Impact of Non-Formal Primary Education Programs: A Case Study of Northern Ghana.

Autor/in	Mfum-Mensah, Obed
Titel	Impact of Non-Formal Primary Education Programs: A Case Study of Northern Ghana.
Quelle	(2002), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Case Studies; Community Involvement; Developing Nations; Disadvantaged Youth; Educational Attitudes; Foreign Countries; Geographic Isolation; Nontraditional Education; Outcomes of Education; Participative Decision Making; Primary Education; Program Effectiveness; Relevance (Education); Rural Education; School Community Relationship; Womens Education; Ghana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Benachteiligter Jugendlicher; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Primarbereich; Relevance; Relevanz; Ländliche Erwachsenenbildung; 'Women''s education'; Frauenbildung
Abstract	A study assessed the impact of the Shepherd School program, a nonformal basic education program in rural northern Ghana implemented by a nongovernmental organization. Data were gathered through observation; document analysis; and interviews with 42 children, parents, community members, chiefs, school staff, NGO members, and assemblymen in 2 communities. Findings indicate that the program is fostering children's engagement in school, as indicated by the fact that over 700 children who would not have entered school have been receiving basic education. This is significant given the history of animosity towards schooling in northern Ghana. As a result of consulting with community members during implementation, the program has been locally relevant and flexible enough to allow children time to perform their household duties and also attend school. Parents' attitudes towards education, especially girls' education, have improved. The communities have participated in constructing and maintaining school buildings, monitoring facilitator punctuality, recruiting facilitators, and setting the school schedule. The program has improved access to education and has served as an entry point to the formal schools, with about 147 students having made the transition to the state school system. However, skepticism from the Ghana Education Service and the more structured environment in the state school system have been constraints. Children interviewed indicated that they would use their education to advance on the social ladder rather than return to their home communities, as originally anticipated by program personnel. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC