2,773.90 1,635,429.54 5,975.33 163,763.66 9,168.55 10,722.86 J. S. S. 72,860.99 2,353.57 91,016.32 2,119.21 91,056.28 3,569.31 4,125.96 SECONDARY EDUCATION 50,990.89 10,122.72 59,766.98 10,119.25 59,761.64 6,742.64 3,766.00 TEACHER EDUCATION 20,315.99 1,186.21 26,915.87 991.55 26,935.96 679.96 543.73 MANAGEMENT & SUPERVISION 2,567.18 568.36 3,206.49 836.79 3,206.49 40:24 761.00 TECHNICAL/VOCATIONAL 3,673.53 755.59 3,870.95 1,045.24 3,870.95 658.62 294.61 TOTAL:- 330,023.33 20,040.39 377,132.06 24,737.10 382,315.58 24,795.01 23,793.82 INSTITUTIONS OF THE HANDICAPPED 1,519.41 453.44 1,849.87 540.73 1,924.39 376.49 257.07 TOTAL:- 1,519.41 453.44 1,849.87 540.73 1,924.39 376.49 257.07 GES TOTAL:- 334,790.00 39,884.45 392,385.48 53,168.97 401,285.63 40,307.37 43,054.80 337,000.00 41,759.26 394,785.98 57,637.18 473,811.63 61,418.07 83,944.80 SOURCE: GES (HQ). APPENDIX TABLE 3 GHANA EDUCATION SERVICE PLANNED DEVELOPMENT BUDGET BY PROGRAMMES (OM) PROGRAMME 1997 SHARE 1998 SHARE 1999 SHARE ADMINISTRATION & FINANCE 155.00 085 525.00 2.19 1,502.00 1.69 SECONDARY EDUCATION 4,837.80 26 57 10,197.70 42.63 44,813.00 50.34 TEACHER EDUCATION 388.30 2.13 182.70 0.76 4,499.00 5.05 TECHNICAL/VOCATIONAL EDUCATION 63200 3.47 749.00 3.13 5,203.00 5.84 BASIC EDUCATION 3,028.90 16.64 2,430.00 10.16 - - CENTRAL ADMINISTRATION 356.00 1.96 725.00 3.03 7,032.00 7.89 INSTITUTIONS FOR THE HANDICAPPED 366.00 20 670.00 2.80 2,403.00 2.69 GES TOTAL 9,764.00 53.62 15,479.40 64.70 65,452.00 73.50 MOE SECTOR TOTAL 18,205.00 100 23,920.00 100 89,025.00 100 SOURCE: GES (HQ). APPENDIX TABLE 4 GHANA EDUCATION SERVICE TOTAL ACTUAL EXPENDITURE (1997 - 1999) (in 0 MILLION) EXPiYEAR 1997 1998 1% CHANCE[ 1999 % CHANGE (1997 -1998) (1998 -1999) RECURRENT 449,115.58 519,934.37 15.77 791,213.57 52.18 DEVELOPMENT 4,281.49 7,622.23 78.03 13,132.31 72.29 TOTAL:- 4 707 527,556.60 15.35 804,345.88 52.47 SOURCE: GES (HQ). APPENDIX TABLE 5a GHANA EDUCATION SERVICE ACTUAL RECURRENT EXPENDITURE BY PROGRAMMES 4 MILLION 1997 1998 1999 HEAD PROGRAMME ACTUAL % OF TOTAL ACTUAL % OF TOTAL ACTUAL % OF TOTAL 141 GENERAL ADMINISTRATION 4,354.66 22.33% 6,167.10 19.99% 4,513.56 11.90% MANPOWER & TRAINING 450.81 2.36% 1,782.92 5.78% 7,598.84 20.03% C.R.D.D. 191.46 0.98% 1,321.17 4.28% 362.01 0.95% INSPECTORATE 126.05 0.65% 195.22 0.63% 419.79 1.11% SECONDARY EDUCATION 2,846.45 14.59% 4,953.79 16 06% 4,097.37 10.80% TECHNICAL/VOCATIONAL DIV. 835.06 4.28% 1,536.64 4.98% 2,113.77 5.57% GESDI TEACHER EDUCATION DIVISION 1,144.22 5.87% 1,277.70 4.14% 1,450.78 3.83% G.E.S. SECRETARIAT 210.59 1.08% 638.58 2.07% 815.18 2.15% SUPPLY & LOGISTICS DIVISIO 363.60 1.86% 744.04 2.41% 1,177.71 3.11% BASIC EDUCATION DIVISION 7,830.88 40.15% 10,694.07 34.67% 10,196.84 26.88% SPECIAL EDUCAITON DIVISION 97.74 0.50% 116.46 0.38% 2,030.46 5.35% A.T.T.C. 448.25 2.30% 632.62 2.05% 1,741.84 4.59% K.T.I. 595.66 3.05% 787.62 2.55% 1,409.97 3.72% TOTAL 19,505.42 100% 30,847.94 100% 37,928.11 100% 45 APPENDIX TABLE 5b GHANA EDUCATION SERVICE ACTUAL RECURRENT EXPENDITURE BY PROGRAMMES _ MILLION 1997 1998 1999 HEAD PROGRAMME ACTUAL % OF TOTAL ACTUAL % OF TOTAL ACTUAL % OF TOTAL 142 CENTRAL ADMINISTRATION 32,572.32 7.63% 40,772.18 8.38% 149,560.81 19.98% PRIMARY EDUCATION 185 025.03 43.35% 209,987.72 43.15% 261,363.42 34.92% J.S. S. 109,165.26 25.58% 119,287.80 24.51% 170,168.93 22.73% SECONDARY EDUCATION 69,159.71 16.20% 76,059.91 15.63% 103,368.24 13.81% TEACHER EDUCATION 21,328.90 5.00% 28,805.57 5.92% 51,358.31 6.86% MANAGEMENT & SUPERVISION 4,898.52 1.15% 5,791.22 1.19% 5,902.86 0.79% TECHNICAL/VOCATIONAL 4,635.48 1.09% 5,976.15 1.23% 6,836.19 0.91% TOTAL:- 426,785.23 100% 486,680.57 100% 748,558.75 100% 143 INSTITUTIONS OF THE 2,824 93 100% 2,405.86 100% 4,726.71 100% HANDICAPPED TOTAL:- 2,24.9 100% 2,405.86 100% 4771 0 APPENDIX TABLE 6 GHANA EDUCATION SERVICE DEVELOPMENT BUDGET 4 MILLION HEAD PROGRAMME 1997 % OF TOTAL 1998 % OF TOTAL 1999 %OF TOTAL 141 1ADMINISTRATION & FINANCE - 107.18 1.43 513.19 4.07 142 SECONDARY EDUCATION 2.982.92 69.67 5,957.40 79.27 9.812 55 77.76 TEACHER EDUCATION 386.53 903 116.59 1,55 464.16 3.68 TECHNICALNOCATIONAL EDUCATION 377.32 8.81 436.79 5.81 681.27 5.40 BASIC EDUCATION - CENTRAL ADMINISTRATION 321.1b 7.50 610.69 8.13 1,224,31 9.70 143 INSTITUTIONS FOR THE HANDICAPPED 213.53 4 99 393.58 5.24 436.83 3.46 TOTAL:- 4,281.49 100.00 7,515.05 100.00 12,619.12 100.00 Printed by TEMA PRINTING PRESS Tema, Ghana
Группа Всемирного банка · Public Expenditure Review
Ghana - Public expenditure review 1999 : improving education through increased, efficient, and effective utilization of resources
Открыть оригинал документа
Полный текст размещён на сайте публикующей организации. lawenc.com индексирует метаданные и ведёт на официальный источник.
Полный текст
Основные сведения
Организация
Группа Всемирного банка
Тип документа
Public Expenditure Review
Страна
Гана
Источник
Всемирный банк