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Northern Region has low
enrolment, retention of girls in schools
Tamale, May 8, Ghanadot/GNA - Mr John Kwesi Hobenu, Northern
Regional Director of Education, has observed that the
enrolment and retention of girls in schools in the region
did not see any improvement this year.
He expressed concern about the gender parity index that
decreased from 0.88 per cent during 2006/2007 academic year
to 0.83 per cent in 2007/2008 indicating a reduction in
girls’ enrolment.
Mr
Hobenu made the observation at the Northern Regional
Education Sector Annual Review meeting in Tamale on
Wednesday.
The three-day meeting would serve as a participatory forum
for stakeholders to assess the overall educational status in
terms of achievements, challenges and strategise for
improved educational performance.
Some issues to be discussed include, equitable access to
education, quality education, education management,
education sector financing, science and technology.
Mr Hobenu said in the Basic Education Certificate
Examination (BECE), the region recorded 53.6 per cent pass
in 2004 this reduced to 46.1 per cent in 2005 and
appreciated marginally to 47.6 per cent in 2006.
He said 21,594 candidates made up of 13,550 boys and 8,044
girls registered and participated in the BECE examinations
this year.
Mr Hobenu observed that despite the increase in educational
institutions in the region, it still had many children of
school-going age not in school.
He said primary school enrolment currently was 377,328 as
against the estimated population of 442,927 children between
six and 11 years.
"We still have about 65,599 (14.8 per cent) of children in
that age group out of school," he added.
Mr Hobenu appealed to Metropolitan, Municipal and District
Directors of Education to intensify enrolment drive and
called on other stakeholders to support the initiative.
Alhaji Mustapha Ali Idris, Northern Regional Minister
appealed to the participants to critically analyse areas
that were major challenges for the authorities to address
them.
He said challenges to education were many however, when
critical and common challenges were identified there could
be improvement in education.
GNA
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