SDG 4.7 / Human Rights Education Monitoring Tool

Ghana

Africa | 2020

Commission on human rights and administrative justice

Published: 05/05-2021

Human Rights Education Assessment

Score: 49%

This score measure how well supported human rights are in the education system. Indicators for scoring are set by the HRE 4.7 initiative and is fully describes at hresurvey.org.

0-33%: No or very little support for Human Rights Education

33-65%: Important elements supported. But major issues.

66-100%: Missing support in some key areas

A: Index score pr. domain compared to region Africa (16/05-2024)

This chart provides an overall overview of your responses. For each of the five area a total score is calculated. The higher the score the better. The maximum score is 100 and the minimum score is 0. See appendix A for mere details

B: How is the situation between different school levels?

This diagram portrays the level of the integration of human rights education at the different school levels. To find the details behind the numbers, look into the individual answers on the printed survey.

C: Ratification status compared to region Africa (16/05-2024)

Instruments

	Ratified	Reported
UNESCO Convention Against Discrimination in Education (1960)	No	No
International Convention on the Elimination of All Forms of Racial Discrimination (1965)	Yes	No
International Covenant on Economic, Social and Cultural Rights (1966)	Yes	No
Convention on the Elimination of All Forms of Discrimination against Women (1979)	Yes	No
Convention on the Rights of the Child (1989)	Yes	No
Convention on the Rights of Persons with Disabilities (2006)	Yes	No

Other reporting mechanism

	Reported
UNESCO Recommendation concerning Education for International Understanding, Co-operation and Peace a	No
The UN World Programme for Human Rights Education (2005-ongoing)	No
Universal Periodic Review (UPR)	Yes

Above table show how many conventions have been ratified, and to how many mechanisms the country has reported. The number in paratheses shows how many percent in the region that has ratified and reported

Metadata

Country population: (Without decimal)

32.000.000

Number of primary and secondary school children:

8.400.000

Number of out-of-school children of primary and secondary school age:

35.432

Average age of school start:

4

Average years of basic education:

12

About

The SDG 4.7 / Human Rights Education Monitoring Tool is a tool for collecting data on progress in the human rights education elements of SDG target 4.7 and the UN World Programme for Human Rights Education (WPHRE). It is based on human rights standards and methodologies and operationalises the OHCHR-UNESCO Self-Assessment Guide for Governments regarding Human Rights Education in Primary and Secondary School Systems.

Scores and answers for all indicators

Policy

Explanations:

Indicators under the policy dimension measure how well international standards on human rights education are reflected in national policies and institutional frameworks

1.1 International instruments with provisions on human rights education within the primary and secondary school systems (ISCED level 1-3) have been ratified. (Mark which of the following instruments the State has ratified:)

CRPD

ICESCR

CEDAW

ICRD

CRC

Comment UNESCO Convention has not been ratified but is currently before our Parliament

Data sources Ministry of Education

1.2 Status of human rights education for primary and secondary school systems (ISCED level 1-3) is included in the latest national reports to relevant human rights monitoring mechanisms and other processes.
(List to which of the following mechanisms the State has included HRE in their latest reporting:)

UPR

Comment No information available

1.3 Existence of national education legislations that include learning objectives with explicit references to human rights standards and mechanisms in the operation of primary and secondary school systems (ISCED level 1-3).
Choose one answer for each sub question; Primary, Lower secondary and Upper secondary

Upper sec.: Yes

Primary: Yes

Lower sec.: Yes

Data sources Ministry of Education

1.5 Existence of a National Action Plan on human rights education (HRE) in primary and secondary school systems (ISCED level 1-3). Choose one answer.

Upper sec.: Not specific

Primary: Not specific

Lower sec.: Not specific

1.6 Existence of a national budget line/s on human rights education in primary and secondary school systems (ISCED level 1-3) in the last fiscal year.

Upper sec.: No

Primary: No

Lower sec.: No

Comment Its in the overall budget for Education generally but not specifically on Human Rights Education

Curricula

Explanations:

Indicators in the Curricula domain measure whether human rights are adequately integrated into curricula; whether teaching materials on human rights are available - and whether the teaching on human rights is adequately contextualized to the national context.

2.1. Teaching and learning on human rights standards and mechanisms for their protection is explicitly incorporated in mandatory subjects of the national curricula for primary and secondary school systems (ISCED level 1- 3).

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively.

Upper sec.: Yes

Primary: Yes

Lower sec.: Yes

Comment PRIMARY: OUR WORLD OUR PEOPLE LOWER SECONDARY: Social Studies UPPER SECONDARY:Social Studies

Data sources NaCCA [National Council for Curriculum and Assessment][

2.3 Existence of textbooks, teaching exemplars, and other learning materials for primary and secondary school systems (ISCED level 1-3) that refer to human rights standards and mechanisms.

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: Yes

Primary: Yes

Lower sec.: Yes

Comment The guidelines for textbook development and subsequent evaluation have aspects that cover key provisions such as gender equity, inclusivity, cultural diversity and integrity

Data sources Guidelines for development and review of textbooks and supplementary materials

Teacher Education

Explanations:

Indicators under the Teacher Education dimension measure whether aspiring teachers gain knowledge on human rights as part of their training - and whether they are taught human rights-based teaching methodologies

3.1 Education about human rights standards and mechanisms are explicitly referred to in the mandatory curricula for teacher education. Be aware that a “No data available” answer will count as zero in the indicator score.

Upper sec.: Some elements

Primary: Yes

Lower sec.: Yes

Comment Issues of gender, inclusivity, equity are well documented and are crosscutting themes in the national teacher education curriculum framework and the new basic education curriculum used by colleges of education.

Data sources National teacher education curriculum framework

3.3 Existence of textbooks, teaching exemplars, and other learning materials for teacher education in human rights standards and mechanisms. Be aware that a “No data available” answer will count as zero in the indicator score.

Upper sec.: Yes

Primary: Yes

Lower sec.: Yes

3.4 Teacher Education curricula include human rights education methodology that are rights-respecting, child-centred, and participatory. Be aware that a “No data available” answer will count as zero in the indicator score.

Upper sec.: No data

Primary: Yes

Lower sec.: Yes

Comment The new Bachelor of education program implemented by colleges of education to train teachers contains elements of gender, inclusion and child rights

Data sources Bachelor of education curriculum approved and accredited by the National council for Tertiary education in September 2018 National teacher education curriculum framework approved by cabinet in 2017

Student assessment

Explanations:

Indicators in the Student Assessment dimension measure whether students knowledge on human rights is measured, and whether student assessment is carried out in a human rights-respecting way

4.1 Integration and explicit textual references to human rights knowledge or skills in the national student assessment framework for primary and secondary school systems (ISCED level 1-3).

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: Yes

Primary: Yes

Lower sec.: Yes

Comment The national pre- tertiary learning assessment framework has been developed which covers issues of diversity and inclusivity. The assessment framework makes room for alternative modes of assessment for learners based on their unique learning needs or abilities

Data sources National Pre-tertiary learning assessment framework

4.2 Existence of national student assessment guidelines for primary and secondary school systems (ISCED level 1-3) which are aligned with human rights principles and standards.

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: No

Primary: No

Lower sec.: No

Learning enviroment

Explanations:

Indicators in the Learning Environment Domain measure whether national policies includes requirements for schools to secure that learning environments are rights-respecting.

5.1 Existence of a national policy that requires primary and secondary schools (ISCED level 1-3) to adopt a code of conduct ensuring a rights-respecting school environment

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: No data

Primary: No data

Lower sec.: No data

5.2 Existence of a policy which requires primary and secondary schools (ISCED level 1-3) to have complaint mechanisms.

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: No

Primary: No

Lower sec.: No

Data sources Ministry of Education

5.3 Existence of policy that requires primary and secondary schools (ISCED level 1-3) to provide pupils with opportunities for participation in decision-making in accordance with their age and maturity (e.g. student governments or councils).

Be aware that a “No data available” answer will count as zero in the indicator score. Please mark responses for 'Primary education', 'Lower secondary education' and 'Upper secondary education' respectively

Upper sec.: No

Primary: No

Lower sec.: No

Data sources Ghana Education Service