WORLD EDUCATION/COMPLEMENTARY BASIC EDUCATION
Creating Access for Out-Of-School Youth - The Complementary Basic Education Approach in
Ghana By Laud Alfred Dei Jnr – CBE Program
Manager(World Education Inc.)
2nd International Conference on Education Research for Development in Africa (ICERDA)
Introduction• The increasing number of Out-Of-School Children is an issue that
needs to be confronted to make way for development in Ghana. • Education is one of the most powerful tools for bringing people into
the development process so that they may attain socio-economic development.
• In Ghana, more than 80% of children are enrolled in primary schools. Compared to other countries in the Sub Saharan Region, the country is by far ahead (UNESCO 2012). However, there are still a significant number of children aged 8 – 14 years who are still out of school.
Introduction Continued (1)
• The goal of the programme is to support the Government of Ghana to address the out-of-school youths situation by facilitating assess to CBE for 200,000 OOSC aged 8-14 years over the period 2012-2018.
• This is a gender sensitive programme managed by Crown Agents in partnership with Association for Change with funding from DFID/USAID.
Introduction Continued (2)• Since 2013, the implementation of the Complementary
Basic Education (CBE) Programme of Ghana Education Service(GES) has been led by World Education and nine other Non-Governmental Organisations in the Northern, Upper East, Upper West, Brong Ahafo and Ashanti Regions.
• World Education has implemented the programme in six districts namely; Kintampo North and South, Pru, Sene East and West districts in Brong Ahafo Region and Tolon district in the Northern Region.
Introduction Continued (3)
• The mother tongue is used as the medium of instruction to provide literacy and numeracy skills to out-of-school children aged 8 to 14 years in order to enable them achieve minimum proficiency standards in literacy and numeracy skills within a 9 month period, and to transition into the formal school system.
• To ensure high attendance, periods for CBE classes in the rural, farming and fishing areas are flexible.
Objective
• World Education’s objective: To contribute to supporting the Government of Ghana (GoG) to increase access to education for Out-Of-School Children
Implementation process• Community entry process - World Education in collaboration with
the District Assemblies and the District Education Offices • Animation Stage: A continuous process to formally introduce the
programme and eventually change attitudes towards education. • Communities are responsible for the selection of a community
member who can read and write in the local language as a volunteer facilitator to teach the Out-Of-School Children.
Implementation process Continued
• Community members are responsible for forming a five member committee made up of 2 males and 3 females who will monitor and support the CBE class.
• Training, Procurement of teaching and learning materials, continuous monitoring
• Field Coordinators and Supervisors from World Education are assigned to each implementing district for consistent monitoring and feedback.
• World Education staff liaise with Circuit Supervisors from the District Education Offices to regularly monitor the activities of CBE classes and plan for transition processes.
CBE Program Cycle
8. Assessment and link to formal system
7. SMC support establishment, implementation and
management
6. Class size: up to 25 interested 8-14 year olds
5. No fees; free textbooks and materials
4. Regular support to facilitators
3. Facilitators recruited from community, using
mother tongue
2. Mother tongue literacy
innovative curriculum – active learning and
developing competencies
1. Flexible schooling hours
Challenges
One major challenge: • CBE communities without formal schools. This makes transitioning of
learners very challenging. Other are challenges: • The attitude and commitment of some stakeholders towards the
programme• Poor access roads to the CBE communities• Gender equity is still being achieved slowly due to cultural norms etc
Challenges Continued
• Hard to reach communities e.g. island communities • Relocation of migrant settlers resulting to class closures• Communities’ inability to find facilitators to teach the CBE
learners• Shortage of water during the long dry season affects
participation of girls enrolled in the CBE programme
Lessons Learned
• Continuous Community Sensitisation is necessary to promote gender equity.
• Thorough and continuous community sensitisation through animation is necessary to ensure recruitment of committed facilitators etc.
• Bicycles should be provided to facilitators who commute from other communities to teach learners
• Stakeholders are to be constantly engaged to ensure their full commitment to the programme
Lessons Learned Continued
• The involvement of Ghana Education Service is key - to institutionalising the programme and eventually create avenues for education.
Results
Overall Learners Enrolled, Graduated & Transitioned• Between 2013 and 2016, World Education enrolled 10,709
OOSC, out of this number 8,835 (83%) children have graduated.
• Out of the graduated number, 6214 (70%) children have successfully transitioned to formal schools.
Graphical Representation of Learners Enrolled, Graduated & Transitioned 2013/14 – 2015/16
No. Enrolled Graduated Transitioned0
1000
2000
3000
4000
5000
6000
16851150 858
4941
3827
2214
4083 38583142
2013/14 2014/15 2015/16
Results Continued
Females Learners Enrolled, Graduated & Transitioned• Out of the overall enrolled learners for the period 2013-
2015, 4,900 (46%) female learners were enrolled, of this number 3954 (81%) graduated and 2863 (72%) out of the number of graduated females successfully transitioned to formal schools.
• Females transitioned represents 46% of the overall number of learners who transitioned into formal school between 2013 – 2016.
No. of females Enrolled, Graduated & Transitioned - 2013/14 - 2015/16
Enrolled Graduated Transitioned
4900
3954
2863
Thank You!
Questions
