An estimated one
million children in Ghana are believed to be out-of-school, and the main
reasons attributed to this negative phenomenon include poverty amongst
families, lack of teachers and classroom infrastructure, cultural and religious
beliefs that discriminate against female education and children’s disinterest in
schooling due to lack of conducive environments for studies.
Despite several attempts by governments and other
actors in the educational sector over the years to avert the trend, it appears
the complexity surrounding the issue of school dropouts and poor educational
quality would also need a rather more sophisticated approach to deal with the
problem in a sustained manner.
For instance, most of school dropouts are found in
rural areas of the country where the lack of social amenities to a large
extent, discouraged a lot of teachers [more competent ones] to accept postings
there to teach.
Besides, some tribes in the Northern part of the
country believed that educating the girl child was unnecessary, because women
unlike their male counterparts did not stay in the family when they grew up but
got married. Thus, a greater percentage of women [over 65%] cannot read or
write as against over 68% of men who can read and write, according to a Ghana
Living Standards Survey report.
Against this backdrop, School for Life [SfL], Tamale
based non-governmental organisation that works to strengthen civil society’s
role in improving access to quality education and retention of pupils in school,
had over the years proven that with sustained support from governments and
other stakeholders, the number of school dropouts could drop drastically
through its Complementary Basic Education [CBE] model.
By functioning as a lead organization in delivering,
demonstrating and advocating for mother-tongue based CBE model of instruction in
underserved areas of Ghana in particular, SfL taught school dropouts in their
mother tongue as well as trained teachers and NGOs that wanted to replicate the
model.
Thus, at a recent workshop organized in Tamale for
actors in the educational sector, a CBE Learning and Development Centre [LDC]
developed by SfL was outdoored for participants to learn about its usefulness
and also access it in order to replicate it so that there could be further positive
impact on the quality of education in the country and also go a long way to
reduce dropout rate.
According to SfL’s Deputy Manager in charge of
Operations Alhaji Abdulai Ziblim, the LDC was targeted at public and private
institutions seeking to replicate or learn from the SfL methodology,
citing for instance the Ministry of Education and Ghana Education Service,
NGOs, Community Based and Civil Society Organisations in education, Development
Partners, Private Schools and Individuals, Public Schools and Institutions.
He explained
that since the launch of the LDC, SfL had offered technical support to CSOs to
implement CBE; trained private school teachers in suitable methodologies in teaching
children in lower primary; trained teachers in the preparation and use of
appropriate teaching and learning materials and implemented quality education project
in Saboba and Chereponi Districts.
Mr. Karimu Mohammed, a facilitator of the workshop disclosed
the content of the LDC that included the teaching of pedagogical skills; development
and effective use of teaching and learning materials; determining learning
outcomes; replication of SfL methodology; gender; writing; and the translation
and transposition of scripts from English into the various Ghanaian languages.
According to
him, to ensure the effectiveness and success of the LDC, SfL had adopted
Gbulahagu Primary School as a demonstration school. The main purpose was to
equip the school with training, teaching and learning materials that would
enable the teachers put up their best and be able to share their knowledge and
experiences with teachers from other schools.
SfL started in
1995, springing from cooperation between the Ghana Developing Communities
Association (GDCA) and the Ghana Friendship Groups in Denmark. It was formed as an independent NGO in practice closely
linked to other GDCA development interventions.
The partners saw
education as a pillar of development and at the same time realized serious
challenges to educational performance in deprived parts of Ghana and the North
in general. The intention was therefore to give out-of-school children beyond
school starting age an opportunity to attain basic literacy and numeracy in
their mother tongue.
The SfL
education programme was therefore instituted and it took a period of nine
months for a child to graduate after being taken through teaching of local
languages, music and dance, as well as reading and writing. Children were also
taught some basic skills and knowledge that would be found useful in their
families and communities, thus promoting a positive perception of education in
the hope that families would choose to let the children continue their
education in formal schools after the nine months teaching offered by the NGO.
Community
involvement, use of the mother tongue, locally adapted curriculum as well as
locally recruited community teachers [facilitators], were major features of the
CBE model. This made SfL to be warmly welcomed in communities previously
skeptical of education.
Parents see the
benefits of education and approximately 80% of SfL graduates transition into
the formal school system to continue with their education, typically able to
enter at primary 3 or above after the nine months tuition. SfL had helped to
boost access to education since its establishment as a total of 150,000
children and still counting had benefitted from the CBE programme.
An impact
assessment conducted in 2007 to collect sufficient evidence to draw reliable
conclusions on the effectiveness of the CBE model showed significant impact at
individual, family and community levels. The convincing results achieved by SfL
paved the way for expanding the scope through cooperation with major
development partners in education including UNICEF and the UK’s Department for
International Development.
The NGO advocated
for the government of Ghana to introduce a new policy known as the CBE Policy that
was now part of the Education Strategic Plan (ESP). The policy which would be rolled
out nationwide in June 2013 beginning with a pilot in four regions, would
introduce teachers in public basic schools to the CBE teaching methods so that
teachers could improve upon classroom instructions and also in the long term
[2015] ensure that more children are in school.
Meanwhile, many districts are clamouring for the
programme but inadequate funding makes it impossible to extend to many places. Also,
difficulty of some key players in education to accept the model and get it mainstreamed
and the lack of political will to fund CBE activities are some of the
challenges confronting SfL.