Access and Disciplinary Orientation of Women in Post-Secondary Education: Issues and Perspectives in Ghana

Despite sustained policy efforts to promote gender equity in education, disparities in women’s access to post-secondary education and their concentration in specific fields of study persist in Ghana. This study examines patterns of access and disciplinary orientation of women in post-secondary education, with particular attention to gender differences in enrolment and field selection. Using secondary data from national education statistics and international databases, the study applies descriptive and comparative analytical techniques, including Gender Parity Index measures, to assess trends in female participation across disciplines over time. The analysis is complemented by a contextual discussion of socio-cultural and institutional factors shaping women’s educational trajectories. The study contributes to the gender and education literature by providing updated evidence on the nature of gender disparities in post-secondary education in Ghana and highlighting areas where policy interventions remain necessary. The findings are expected to inform education policy and gender-responsive strategies aimed at improving equitable access and broadening women’s participation across disciplines.