UG,UCC missing as KNUST ranked Best University in Ghana promoting Quality Education in 2023

Ferdinand | EducationGhana |June 1|UG, UCC missing as KNUST ranked Best University in Ghana promoting Quality Education in 2023

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The Kwame Nkrumah University of Science and Technology (KNUST) has been ranked the No. 1 Destination for Quality Education Globally in 2023.

The KNUST becomes the Best University promoting quality education in Ghana ahead of the supposedly high-ranking twin universities, The Legon Based University of Ghana (UG) and the Colonial City, Cape Coast-based the University of Cape Coast (UCC).

The cond best University in Ghana promoting Quality education is the University of Professional; Studies, Accra which was also ranked the 401st best university promoting quality education in the world in 2023.

The third University promoting quality education in Ghana for 2023 is the Ho-based University of Health and allied sciences with a global recognition of 801.

The fourth and final university from Ghana maintaining top spot in the world for promoting quality education globally is the Academic City University College.

The ranking was released by the Times Higher Education Impact Rankings.

The Times Higher Education Impact Rankings are the only global performance tables that assess universities against the United Nations’ Sustainable Development Goals (SDGs).

They use carefully calibrated indicators to provide comprehensive and balanced comparison across four broad areas: research, stewardship, outreach and teaching.

This table on SDG 4 – quality education measures universities’ contribution to early years and lifelong learning, their pedagogy research and their commitment to inclusive education.

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The list includes 1,304 universities from 109 countries/regions.

Ghana’s Kwame Nkrumah University of Science and Technology leads this table. Aalborg University in Demark and Lingnan University Hong Kong share in joint second.

Spain is the most-represented nation in the top 100, with 14 institutions, followed by France with six. Thailand, Russia, Pakistan and Chile have five universities each in this group.

The Impact Rankings are inherently dynamic: they are growing rapidly each year as many more universities seek to demonstrate their commitment to delivering the SDGs by joining our database;

and they allow institutions to demonstrate rapid improvement year-on-year, by introducing clear new policies, for example, or by providing clearer and more open evidence of their progress.

Therefore, we expect and welcome regular change in the ranked order of institutions (and we discourage year-on-year comparisons) as universities continue to drive this urgent agenda.

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Impact Rankings 2023: quality education (SDG 4) methodology

This ranking focuses on universities’ contribution to early years and lifelong learning, their research on quality education and their commitment to inclusive education. Because early years provision and lifelong learning are not the main focus of education at universities, this table should not be used to assess the overall quality of teaching at a university.

View the methodology for the Impact Rankings 2023 to find out how these data are used in the overall ranking.

Metrics

Research on early years and lifelong learning education (27%)

• The proportion of research papers that are viewed or downloaded (10%)
• The proportion of research papers in the top 10 per cent of journals as defined by Citescore (10%)
• Number of publications (7%)

This focuses on research that is relevant to quality education, measuring paper views, the proportion of papers in the top 10 per cent of cited journals and the volume of research produced.

The data are provided by Elsevier’s Scopus dataset, based on a query of keywords associated with SDG 4 (quality education) and supplemented by additional publications identified by artificial intelligence. The data include all indexed publications between 2017 and 2021 and are normalised across the range using Z-scoring.

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The proportion of graduates with a teaching qualification (15.4%)

To understand how a university is supporting early years education, we measure the proportion of its graduates who receive a degree that would entitle them to teach at the primary school level in their country. The data relate to the number of graduates in the 2021 academic year.

The data were provided directly by universities and normalised across the range using Z-scoring.

Lifelong learning measures (26.8%)

• Free access to educational resources for those not studying at the university (5%)
• Educational activities that are open to the general public, such as lectures or specific courses (5%)
• Educational events that provide vocational training for those not studying at the university (5%)
• Educational outreach activities in the local community, including schools (5%)
• Policies to ensure that these activities are open to all, regardless of ethnicity, religion, disability, immigration status or gender (6.8%)

The evidence was provided directly by universities, evaluated and scored by THE and not normalised.

The proportion of first-generation students (30.8%)

This is defined as the number of students starting a degree who identify as being the first person in their immediate family to attend university, divided by the total number of students starting a degree. All data are provided as full-time equivalents.

The data were provided directly by universities and normalised across the range using Z-scoring.

Evidence

When we ask about policies and initiatives – for example, the existence of mentoring programmes – our metrics require universities to provide the evidence to support their claims. In these cases, we give credit for the evidence, and for the evidence being public. These metrics are not usually size normalised.

Evidence is evaluated against a set of criteria, and decisions are cross-validated where there is uncertainty. The evidence need not be exhaustive – we are looking for examples that demonstrate best practices at the institutions concerned.

Time frame

In general, the data used refer to the closest academic year to January to December 2021. The date range for each metric is specified in the full methodology document.

Exclusions

The ranking is open to any university that teaches at either undergraduate or postgraduate level. Although research activities form part of the method­ology, there is no minimum research requirement for participation.

THE reserves the right to exclude universities that it believes have falsified data, or are no longer in good standing.

Data collection

Institutions provide and sign off their institutional data for use in the rankings. On the rare occasions when a particular data point is not provided, we enter a value of zero.

View the full methodology for the THE Impact Rankings 2023 here.

The THE Impact Rankings 2023 was published at 11:30 am BST on 1 June.

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