Education indicators in Ghana reflect a gender gap and disparities between rural and urban areas, as well as between southern and northern parts of the country. Those disparities drive public action against illiteracy and inequities in access to education. Eliminating illiteracy has been a constant objective of Ghanaian education policies for the last 40 years; the difficulties around ensuring equitable access to education is likewise acknowledged by the authorities. Public action in both domains has yielded results judged significant but not sufficient by national experts and international organizations. Increasing the place of vocational education and training and of ICT (information and communications technology) within the education system are other clear objectives of Ghanaian policies in education. The impact of public action remains hard to assess in these fields due to recent implementation or lack of data.
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