This table provides metadata for the actual indicator available from Ghana statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from Ghana statistics, this table should be consulted for information on national methodology and other Ghana-specific metadata information.
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
Indicator 4.a.1: Proportion of schools offering basic services, by type of service
Proportion of schools with access to basic drinking water [4.a.1]
Proportion of schools with access to electricity [4.a.1]
Proportion of schools with access to toilet facilities
Proportion of schools with access to urinals
|Definition and concepts||
The percentage of schools by level of education (primary education) with access to the given facility or service.
Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.
Basic drinking water: Is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.
Basic sanitation facilities: Are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.
Basic hand washing facilities: Are defined as functional hand washing facilities, with soap and water available to all girls and boys.
|Unit of measure||
Administrative data from schools and other providers of education or training.
Ghana’s Sustainable Development Goals (SDGs) Report , 2020
Ministry of Education (MoE)
National Development Planning Committee (NDPC)
The indicator measures access in schools to key basic services and facilities necessary to ensure a safe and effective learning environment for all students.
A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.
|Comment and limitations||
The indicator measures the existence in schools of the given service or facility but not its quality or operational state.
|Method of computation||
The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.
|Data availability and disaggregation||
This data is disaggregated by sector.
|References and Documentation|
|Metadata last updated||Nov 14, 2022|