Ghana’s Education Quality ranked 125 out of 183 countries in latest Global Youth Development Index – MyJoyOnline
Ghana’s Education Quality ranked 125 out of 183 countries in latest Global Youth Development Index Myjoyonline
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Ghana’s Education Ranked 125 in Global Youth Development Index
Introduction
Ghana’s education has been ranked 125 out of 183 countries in the latest Global Youth Development Index released by the Commonwealth Secretariat.
Tracking Progress for Youth Development
The Global Youth Development Index is a resource for researchers, policymakers, and civil society to track progress on the Sustainable Development Goals (SDGs) associated with youth development. It aims to enhance the status of young people, empowering them to build on their competencies and capabilities for life.
Ghana’s Overall Ranking
The report noted that Ghana has an overall score of 105, placing it in a unique situation in the overall ranking. It also highlighted that Ghana, along with Tonga, The Gambia, Fiji, and Brunei Darussalam, has moved up the ranks relative to other Commonwealth countries since the 2020 report.
Relative Rankings and Performance
It is important to remember that ranks are relative to the performance of other countries. While some countries may improve their overall score and performance, their relative ranking on the index may not increase. For example, Nigeria and Papua New Guinea have improved their YDI scores since 2010 but remain among the lowest-ranked countries.
Educational Performance in Ghana
In terms of education, Ghana is ranked 125 on the Global Youth Development Index. This places Ghana behind countries like El Salvador in terms of educational performance.
Collaboration for Sustainable Development
Secretary General of the Commonwealth, Patricia Scotland, emphasized that the development index should not be seen as a competition. She highlighted the importance of collaboration to address the challenges faced by all countries and achieve the Sustainable Development Goals. The Commonwealth Education ministers’ summit in May will provide an opportunity for African Education ministers to discuss and advance education in partnership with the Commonwealth.
Global and Regional Picture
The Global Youth Development Index highlighted that more than two-thirds of countries worldwide showed improvement in the education domain. Burkina Faso, Côte d’Ivoire, Bosnia and Herzegovina, and Laos led the improvements. However, there are also countries, including Liberia, Papua New Guinea, South Sudan, Ukraine, and Qatar, that have experienced a deterioration in education since 2010.
Conclusion
The Global Youth Development Index serves as a tool to monitor progress on youth development and the Sustainable Development Goals. It is crucial for countries to collaborate and work towards achieving quality education for all.
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SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 17: Partnerships for the Goals
The article primarily focuses on Ghana’s education ranking and progress in youth development, which aligns with SDG 4 – Quality Education. Additionally, the mention of collaboration and partnership between countries and organizations relates to SDG 17 – Partnerships for the Goals.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
- SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education.
- SDG 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
The article highlights Ghana’s education ranking and progress, indicating the need to improve access to quality education for both girls and boys (SDG 4.1). It also mentions the importance of affordable and quality technical, vocational, and tertiary education for women and men (SDG 4.3). Additionally, the emphasis on collaboration and partnership aligns with the target of enhancing global partnerships for sustainable development (SDG 17.16).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Education ranking and score
- Improvement in education domain
- Improvement in overall score and performance
The article mentions Ghana’s education ranking and score, which can be used as an indicator to measure progress towards SDG 4.1 and 4.3. It also highlights the improvement in the education domain globally and regionally, indicating progress towards the targets. Additionally, the improvement in overall score and performance is implied as a measure of progress.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education. | – Education ranking and score – Improvement in education domain – Improvement in overall score and performance |
| SDG 4: Quality Education | 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education. | – Education ranking and score – Improvement in education domain – Improvement in overall score and performance |
| SDG 17: Partnerships for the Goals | 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources. | – Collaboration and partnership |
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Fuente: myjoyonline.com
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