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| footnotes = ‡: statistics for 2011/2012 }}
Before the arrival of [[Scramble for Africa|European settlers]], who introduced a formal education system addressed to the elites, '''education in Ghana''' was mainly informal<ref>{{Cite web|date=3 October 2018|title=Schools under trees deserve national priority|url=https://www.graphic.com.gh/daily-graphic-editorials/schools-under-trees-deserve-national-priority.html|access-date=11 January 2020|website=Graphic Online|language=en-gb}}</ref><ref>{{Cite web|last=Glavin|first=Chris|date=6 February 2017|title=History of Education in Ghana {{!}} K12 Academics|url=https://www.k12academics.com/Education%20Worldwide/Education%20in%20Ghana/history-education-ghana|access-date=10 February 2020|website=www.k12academics.com|language=en}}</ref>[https://aaeafrica.org/ghana/the-informal-learning-system-in-ghana/amp/] and based on apprenticeship. Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale.<ref name=":1">{{Cite journal |last=Hymer |first=Stephen |date=Spring 2018 |title=Economic Forms in Pre-Colonial Ghana |journal=Economic History Association |volume=30 |issue=1 |pages=33–50 |doi=10.1017/S0022050700078578 |jstor=2116722 |hdl-access=free |hdl=10419/160011|s2cid=154689928 }}</ref> As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system.<ref name=":03">{{Cite journal |last=Akurang |first=Kwabena-Parry |date=2002 |title="The Loads Are Heavier than Usual": Forced Labor by Women and Children in the central province, Gold Coast (Colonial Ghana), CA. 1900–1940 |journal=African Economic History |volume=30 |issue=30 |pages=31–35 |doi=10.2307/3601601 |jstor=3601601}}</ref> After [[colonization]], Ghana's economy became a hybrid of subsistence and formal economy.<ref name=":03" />
Education indicators<ref>{{Cite web |date=27 November 2016 |title=Ghana |url=https://uis.unesco.org/country/GH |access-date=9 February 2018 |website=uis.unesco.org |language=en}}</ref> in Ghana reflect disparities between gender, rural and urban areas, and the Southern and Northern parts of the country. These disparities drive public action against illiteracy and inequities in access to education. Eliminating illiteracy has been a key objective of Ghanaian education policy for the last 40 years, and the difficulty of ensuring equitable access to education is likewise acknowledged by authorities.<ref>{{Cite web|title=Education in Ghana {{!}} K12 Academics|url=https://www.k12academics.com/Education%20Worldwide/education-ghana|last=Glavin|first=Chris|date=6 February 2017|website=www.k12academics.com|language=en|access-date=24 May 2020}}</ref> Public action in both domains has yielded results judged significant but not sufficient by national experts and international organizations.<ref>{{Cite web|title=Forum|url=https://www.aaeafrica.org/home/forum/|date=17 August 2019|website=Association of African Entrepreneurs|language=en-US|access-date=24 May 2020}}</ref> Increasing vocational education and training in [[Information and communications technology|ICT]] within the education system are also emphasized in Ghanaian education policy.
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