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Research Papers -
No.23: Tracking Provision Of School Infrastructure In Public Primary Schools In Ghana
No.23: Tracking Provision Of School Infrastructure In Public Primary Schools In Ghana
07 July, 2015

Education is indispensable for the progress of every nation. Most Ghanaian governments after independence recognized this fact and, accordingly, announced that improving education was a major objective for them. In particular, the quest for gender parity in education has been a high policy preference over the past few years; especially, in line with the provisions for Education for All and the Millennium Development Goals of achieving universal primary education, promoting gender equality and empowering women. In addition, special consideration have been made for people with disabilities (PWDs) under the provisions of the Disability Act (Act 715) of 2006. To address these major challenges, education spending has improved over the years. Despite this, public schools continue to suffer from infrastructural difficulties (e.g.: inadequate classrooms, lack of separate toilets for girls, poor Information and Communications Technology facilities). Many schools still lack basic disability-friendly infrastructure seven years after the approval of the Disability Act and only three years before the set deadline for all major public infrastructure to be disability compliant.

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