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Non-formal education as a means to poverty reduction and community development? : a comparative study of adult literacy in four communitiesin the Ho municipality, Ghana

Agodzo, Bright Delali
Master thesis
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URI
http://hdl.handle.net/11250/135175
Date
2010
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  • Master's theses in Development Management [90]
Abstract
This research work examines the impacts of the literacy programme on the improvement of

literacy, education, reduction of poverty and community development, especially in the rural

and poor communities. The work sets out to put across a measure of knowledge on how

literacy could assist in making non-literates and the poor in society functionally literate, at the

same time provide them with livelihood skills towards improved living standards and the

development of their various communities.

Non-formal education, that is the functional literacy programme, was set up in communities

with the aim of providing literacy and life skills to the poor, illiterate and marginalised in the

community. It makes the above population to be able to read and interact favourably with the

environment. By implication, the literacy programme ultimately helps to achieve the UN’s

Millennium Development Goals (MDGs) of universal basic education by mopping up those

who could not get access to formal education; reducing extreme poverty through training of

the poor population in life skills and income generating activities; and reducing mother and

child mortality, diseases and deepening democracy through the teaching of the above related

topics in the adult literacy class.

Findings from the research show that most of the adult learners in the four communities

(Kpedze, Akome, Mawuli Estates and Beh) have acquired reading, writing and calculation

skills through the literacy class organised under the National Functional Literacy Programme

(NFLP). These skills were exhibited by the learners in their everyday life activities including

writing down their income and expenses, creditors and debtors, reading the Bible, singing

from the church hymnal, writing and reading simple letters and notes, etc. These are

educational achievements made by the adult learners. Through the NFLP classes, quite a

number of the learners have also acquired income generating skills and entered into gainful

employment, raising their income levels, thereby contributing to the reduction of poverty in

the local communities. The learners also gradually became active members of their

communities, initiating and executing community development programmes that they have

been learning from the NFLP activities which are indications of development efforts.

However, the adult learners faced challenges such as poor infrastructure, non-availability and

late delivery of teaching and learning materials, poor remuneration of their facilitators, poor

monitoring and evaluation systems, difficulties in time management and health constraints on

the part of the learners, and political interference in the NFLP and the NFED. What the adult

learners have not fully achieved is sustainability that is easily forgetting what they have learnt

due to lack of continuity in the NFLP, among other things.
Description
Masteroppgave development management- Universitetet i Agder 2010
Publisher
Universitetet i Agder; University of Agder

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