In 2005, the Government of Ghana strengthened its Growth and Poverty Reduction Strategy (GPRS II), a strategic document that set the overall development framework for poverty reduction in Ghana. Increase in funds spent on education was one of the thematic areas identified to as a means to accelerate poverty reduction. An Education Strategic Plan has also been launched to ensure equitable access, quality education, and education management.

Ghana runs an education programme that consist of eleven years of basic education ( two years of pre-school, six years of primary education and three years of Junior Secondary School), three years of senior secondary education and between two to seven years of Tertiary Education . The Ministry of Education is responsible for formulating educational policy and the Ghana Education Service (GES) is responsible for its implementation at the primary and secondary level.

GES is represented in all ten regions and in 138 districts of Ghana.
Unfortunately, the reality revealed by Government data, (GSS 2004/CWIQ 2003) is that approximately only 20% of Ghanaian children never enter the formal school system in Ghana (amongst girls in Northern Region over 50% are never enrolled in school) and of those enrolled only one out of every four complete Junior Secondary School (JSS).

In rural areas only 8.7% of children within public schools at Primary Six level can read and write and 4.0% of children are numerate. An analysis of the current education sector provides a picture of four major interlinked areas of constraints and challenges which need to be tackled within the education sector particularly with attention on the basic quality education for all. These are:

Access and participation: Mainly in rural areas a high number of out of school children are found. This is manifested by the lack of enrolment and especially lack of retention in formalised education due to poverty, socio-cultural barriers and lack of schools in these areas

Quality education: Endemic problems of poor quality education, low teacher moral, inadequate understanding of teaching methodologies and of syllabus amongst teachers, and high levels of teacher attrition rates within the system causing extremely low levels of achievement and basic literacy capacity particularly at the primary level of education

Gender and girls’ education: Gaps at the primary levels in gender equity but incessant high levels of gender disparity at the Junior Secondary (JSS), Senior Secondary Levels (SSS) and tertiary levels of education

Accountability: Low level of accountability within the decentralised educational system, including weak reporting and monitoring systems operating from the district level up to the national level

Ibis works for a just world, in which all people have equal access to education, influence and resources.