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The purpose of this study was to assess how Ghana's educational system is promoting educational equity. In terms of data collection, the study relied on secondary sources whilst Scott's goals of educational equity served as the theoretical basis for data analysis. The results show marked disparities in Ghana's educational system that manifest in terms of gender, geographic location, and income levels. In the area of gender, the results show that gender parity worsens as the educational level increases. This fuels the variations in literacy rates between the male and female population in Ghana. In terms of geographic location, a performance gap was observed between urban and rural Ghana, which could be explained by the uneven distribution of educational facilities and resources. It was further observed that the current educational system is skewed more towards formal academic development to the neglect of vocational and technical training, especially in the informal sector. To address this form of educational inequity, policies should be put in place to expand Ghana's educational system to areas such as sports development, the creative arts, vocational, and technical education.

The purpose of this study was to assess how Ghana's educational system is promoting educational equity. In terms of data collection, the study relied on secondary sources whilst Scott's goals of educational equity served as the theoretical basis for data analysis. The results show marked disparities in Ghana's educational system that manifest in terms of gender, geographic location, and income levels. In the area of gender, the results show that gender parity worsens as the educational level increases. This fuels the variations in literacy rates between the male and female population in Ghana. In terms of geographic location, a performance gap was observed between urban and rural Ghana, which could be explained by the uneven distribution of educational facilities and resources. It was further observed that the current educational system is skewed more towards formal academic development to the neglect of vocational and technical training, especially in the informal sector. To address this form of educational inequity, policies should be put in place to expand Ghana's educational system to areas such as sports development, the creative arts, vocational, and technical education. [ABSTRACT FROM AUTHOR]