Tertiary Education Statistics Report

2013

Tertiary Education Statistics Report

COMPOSITE STATISTICAL REPORT ON ALL CATEGORIES OF TERTIARY EDUCATIONAL INSTITUTIONS IN GHANA FOR THE 2012/2013 ACADEMIC YEAR

NATIONAL ACCREDITATION BOARD

OCTOBER 2015

i

Table of Contents LIST OF INSTITUTIONS ............................................................................................................................................. i INTRODUCTION ..................................................................................................................................................... iv METHODOLOGY ..................................................................................................................................................... v 1.0 Summary .......................................................................................................................................................... 1 2.0 PUBLIC TERTIARY EDUCATION INSTITUTIONS .................................................................................................. 3

2.1 Level of programmes and mode of delivery for Public TEIs ......................................................................... 3

2.2 Trend analysis of Students enrolment for three (3) academic years: 2010/2011 – 2012/2013. ......... 4

2.3.1 Public TEIs Diploma Enrolment ......................................................................................................... 5

2.3.2 Public TEIs Undergraduate Enrolment .............................................................................................. 7

2.3.3 Public TEIs Postgraduate Diploma Enrolment ................................................................................... 9

2.3.4 Public TEIs Master (Non-Research) Enrolment ............................................................................... 10

2.3.5 Public TEIs Master (Researched) Enrolment ................................................................................... 11

2.3.6 Public TEIs Doctorate Enrolment .................................................................................................... 13

2.3.7 Foreign student enrolment in Public TEIs ....................................................................................... 15

2.4 Public TEIs Staffing ..................................................................................................................................... 16

3.0 PRIVATE TERTIARY EDUCATION INSTITUTIONS .............................................................................................. 17

3.1 level of programmes and mode of delivery for Public TEIs ........................................................................ 17

3.2 Trend analysis of Private TEIs students enrolment for three (3) academic years: 2010/2011 – 2012/2013. ........................................................................................................................................ 18

3.3.1 Private TEIs Diploma Enrolment ...................................................................................................... 19

3.3.2 Private TEIs Undergraduate Enrolment .......................................................................................... 20

3.3.4 Private TEIs Masters (Non Research) Enrolment ............................................................................ 21

3.3.5 Foreign Students enrolment in Private TEIs .................................................................................... 22

3.2 Private TEIs Staffing .................................................................................................................................... 22

4.0 POLYTECHNICS ............................................................................................................................................... 24

4.1 Mode of delivery in the Polytechnics ......................................................................................................... 24

4.2 Trends in student enrolment ............................................................................................................. 24

4.3.1 Polytechnic HND Enrolment............................................................................................................ 25

4.3.2 Polytechnic B-Tech Enrolment ........................................................................................................ 26

4.2 Polytechnic Staffing .................................................................................................................................... 26

5.0 COLLEGES OF EDUCATION ............................................................................................................................. 28

5.1 Mode of delivery in the College of Education ............................................................................................ 28

5.1.1 College of Education Diploma in Education Enrolment .................................................................. 28

5.2 College of Education Staffing ..................................................................................................................... 29

6.0 COLLEGES OF NURSING AND MIDWIFERY ...................................................................................................... 30

6.1 Mode of delivery in the College of Nursing and Midwifery ........................................................................ 30

6.1.1 College of Nursing Diploma in Nursing and Midwifery Enrolment .................................................. 30

6.2 College of Nursing Diploma in Nursing and Midwifery Staffing ................................................................. 31

Appendix 1 ....................................................................................................................................................... 32

i

LIST OF INSTITUTIONS

The analysis in this report covers 146 tertiary educational institutions (TEIS) in Ghana,

representing 96% of the 152 TEIs who received the questionnaire. They are as follows:

PUBLIC UNIVERSITIES/ PUBLIC QUASI TERTIARY INSTITUTIONS

Public Universities

1. University of Ghana

2. Kwame Nkrumah University of Science and

Technology

3. University of Cape Coast

4. University of Development Studies

5. University of Education, Winneba

6. University of Mines and Technology

7. University of Energy and Natural Resources

8. University of Health and Allied Sciences

9. University of Professional Studies, Accra

Quasi-Public Tertiary Institutions

10. Ghana Institute of Management and Public

Administration

11. Ghana Institute of Journalism

12. Ghana Institute of Languages

13. Institute of Local Government Studies

14. Kofi Annan International Peace Keeping

training Centre

15. National Film and Television Institute

16. Regional Maritime University (Also

classified as Regional owned University)

Public Colleges of Agriculture

1. Animal Health & Production College

2. Kwadaso College of Agriculture

3. Ohawu College of Agriculture

PRIVATE UNIVERSITIES/ PRIVATE UNIVERSITY COLLEGES

1. Accra Institute of Technology

2. Advanced Business College

3. Africa University College of Communication

4. Akrofi Christaller Institute of Theology

Mission and Culture

5. All Nations University College

6. Anglican University College of Technology

7. Ashesi University College

8. Catholic Institute of Business &Technology

9. Catholic University College, Ghana

10. Central University College

11. China Europe International Business School

12. Christ Apostolic University College

13. Christian Service University College

14. City of London Business College

15. Community College

16. Concord College

17. Datalink Institute

18. Dominion University College

19. Entrepreneurship Training Institute

20. Evangelical Presbyterian University College

21. Garden City University College

22. Ghana Baptist University College

23. Ghana Christian University College

24. J prompt Professional Institute of

Technology

25. Jayee University College

26. Joyce Ababio Creative Design Institute

27. Kaaf University College

28. Kings University College

29. Knutsford College

30. Lancaster University Ghana

31. Maryson College

32. Meridian University College

33. Methodist University College, Ghana

34. Mountcrest University College

35. NIIT Education Training Centre (now

Blue Crest College)

36. Pan Africa Christian University College

37. Pentecost University College

38. Presbyterian University College

39. Radford University College

40. Regent University College

41. Sikkim Manipal University – Ghana

Learning Centre

42. Spiritan University College

43. Springs College

44. Trans Africa College

45. Trinity Theological Seminary

ii

PRIVATE UNIVERSITIES/ PRIVATE UNIVERSITY COLLEGES Continued…

46. Ghana Insurance College

47. Ghana Technology University College

48. Global Business Technology

49. GoodNews Theological College

50. Graduate School of Governance and

Leadership now Almond Institute

51. Institute of Business Management& Journalism

52. Intercom Programming and Manufacturing

Company(IPMC)

53. Islamic University College

54. University College of Management

Studies

55. University of Agriculture and

Environment

56. University of Applied Management

57. Valley View University

58. West End University College

59. Wintech Professional Institute

60. Wisconsin University College

61. Zenith University College

POLYTECHNICS

1. Accra Polytechnic

2. Bolgatanga Polytechnic

3. Cape Coast Polytechnic

4. Ho Polytechnic

5. Koforidua Polytechnic

6. Kumasi Polytechnic

7. Sunyani Polytechnic

8. Takoradi Polytechnic

9. Tamale Polytechnic

10. Wa Polytechnic

COLLEGES OF EDUCATION

Public Colleges of Education

1. Abetifi College of Education

2. Accra College of Education

3. ADA College of Education

4. Agogo Presbyterian College of Education

5. Akatsi College of Education

6. Akrokeri College of Education

7. Atebubu College of Education

8. Bagabaga College of Education

9. Berekum College of Education

10. Dambai College of Education

11. E.P College of Education, Amedzofe

12. E.P. College of Education, Bimbilla

13. Enchi College of Education

14. Foso College of Education

15. Gbewaa College of Education

16. Holy Child College of Education

17. Jasikan College of Education

18. John Bosco College of Education

19. Kibi College of Education

20. Komenda College of Education

21. Mampong College of Education

22. Mount Mary College of Education

23. N.J. Ahmadiya College of Education

24. Offinso College of Education

25. OLA College of Education

26. Peki College of Education

27. Presbyterian College of Education

28. Presbyterian Women’s College of

Education

29. SDA College of Education

30. St. Francis College of Education

31. St. Josephs College of Education

32. St. Louis College of Education

33. St. Monica College of Education

34. St. Theresa College of Education

35. Tamale College of Education

36. Tumu College of Education

37. Wesley College of Education

38. Wiawso College of Education

Private Colleges of Education

39. Jackson Educational Complex

40. Cambridge College of Education

41. St. Ambrose College of Education

iii

NURSING TRAINING COLLEGES

Public Nursing Colleges 1. 37 Military Hospital Nurses Training

College

2. Agogo Presbyterian Nursing Training

College

3. Ankaful Training College Cape Coast

4. Ho Nurses Training College

5. KATH Nurses & Midwifery Training

College

6. Korle-bu Nurses Training College

7. Koforidua Nurses & Midwifery Training

College

8. Patang Nurses Training College

9. Secondi Nurses Training College

10. Sunyani Nurses Training College

Private Nursing Colleges 11. Holy Family Nurses & Midwifery

Training College

12. Narh-Bita College

13. Nightingale School of Nursing

14. Western Hills School of Nursing

15. St Karol School of Nursing

iv

INTRODUCTION

The Tertiary Institutions (Establishment and Accreditation) Regulations of 2010: L.I. 1984

subsection 16(a) requires all recognized or accredited tertiary institutions to “prepare and submit

to the Board an annual report, in the prescribed format, of their activities for each academic year

within three (3) months after the end of the academic year”.

In consonance with the above provision in the L.I, the National Accreditation Board (NAB) collects, collates and analyzes information from all tertiary educational institutions in Ghana, appropriately categorized for the purposes of this exercise as follows: Public Universities, Private Universities, Polytechnics, Colleges of Education and Nursing Training Colleges. This composite report is meant to inform tertiary education policy decisions at national and institutional levels. Presentation of the composite data under each category is, therefore, graphically made to facilitate interpretation by the user. The graphs broadly cover the following subjects:

Level of programmes and mode of delivery Enrolment by levels Enrolment by Type of Programme mode (i.e. regular, distance learning, sandwich) Enrolment by Type of Programme disciplines (i.e. Science; Humanities) Enrolment trend Staffing

The data as provided by the individual institutions and captured in the graphs cover the academic year ending 2013. It is hoped that in the next report for the 2013/2014 academic year report, the scope of the report would be expanded to include distribution of the various programme disciplines as well as information on other support facilities.

v

METHODOLOGY

Pre-designed format for data collection attached to a request letter was sent to each institution by

post by the middle of February 2014.The Information provided by the institutions in the completed

format were collated, analyzed and translated into graphical presentation for easy reading and

interpretation.

Both soft and hard copies of the completed formats were retrieved from the institutions to facilitate

access to various aspects of the information provided at various stages of the processing.

A pre-screening of the data so submitted was done to check for possible errors. Errors detected in any of the submitted data were communicated to the officers in charge at the respective institutions for correction. In some instances however, the tertiary institutions with defective submissions communicated back to NAB indicating they were unable to resolve all the errors identified. While efforts to impress on the institutions to work harder at resolving the problem proved futile, it became unreasonable to report on education variables such as library with relatively low item response rates.

1

1.0 Summary

Fig. 1.1 Student Enrolment Fig. 1.2 Academic / Teaching staff

Degree awarding Public TEIs students constituted

approximately 59% of all students in the country. This

was 3.5 times the population of students in the Private

TEIs.

The 10 Polytechnics in Ghana have a student population of 51,169 representing 13.1% of country-

wide recorded student population. Polytechnics run Higher National Diploma programmes (HND) and

Bachelor of Technology (B-Tech) programmes in various disciplines. There are moves to run M-Tech

programmes in collaboration with some Universities in and outside Ghana.

58.57%

16.90%

13.12%

9.85%

1.56%

Public Universities - 228,347

Private Universities - 65890

Polytechnics - 51,169

Colleges of Education - 38,409

Nursing Training Colleges - 6,082

229

1002

4596

1092

1036

805

74

1046

238

87

Tutors/Principal Tech.

Asst. Lecturer

Lecturer

Snr Lecturer

Prof/ Assoc. Prof

Full-Time Part-Time

Public & private Universities/

73

80

731

773

187

31

6

9

216

2…

49

1

Sup.

Snr. Sup.

Prin. Sup.

Asst Dir.

Dep Dir

Dir

Full-Time Part-Time

Fig. 1.3 Colleges of Education/ Nursing

Student M/F Ratios

3

2

Males (236,649)

Females (153,248)

Student / Staff Ratio

36:1

Quick Note: 146 Tertiary Education Institutions

389,897Students

9,830 Full-Time Academics; 2,789 Adjuncts/ Part-time

Prof/Assoc. Prof: 8.2% FT; 0.7%PT

Senior lecturer: 8.7% FT; 1.9%PT

Lecturer: 36.4% FT; 8.3%PT

Below lecturer: 9.7% FT; 7%PT

Dir./ Dep. Dir: 1.7%FT; 0.4%PT

Asst. Dir. &below: 13.1%FT; 3.8%PT

36 Students to 1 Academic

2

Students in the 41 recorded Colleges of Education constitute almost a 10th of the student population.

These Colleges run only Diploma in Basic Education programmes.

Colleges of Nursing run Nursing and Midwifery programmes and their student population is less than

2%.

Further, males constitute 61% (236, 649) of the student population. The female population is 153, 248

yielding a male to female ratio of approximately 3:2.

Full-time academic faculty for Public & Private Universities and University Colleges comprise 24.5%

Professors/ Associate Professors; 12% Senior lecturers and 50.1% Lecturers. The proportion of

Professors/ Associate Professors is close to the composite norm of 25% as prescribed by NCTE.

However, the proportion of senior lecturers and lecturers are very much at variance with the NCTE

norm of 35% and 40% respectively.

Table 1.1: Performance Indicators among the various TEIS

indicates the direction of growth

:coloured star indicate SSR is more in line with norm.

: indicates the density of student

FTE : Full-time Equivalency

Norms for Academic Staff Ratio or SSR

Social Science and Humanities - 27:1

Business administration - 27:1

Science - 18:1

Applied Science, Technology and

Health Science

- 18:1

Engineering - 18:1

Pharmacy - 15:1

Medicine - 12:1

Public TEIs/

Public Quasi

TEIs/including

Col of Agric

Private

Universities Polytechnics

Colleges of

Education

Colleges of

Nursing &

midwifery

19 61 10 41 15

228,347 65,890 51,169 38,409 6,082

Diploma/ HND * AGR 118.2% 50.6% 5.3% 18.6% 16.2%

Undergraduate/ B-Tech * AGR 5.5% 12.9% -0.03% na na

Postgraduate Diploma AGR 534.1% - na na na

Masters (NR) AGR 16.3% 74% na na na

Masters (R ) AGR 114.4% na na na na

Doctorate AGR 26.5% na na na na

5:3 4:3 15:8 4:3 1:4

4,464 2,152 1,954 1,816 476

Proportion of Profs & Snr Lecturers 23%/ 1.4% 12.3%/ 8.4%6.4%/ 0.5%9.4%/ 2.3% 5.95/ 0%

1:51 1:31 1:26 1:21 1:13

No. of Institutions

Total Students Enrolment

3-Year Average % ↑ in Enrolment (AGR)

Male to female ratio (2012/2013)

Staff Student Ratio (SSR)

Staff (using FTE)

3

2.0 PUBLIC TERTIARY EDUCATION INSTITUTIONS

Statistics presented here cover the following category of institutions:

Public universities,

Quasi-Public institutions and

Agricultural colleges.

Figures presented pertain to the following domains of academic degree programmes in Regular,

Sandwich and Distance learning Modes:

1. Diploma

2. Undergraduate Degree

3. Post Graduate Diploma

4. Masters (Non-Researched)

5. Masters (with research)

6. Doctorate Degree

The last sections present information on foreign student enrolment and staff details.

2.1 Level of programmes and mode of delivery for Public TEIs

Table 2.1: A matrix of type of programmes and the mode of delivery with regards to student

enrolment is presented below:

REGULAR SANDWICH DISTANCE

LEARNING

TOTAL

DIPLOMA 5,073 7,485 28,732 41,290 (18.2%)

UNDERGRADUATE 126,416 2,971 28,996 158,383 (69.8%)

POST GRADUATE DIP. - 510 2,423 2,933 (1.3%)

MASTERS (NR) 6,543 4,733 2,743 14,019 (6.2%)

MASTERS (R) 6,528 278 2,184 8,990 (4.0%)

DOCTORATE 1,084 51 0 1,135 (0.5%)

145,644 16,028 66,675 226,750

Diploma: Students in Diploma programmes constitute 18.2% of the total student population and most

of them are receiving tuition through the Distance Learning mode.

Undergraduate: Undergraduate students on the other hand, constitute almost 69.8% of student

population and most of them are on the regular programmes. Less than 20% are on distance learning

bachelor degree programmes.

Post-graduate diploma: Post-graduate diploma students are mostly distance learning students

(82.6%) with a few of them on sandwich programmes.

Statistics on Public TEIs

4

Master (Non Research): Over 14, 000 students are on Master (without research) degree programmes

and almost half of the students are ‘regular’ students. About a third are on sandwich Master degree

programmes.

Masters (with research): Masters with research have over 70% being ‘regular’ students. Less than

5% students are on sandwich mode. 24.3% are on distance learning Master with research

programmes.

Doctorate: Almost all the students are on regular doctorate programmes except a few students who

are on sandwich doctorate programmes.

2.2 Trend analysis of Students enrolment for three (3) academic years: 2010/2011 –

2012/2013. There is an overall increasing trend of student enrolment from year to year from 2010/2011 to 2012/2013

academic year for all the indicated levels of programmes.

Fig. 2.1: Diploma Fig. 2.2 Undergraduate

Average growth rate (AGR) = 118.2% AGR = 5.5%

The 3-year average growth rate (AGR) of student enrolment for Diploma was 118.2%, highly

influenced by the enrolment figures in the 2011/2012 academic year, which was a triple of the figures

in 2010/2011.

Post graduate diploma enrolment was 534.11% from 2011/2012 figure and Masters (Non Research -

NR) enrolment grew by an average of 16.3%

Fig. 2.3: Postgraduate Diploma Fig. 2.4 Masters (Non-Researched)

10118

30416

41290

0

10000

20000

30000

40000

50000

2010/2011 2011/2012 2012/2013

Diploma

142306145909

158383

130000

140000

150000

160000

2010/2011 2011/2012 2012/2013

Undergraduate


5

GR = 534.11% AGR = 16.3%

Master (Research) enrolment fell slightly in 2011/2012 from the 2010/2011 figure but increased by

over 200% to register an average of 114.4% growth rate. Enrolment for doctorate degrees grew

modestly by 26.5% on the average from year to year.

Fig. 2.5: Master (Researched) Fig. 2.6 (Doctorate)

AGR = 114.4% AGR = 26.5%

2.3.1 Public TEIs Diploma Enrolment

Total student number: 41,290

Fig. 2.7 Type of programme mode

1040811351

14019

0

5000

10000

15000

2010/2011 2011/2012 2012/2013

Masters (NR)

715824

1135

0

200

400

600

800

1000

1200

2010/2011 2011/2012 2012/2013

Doctorate

0472

2933

0

1000

2000

3000

4000

2010/2011 2011/2012 2012/2013

Postgraduate Diploma

2837 2692

8990

0

2000

4000

6000

8000

10000

2010/2011 2011/2012 2012/2013

Masters (R)


6

Approximately, 70% of the

Diploma Students are on

distance learning

programmes. The rest are

divided albeit unequally

among sandwich and

regular programmes.

A greater proportion of the

students in the various

categories are males.

Overall, 55% of diploma

students are males

Fig. 2.8 Type of programme

discipline

Students on programmes in the

Humanities constituted 64%

while those in the Science

programmes constituted 36%.

It can be observed that a larger

proportion of students in the

Sciences are

females,

which

contrasts with what pertains in the Humanities programmes.

Fig. 2.9 Growth Trend

Enrolment for Diploma programmes in the Humanities has decreased generally from 2010/2011 to

2012/2013 whereas science student enrolment has been increasing generally.

However, growth in student

number from 2011/2012 to the

Male Female

Science 871 972

Humanities 1856 1374

12.3%

18.1%

69.6%

Regular

Sandwich

DistanceLearning

Regular Sandwich Distance Learning

Male 2727 4270 15705

Female 2346 3215 13027

Science36%

Humanities

64%

876

21091843

4554

2424

3230

0

1000

2000

3000

4000

5000

2010/2011 2011/2012 2012/2013

Science Humanities


7

2012/2013 took a reverse

movement: there was decrease

in Science enrolment and

increase in Humanities

enrolment.

Fig. 2.10 Enrolment by levels

Most Diploma programmes span two years: Year

1 and Year 2.

Year 1 enrolment figures are very high, over and

above what is in Year 2. The figure also

corresponds to the entry enrolment for the

2012/2013 academic year. In essence, the entry

enrolment for the preceding year, 2011/2012

academic year was 1,754 students.

Year 3 enrolment figures are particularly for the

third year of 3-year Diploma programmes

2.3.2 Public TEIs Undergraduate Enrolment



Almost 80% of the students are on

regular programmes. Students on

Distance Learning programmes

comprise 18.3% while less than 2%

are on sandwich programmes.

The male to female ratio is biased

towards the males. Overall, 63% of

Undergraduate students are males.

Fig 2.12 Type of programme discipline (Regular students)

1.9%

18.3%

79.8%

Sandwich

Distance Learning

Regular

Sandwich Distance Learning Regular

Male 1641 16281 81892

Female 1330 12715 44524

3065

1754

254

Y R 1 Y R 2 Y R 3


8

Students pursuing programmes in the

Sciences constitute 36% and Humanities,

64%. This distribution is delimited to only

‘regular’ programmes.

The composition of the Science

programmes are: Mathematical Science –

8%; Natural Science – 6%; Applied

Science-22%.

Humanities comprise Arts and Social

Science. Business enrolment have been

separated from the social science in the

diagram because they evidently contribute to a larger proportion of the fraction of social science

enrolments.

NB: Classification according to subject for Sandwich and Distance Learning programmes was not

provided.

Fig. 2.13 Growth trend

Both Science and Humanities enrolment are generally increasing with Science enrolment growing at

a slower rate.

Fig. 2.14 Enrolment by Levels (Regular students)

40399 44001 46169

64865 65298

80247

0

20000

40000

60000

80000

100000

2010/2011 2011/2012 2012/2013

Science Humanities

Male Female

Science 33,879 12,290

Humanities 48,013 32,234

Arts32%

Social Science

9%

Business23%

Math8%

Natural Science

6%

Applied Science

22%


9

2012/ 2013 student entry enrolment is the highest in the past four years. Student enrolment for Year 1

in Public TEIs was in excess of 39,000. This was 33.8% more than the previous year’s intake who are

currently in their second year.

Year 4 enrolment which is the same as the intake for 2009/20010 academic year is almost 32,000.

Programmes with clinical component such as the Bachelor of Medicine Bachelor of Surgery (MBChB),

Doctor of Pharmacy, and Doctor of Veterinary span beyond four years. Some language programmes

such as French which spans a period of five years are also included in the analysis for Year 5. There

were 930 students on such programmes for the academic year 2012/ 2013 under review. As indicated

in the chart, more than half of that number (513 ≈ 55%) were in Year 5.

2.3.3 Public TEIs Postgraduate Diploma Enrolment


Fig. 2.15 Postgraduate enrolment for public TEIs

39659

29631

24487

31709

Y R 1 Y R 2 Y R 3 Y R 4

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2 2 0 1 0 / 2 0 1 1 2 0 0 9 / 2 0 1 0

513

264

153

Y R 5 Y R 6 Y R 7

2 0 0 8 / 2 0 0 9 2 0 0 7 / 2 0 0 8 2 0 0 6 / 2 0 0 7

Clinical year of MBChB, DPharm, etc


10

Public TEIs Post graduate

programmes are delivered in

Sandwich and Distance Learning

Mode only for the academic year

under review.

Students on the Distance learning

programme number over 24,000

which is about 4.7 times the

proportion of students on sandwich

PDG programmes. The proportions

of female students are low in both

modes and constitute 22%.

2.3.4 Public TEIs Master (Non-Research) Enrolment


Fig. 2.16 Enrolment for Non-Researched Maters

Type of programme mode

Students pursing Masters

without research in the regular

mode constituted almost half of

the student population while a

third of the students are on

various sandwich Masters

programmes.

Approximately 71% of students

pursing Masters (NR) are males.

Fig. 2.17 Type of programme discipline (for regular students only)

Males

Females

0

400

800

1200

1600

2000

Sandwich Distance learning

316

1964

194

459

33.7%

19.6%

46.7…

0 1000 2000 3000 4000 5000 6000 7000

Sandwich

Distance Learning

Regular


Male 2992 2312 4641

Female 1741 431 1902


11

Students pursuing programmes in the Sciences constitute

22% and Humanities, 78%. This distribution is delimited

to only ‘regular’ programmes

NB: Classification according to subject for Sandwich and

Distance Learning programmes was not provided.

Fig 2.18 Growth trend

Enrolment for Masters (NR) in the Sciences is increasing while the enrolment for the Humanities is

decreasing. Nonetheless, figures for the Humanities are significantly higher than the Sciences

Enrolment for past three

years

Fig. 2.19 Enrolment for past

three years

The past three years up to the period under

review, the 2012/2013 academic year recorded

the highest student enrolment - 11, 017 - for the

Masters (non-research) programmes. This was

77% more than the 2011/2012 intake.

Almost 24,000 students have been enrolment

into masters (Non-research) programme for the

past three years.

2.3.5 Public TEIs Master (Researched) Enrolment


Male Female

Science 1,097 343


Science22%

Humanities

78%

11,017

6,2286,733

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2 2 0 1 0 / 2 0 1 1

11381478 1440

6268

5324 5103

0

1000

2000

3000

4000

5000

6000

7000

2010/2011 2011/2012 2012/2013

Science Humanities


12


Regular students constitute 72.6% of the total number of students on Masters with research programmes.

Less than 5% are on a sandwich Researched Masters programme

Almost a quarter are on Masters programme via Distance learning mode.

Males enrolled on the programmes outstrip female enrolment almost by 100%.

Fig. 2.21 Type of programme by discipline (for regular students)

Twenty-six percent of students are pursuing researched

Masters programmes in the Sciences. The humanities

account for a higher proportion of 74%. This distribution

is delimited to only ‘regular’ programmes

NB: Classification according to subject for Sandwich and

Distance Learning programmes was not provided.


Humanities Enrolment growth rate for

Research Masters is very high.

Increase in enrolment for the Sciences is very

marginal over the three year period.

Fig. 2.23 Enrolment by levels (Regular

programmes)

Male Female

Science 1,280 408


3.1%

24.3%

72.6%

0 2000 4000 6000 8000

Sandwich

Distance Learning

Regular


Male 219 1580 4193

Female 59 604 2335

Science26%

Humanities

74%

1259 12581688

15781264

4840

0

1000

2000

3000

4000

5000

6000

2010/2011 2011/2012 2012/2013Science Humanities


13

In the 2012/2013 academic year, entry

enrolment was 3,338 which was 4.6% above the

entry enrolment in the previous academic year.

Altogether, there were 6528 student enrolled for

the 2012/2013 academic year.

2.3.6 Public TEIs Doctorate Enrolment



95.5% of students are on regular

programmes and less than 5% are on

sandwich programmes. There are no

students on a doctorate programme

delivered through distance learning

Fig 2.25 Type of programme discipline (Regular programmes)

3338

3190

Y R 1 Y R 2

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2

4.5%

95.5%

0 500 1000 1500

Sandwich

Distance Learning

Regular


Male 39 0 793

Female 12 0 291


14

Science students reading doctorate

programmes comprise 48% of the student

population. This is however limited to regular

programmes which constitute majority of the

student population.

There is no report on doctorate programmes by

disciplines in the sandwich mode.


There seem to have been a more consistent growth in

enrolment for the Humanities than the sciences which

only increased very marginally in 2011/2012 academic

year. On the whole both programme categories

exhibited positive growth from 2011/2012 to

2012/2013.

Fig. 2.27 Enrolment

The enrolment statistics of doctorate

degree students in Public TEIs in

2012/2013 academic year stand at 1,135.

Over 40% of this number are in their first

year. Students in Year 3 who were

probably enrolled into their programmes

in 2010/2011 academic year recorded

the next highest figure. Final year

students – Year 4 – were only 66 in

number.

Science48%Humanities

52%

478

242

298

66

Y R 1 Y R 2 Y R 3 Y R 4

386

387

523

329

437

561

0

100

200

300

400

500

600

2010/2011 2011/2012 2012/2013

Science Humanities


15

2.3.7 Foreign student enrolment in Public TEIs

Fig. 2.28 Foreign Students Enrolment

Foreign Male - 1887

Foreign Female - 1320

Foreign students constitute 1% of the total

student population in Public TEIs1. Of this 1%,

students from West Africa constitute 80%.

Approximately 8% students are from outside of

Africa.

Fig. 2.29 Foreign Students by Continents

1 For data on private tertiary institutions go to page 25

Ghanaian99%

Foreign1%

2

153

64

37

371

2580

Australia

America

Europe

Asia

Other African States

West Africa


16

2.4 Public TEIs Staffing

Full-time – 4,083; Part-time – 1,144

Prof/ Assoc. Prof. 436(10.7%) 41(3.6%)

Senior lecturer 768(18.8%) 34(3.0%)

Lecturer 2,157(52.8%) 250(21.9%)

Assistant lecturers 604(14.8%) 22(1.9%)

Tutors / Others 118(2.9%) 797(69.7%)

Fig 2.30 Pyramidal structure

Academics of the Professorial rank constitute 10.7% of full-time staff and 3.6% of part-time staff

teaching in Public TEIs. The majority of full-time staff are lecturers – 52.8%. Senior lecturers constitute

about a fifth of the total number of academics.

Majority of the tutors are employed on part-time basis as can be seen from the pyramidal structure.

-436

-768

-2157

-604

-118

41

34

250

22

797

Prof/ Assoc. Prof.

Senior lecturer

Lecturer

Assistant lecturers

Tutors & others

Full-Time Part-Time

17

3.0 PRIVATE TERTIARY EDUCATION INSTITUTIONS

Statistics presented here cover the following category of institutions:

Private universities,

Private university Colleges and colleges.

Figures presented pertain to the following domains of academic degree programmes:

7. Diploma

8. Undergraduate Degree

9. Post Graduate Diploma

10. Masters (Non-Research)

3.1 level of programmes and mode of delivery for Public TEIs

A matrix of programme type run by the Private TEIs shows only Diploma, Undergraduate,

Postgraduate and Masters (without research) programmes offered and only in regular mode.

Table 3.1 A matrix of programme type run by the Private TEIs

REGULAR SANDWICH DISTANCE

LEARNING

TOTAL

DIPLOMA 2,781 - - 2,781 (4.2%)

UNDERGRADUATE 59,714 - - 59,714 (90.6%)

POST GRADUATE DIP. - - - -

MASTERS (NR) 3,395 - - 3,395 (5.2%)

MASTERS (R) - - - -

DOCTORATE - - - -

65,890

Diploma: The population of students in Private TEIs reading Diplomas are 2,781 representing 2.9% of

the entire student population in private tertiary institutions.

Undergraduate: Undergraduate students constitute the majority of students reading various degrees

in Private TEIs. They constitute 90.6% of the student population. There are no sandwich or distance

learning undergraduate programmes.

Master (Non Research): 3% of the students in Private TEIs are reading Masters (without research)

programmes.

NB: There are no students on programmes in Post-graduate Diploma, Masters (with research) and

Doctorate category in the 2012/2013 academic year among the institutions that submitted their data.

Statistics on Private TEIs

18

3.2 Trend analysis of Private TEIs students enrolment for three (3) academic

years: 2010/2011 – 2012/2013.

Except for Postgraduate Diploma, there is a general increase in student enrolment for all levels of

programmes run in the Private TEIs.

Fig. 3.1 Growth Trend (Diploma) Fig. 3.2 Growth Trend (Undergraduate)

AGR = 50.6% 3-Year AGR = 12.9%

Growth of Diploma enrolment increased by 50.6% while the 3 year AGR for undergraduate

enrolment was just under 13%. The respective charts show a marginal growth from year to year.

Post graduate Diploma enrolment was only recorded for 2011/2012 academic year. The

programme was discontinued for the only private TEI running such programme. Masters (Non

Research) enrolment, however, increased by 74% from the 2011/2012 figure of 1,949 to 3,395

students

0

1847

2781

0

500

1000

1500

2000

2500

3000

2010/2011 2011/2012 2012/2013

Diploma

47180 48804

59714

0

20000

40000

60000

80000

2010/2011 2011/2012 2012/2013

Undergraduate


19

Fig. 3.3 Growth Trend (Postgraduate Diploma) Fig. 3.4 Growth Trend (Masters- Non Researched)

GR = 74%

3.3.1 Private TEIs Diploma Enrolment


Fig 3.5 Type of programme discipline

Forty-five percent students are reading diploma

programmes in the science discipline.

Males constitute over 61% of diploma student

population but the male to female ratio - ~ 6:5 - is close

for the Humanities programme.

Male Female

Science 888 374

Humanities 834 685

0

392

0

0

100

200

300

400

500

2010/2011 2011/2012 2012/2013

Postgraduate Diploma

0

1949

3395

0

1000

2000

3000

4000

2010/2011 2011/2012 2012/2013

Masters (NR)

Science 45%Humaniti

es55%


20


There are few Diploma programmes which

span 3 years. For the few ones being run by

Private TEIs, there are currently 67 students

in their final year for the 2012/2013 academic

year.

Year 1 enrolment figures are very high, over

and above what is in Year 2. The figure also

corresponds to the entry enrolment for the

2012/2013 academic year. In essence, the

entry enrolment for the preceding year,

2011/2012 academic year was 887 students.

3.3.2 Private TEIs Undergraduate Enrolment


Fig. 3.7 Type of programme discipline

Less than 30% of the students are enrolled

in Science related programmes.

The majority – 71% - are reading

programmes in the Humanities. They are

composed of Arts – 13% and Social Science

which is mainly Business (58%).

Male Female

Science 11,491 5,732


1827

887

67

Y R 1 Y R 2 Y R 3

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2 2 0 1 0 / 2 0 1 1

Art13%

Social Science

(Business)58%

Mathematical &

Natural Science

7%

Applied Science

22%


21

Fig. 3.8 Trends in Science and Humanities enrolments (Undergraduate)

Both proramme categories are

showing an increasing trend with the

Sciences exhibiting a more

consistent growth year to year.

There was a marginal decrease in

enrolment in the Humanities from

2010/2011 to 2011/2012 academic

year.


The 2012/2013 academic year enrolled 16,549 students into

the first year. This was higher than the entry enrolment in the

previous year, 2011/2012.

The number of students in Year 4 who also represent the

2009/2010 entry enrolment is only marginally lower than the

current enrolment in Year 1.

3.3.4 Private TEIs Masters (Non

Research) Enrolment


All students are on regular mode of the programmes

Fig. 3.10 Enrolment by Level

2078 students were admitted into Non-

researched Masters programmes in

Private TEIs in the 2012/2013

academic year. This was 57% more

than the number admitted in the

previous academic year - 2011/2012.

This proportion of students are

currently in Year 2.

16549

12960 13979

16226

Y R 1 Y R 2 Y R 3 Y R 4

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2 2 0 1 0 / 2 0 1 1 2 0 0 9 / 2 0 1 0

2078

1317

Y R 1 Y R 2

2 0 1 2 / 2 0 1 3 2 0 1 1 / 2 0 1 2

974911836

17223

37431 36968

42491

0

7000

14000

21000

28000

35000

42000

49000

2010/2011 2011/2012 2012/2013

Science Humanities


22

3.3.5 Foreign Students enrolment in Private TEIs

Total student number: 11,978 Male: 7,206; Female: 4,772

Fig. 3.12 Foreign students’ composition

Fig. 3.11 Foreign Students’ Enrolment

A relatively higher proportion of students in the Private TEIs, compared to Public TEIs, are foreign

students. Foreign students comprise 18% of all students in Private TEIs. Of these foreign students,

88.65% are from West Africa and 10.7% are from other African countries. Only one person,

representing .01%, comes from Australia.

3.2 Private TEIs Staffing

Full-time – 1,797; Part-time - 1066

Prof/ Assoc. Prof. 152(8.5%) 46(4.3%)

Senior lecturer 201(11.2%) 194(18.2%)

Lecturer 1,225(68.2%) 783(73.5%)

Assistant lecturers 219(12.2%) 43(4%)

Fig. 3.13 Pyramidal structure

Australia0.01%

America0.33%

Europe0.08%

Asia0.23%

Other African countries10.70%

West Africa88.65%

Ghanaian

82%

Foreign18%


23

Professors and Associate professors constitute under 9% of all full-time staff. Senior Lecturers

constitute 11.2% while the majority of staff are Lecturers – 68% on full time basis. The proportion of

part-time staff is 37.2% of which academics of Lecturer ranking constitute over 70%.

152

201

1,225

219

46

194

783

43

Prof/ Assoc. Prof.

Senior lecturer

Lecturer

Assistant lecturers

Full-Time Part-Time

24

4.0 POLYTECHNICS Statistics presented here cover all the 10 polytechnics institutions in Ghana

Figures presented pertain to the following domains of academic programmes:

1. Higher National Diploma (HND)

2. Bachelor of Technology (B-Tech)

The last section presents information on academic staff of the Polytechnics

4.1 Mode of delivery in the Polytechnics

All programmes in the Polytechnics are currently run on regular basis. There are no distance

learning or sandwich modes of delivery of the programmes.

Regular Students Enrolemnt: HND - 51,169

B-Tech - 871

4.2 Trends in student enrolment

The three – year average growth rate for HND enrolment was 5.3%. B-tech programmes which started more

recently (in 2011/2012) saw a decrease from 897 to 871 in 2012/2013 academic year, representing a negative

growth of .02%.

Fig. 4.1 Growth Trend (HND)

3- Year AGR = 5.3%

Fig. 4.1 Growth Trend (B-Tech)

46221 46731

51169

40000

44000

48000

52000

2010/2011 2011/2012 2012/2013

HND

Statistics on Polytechnics

25

GR=-0.02%

4.3.1 Polytechnic HND

Enrolment


Fig. 4.3 Type of programme discipline

Twenty-six percent of HND students are enrolled in

science programmes. The majority of students are

reading Humanities programmes.

There were relatively less females students in both

programme disciplines.

Male Female

Science/Tech 11,967 1,097


Fig. 4.4 Trends in Science and Humanities enrolment for HND

While figures for the Humanities outstrip that for

the HND sciences, growth in enrolment for the

Sciences has been more consistent over the three

year period.


0

897 871

0

200

400

600

800

1000

2010/2011 2011/2012 2012/2013

B-Tech

Science/Tech26%

Humanites

74%

10857 12065 13064

35364 3466637234

0

5000

10000

15000

20000

25000

30000

35000

40000

2010/2011 2011/2012 2012/2013

Science Humanities


26

Polytechnics institutions altogether have

50,298 students on their HND programmes.

There are more students in Year 1 compared

to Year 2. The lowest proportion of students

can be found in Year 3. By indication, the entry

enrolment for the last three academic years

have been increasing by an average of about

17.5% each year, from the 2010/2011

academic year to 2012/2013 academic year.

4.3.2 Polytechnic B-Tech Enrolment

Total student number: 871

655 males; 216 females

3: 1 ≈ Male to Female ratio

All Polytechnic B-tech students are on regular mode

4.2 Polytechnic Staffing

Full-time - 1939; Part-time - 46

Prof/ Assoc. Prof. 4(0.21%) -

Senior lecturer 123(6.34%) 10(0.52%)

Lecturer 1214(62.61%) 13(0.67%)

Assistant lecturers 179(9.23%) 9(0.46%)

Principal lecturer 111(5.72%) 8(0.41%)

Senior Instructor 191(9.85%) 6(0.31%)

Instructor 80(4.13%) -

Assistant instructor 37(1.91%) -

Fig. 4.6 Pyramidal Structure

19760

1621114327

Y R 1 Y R 2 Y R 3


27

Part – time academic constitute 2.3% of the teaching faculty.

Academics of professorial rank in the Polytechnics are less than 1%.

More than half of the full-staff (62.61%) are of Lecturer rank while Senior Lecturer constitute only

6.34%.

Support teaching staff such as Senior Instructors, Instructors and Assistant Instructors together

constitute 15.88%.

4

123

1214

179

111

191

80

37

10

13

9

8

6

-1400 -1200 -1000 -800 -600 -400 -200 0 200

Prof/ Assoc. Prof.

Senior lecturer

Lecturer

Assistant lecturers

Principal lecturer

Senior Instructor

Instructor

Assistant instructor

Full_time Part-time

28

5.0 COLLEGES OF EDUCATION Statistics presented here cover all the 41 Colleges of Education in Ghana (38 Public, 3 private)

Figures presented pertain to the Diploma in Education programmes which are the sole programmes

currently run by Colleges of Education in Ghana.

5.1 Mode of delivery in the College of Education

All programmes in the College of Education are currently run on regular basis.

5.1.1 College of Education Diploma in Education Enrolment


Fig. 4.7 Enrolment (2012/2013)

Year 1 – 16,688

Year 2 – 11,284

Year 3 – 10,437

Year 1 enrolment is approximately 48%

more than the total enrolment in Year 2.

Year 3 is only marginally low.

Noting that each year level statistics

represents entry enrolment from the

preceding academics year, it suffices to

reason that Student enrolment increased

steadily.

2010/2011 total enrolment of 27,362

students increased by 40% to 38,409

in 2012/2013 academic year. There is

generally an increasing trend for the

three year period.

3-Year AGR = 18.6%

9455

6173 6284

7233

5111 4153

Y R 1 Y R 2 Y R 3

Female

Male

27362

3384738409

0

10000

20000

30000

40000

50000

2010/2011 2011/2012 2012/2013

Enrolment Trend

Fig. 4.8 Enrolment Trend

Statistics on Colleges of Education

29

5.2 College of Education Staffing

Full-time – 1,637; Part-time - 539

Director 29(1.77%) 1(0.19%)

Deputy Director 175(10.69%) 49(9.09%)

Assistant Director 727(44.41%) 258(47.87%)

Prin. Superintendent 679(41.48%) 216(40.07%)

Snr. Superintendent 11(0.67%) 9(1.76%)

Superintendent 16(0.98%) 6(1.11%)

Fig 5.1 Pyramidal structure

Staff in Colleges of Education are dominated by Assistant Directors and Principal Superintendents

for both Full – time and Part – time staff. There are relatively fewer Senior Superintendents and

Superintendents.

29

175

727

679

11

16

1

49

258

216

9

6

Director

Deputy Director

Assistant Director

Prin. Superintendent

Snr. Superintendent

Superintendent

Full-Time Part-Time

30

6.0 COLLEGES OF NURSING AND MIDWIFERY Statistics presented here covers 15 College of Nursing in Ghana

Figures presented pertain to the Diploma in Nursing and Diploma in Midwifery programmes which are

the sole programmes currently run by Colleges of Nursing in Ghana.

6.1 Mode of delivery in the College of Nursing and Midwifery

All programmes in the College of Education are currently run on regular basis. There are no distance

learning or sandwich mode of delivery of the programmes. .

6.1.1 College of Nursing Diploma in Nursing and Midwifery Enrolment


Fig. 5.2 Enrolment

There are relatively more females at

every academic level in the Colleges

of Nursing and Midwifery. Females

constitute 80.3%.

Total Figures for the Academic

levels are:

Year 1 – 2,515 Year 2 - 1,944 Year 3 – 1,623

There is an increasing trend of

student enrolment, from 2010/2011

academic year to 2010/ 2013 year.

Student enrolment grew by 35%

during this period

AGR = 16.2%

45055194

6082

0

3000

6000

9000

2010/2011 2011/2012 2012/2013

Enrolment Trend

484 381 335

2031

15631288

Y R 1 Y R 2 Y R 3

Female

Male

Fig. 5.3 Enrolment Trend

31

6.2 College of Nursing Diploma in Nursing and Midwifery Staffing

There are no part-time staff for the Colleges of Nursing and Midwifery

There are only 2 academics (under 1%) who are Directors, the highest possible rank to be held by

teachers in Colleges of Nursing and Midwifery per their ranking structure.

The proportion of Deputy Directors is 5% and academics in the rank of assistant Directors constitute

19.32%. The modal rank is Senior Superintendents (29%). The lowest rank – Superintendents

constitute 24% of the teaching staff.

0.84%

5.04%

19.32%

21.85%

29%

24%

Director - 2

Deputy Director - 12

Assistant Director - 46

Prin. Superintendent - 52

Snr. Superintendent - 69

Superintendent - 57

Fig. 5.4 Full-Time Staff

32

Appendix 1

TABLE 1: ENROLMENT OF FOREIGN STUDENTS BY NATIONALITY IN PUBLIC UNIVERSITIES

COUNTRY GENDER COUNTRY GENDER

WEST AFRICA Male Female Total AUSTRALIA/OCEANIA Male Female Total

NIGERIA 1213 878 2091 AUSTRALIA 1 1 2

SIERRA LEONE 52 11 63 MARSHAL ISLAND 1 0 1

BENIN 29 21 50 2 1 3

COTE D'VORIE 23 26 49 EUROPE

BURKINA FASO 29 10 39 ARMENIA 1 0 1

TOGO 23 14 37 BELGIUM 0 1 1

MALI 28 6 34 BRITAIN 1 0 1

GUINEA 13 13 26 CZECH REPPUBLIC 2 0 2

SENEGAL 0 3 3 DENMARK 1 3 4

1410 982 2392 FRANCE 3 5 8

OTHER AFRICAN COUNTRIES

GERMANY 9 10 19

ANGOLA 1 6 7 GIBRALTAR 1 0 1

BOTSWANA 3 0 3 GREECE 0 1 1

BURUNDI 4 1 5 MOLDOVA 0 1 1

CAMEROON 134 29 162 NETHERLANDS 1 1 2

CENTRAL AFRICA 4 0 4 NORWAY 1 11 12

CHAD 4 1 5 SPAIN 0 3 3

CONGO 33 13 46 SWEDEN 0 1 1

EGYPT 1 2 3 UKRAINE 0 1 1

ERITREA 1 0 1 UNITED KINGDOM 0 4 4

ETHOPIA 8 3 11 20 42 62

GABON 40 27 67 NORTH AMERICA

GAMBIA 57 23 80 CANADA 2 1 3

KENYA 2 8 10 USA 32 117 149

LIBERIA 67 18 85 34 118 152

MALAWI 5 3 8 ASIA

MOZAMBIQUE 3 0 3 CHINA 9 9 18

NAMIBIA 2 0 2 INDIA 1 3 4

NIGER 21 1 22 ISRAEL 1 0 1

RWANDA 1 2 3 JAPAN 0 3 3

SEYCHELLES 1 0 1 LEBANON 1 1 2

SUDAN 1 0 1 MALAYSIA 1 3 4

SWAZILAND 0 1 1 NEPAL 1 0 1

TANZANIA 1 3 4 NORTH KOREA 1 0 1

UGANDIA 3 0 3 PAKISTAN 2 4 6

ZAMBIA 2 1 3 SOUTH KOREA 3 7 10

ZIMBABWE 0 2 2 SRI LANKA 1 0 1

399 144 542 SYRIAN ARAB REP. 0 2 2

SOUTH AMERICA: TAIWAN 0 2 2

MARTINIQUE 1 0 1 21 34 55

TOTAL 1887 1320 3207

33

TABLE 2: ENROLMENT OF FOREIGN STUDENTS BY NATIONALITY IN PRIVATE UNIVERSITIES

COUNTRY GENDER COUNTRY GENDER

WEST AFRICA Male Female Total AUSTRALIA/OCEANIA Male Female Total

NIGERIA 3157 2127 5284 AUSTRALIA 1 1 2

COTE D'VOIRE 337 248 585

BURKINA FASO 51 55 106 EUROPE

TOGO 87 67 154 BRITAIN 0 3 3

MAIL 34 33 67 ROMANIA 1 0 1

GUINEA 28 17 45 1 3 4

SENEGAL 5 3 8

BANIN 30 46 76 NORTH AMERICA

3729 2596 6325 USA 4 3 7

HAITI 1 0 1

OTHER AFRICAN COUNTRIES CANADA 0 1 1

ANGOLA 24 13 37 CUBA 1 0 1

BURUNDI 0 2 2 6 4 10

CAMEROON 21 16 37

CAPE VERDE 1 3 4 SOUTH AMERICA:

CENTRAL AFRICA 18 12 30 TRINIDAD 1 0 1

CHAD 9 37 46

CONGO 88 97 185

DEMOCRATIC REPUBLIC OF CONGO 3 18 21 ASIA

EGYPT 1 0 1 PAKISTAN 1 0 1

EQUITORIAL GUINEA 22 18 40 LEBANON 0 2 2

GABON 311 217 528 CHINA 4 1 5

GAMBIA 25 17 42 TAJIK 6 3 9

KENYA 7 5 12 TURKEY 2 0 2

LIBERIA 54 28 82 INDIA 3 2 5

MALAWI 1 0 1 CAMBODIA 0 1 1

NIGER 56 36 92 SOUTH KOREA 1 2 3

RWANDA 2 5 7 17 11 28

SIERRA LEONE 20 16 36

SUDAN 1 1 2

TANZANIA 1 0 1

RWANDA 2 5 7

TANZANIA 1 0 1

ZIMBABWE 0 1 1

666 544 1210 TOTAL 4423 3163 7586

Tertiary Education Statistics Report

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