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The Leap to Literacy and Life Change in Northern Ghana

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The Leap to Literacy and Life Change in Northern Ghana The Leap to Literacy and Life Change in Northern Ghana An Impact Assessment of School for Life (SfL) Final Report By Dr Leslie Casely-Hayford and Adom Baisie Ghartey (External Consultants) and The SfL Internal Impact Assessment Team September, 2007 Acknowledgements This study is dedicated to Philip Natuk Bilikuni, the Saboba District Supervisor who died in a motor accident in the process of the Impact Assessment (IA). Philip was a very committed educationist and served with SfL for several years. The contents of this report are based on a joint effort between the external consultants and the SfL staff who conducted the IA over a one year period in order to review SfL’s impact over the last 12 years. The report has required extensive time and effort by the School for Life staff in all aspects of data collection and analysis. It has benefited greatly from the guidance and support of the Internal School for Life Impact Assessment Team who include : Mr Sulemana Osman Saaka, Programme Director, Mr Hussein Abdul. Ziblim, Deputy Director Operations, Ms Helene Horsbrugh, Programme Development Advisor, and Mr A. A. Huseini, Principal Educationist. The Field Teams for the IA Tracer Study included the following people: Name Designation Location or Field Team institution Hussein A. Ziblim Deputy Director Operations Head office Team 1 Dramani Isaac Imoro District Coordinator East Gonja Team 1 Natuk Bilikuni Philip District Supervisor Saboba/Chereponi Team 1 Hussein Muhib District Supervisor Gushegu/Karaga Team 1 Esther Samuel Gender Specialist National Vocational Team 1 Training Institute Bawah A Yussif Area Coordinator Tamale Area Office Team 2 Khalid Abdul Manan District Coordinator Zabzugu/Tatale Team 2 Grace Abudu Educationist Head Office Team 2 Abdulai Musah Gonje District Supervisor Tolon/Kumbungu Team 2 Khadija Osman Former SfL Facilitator, now Gushegu Karaga Team 2 teacher under UTTDBE Adom Baisie Ghartey External Consultant Ghartey Associates Team 3 Iddrisu Iddi Area Coordinator Yendi Area Office Team 3 Abdulai T Sulemana District Supervisor Tolon/Kumbungu Team 3 Panya Comfort District Supervisor Nanumba Team 3 Joshua Wumbee Senior Researcher Associates for Team 3 Change (AFC) We would also like to thank members of the research team who painstakingly assisted with the analysis process: • Mr Hussein A. Ziblim, Deputy Director Operations, School for Life • Mrs Grace Abudu, Educationist, School for Life • Mr Iddrisu Iddi, Area Coordinator, School for Life • Mr K. K. Hayford, Associate Researcher, Ghartey Associates • Mr Roland Akabzaa, Research Officer, Associates for Change 1 • Mr Quansah, Associate Researcher, Associates for Change • Ms Bib Hughes, Associate Researcher, Associates for Change We would like to thank the countless children, parents, community members and district officials who contributed their time and energy in sharing their life histories, experiences and lessons learned in working with the SfL programme over the last 12 years. Finally, we cannot forget to thank the SfL Executive Committee and the SfL Committee in Ghana and Denmark respectively for their invaluable review comments which they channelled through the SfL Management for onward submission to us together with Management/staff’s own comments. On the whole, the exercise has been not only extremely involving and driven by commitment on all sides, but has been rewarding for its impressive outcomes. 2 List of Abbreviations ADEA Association for the Development of Education in Africa PDO Afram Plains Development Organisation BoD Board of Director BECE Basic Education Certificate Examination CEP Complementary Education Programme CBO Community – Based Organization DANIDA Danish International Development Assistance DC District Co-coordinator (SfL position) DCD Department of Community Development DCE District Chief Executive DKK Danish Kronner DPC Deputy Programme Co-ordinator (SfL Position) DS District Supervisor (SfL Position) EC Executive Committee (of SfL) EFA Education for All FCUBE Free Compulsory Universal Basic Education GDCA Ghana Developing Communities Association GDCP Ghanaian Danish Community Programme GES Ghana Education Service GEU Girls’ Education Unit GILLBT Ghana Institute of Linguistics, Literacy, and Bible Translation GM General Meeting GNAT Ghana National Association of Teachers GNECC Ghana National Education Coalition Campaign GoG Government of Ghana GV Ghana Venskabsgrupperne IA Impact Assessment JSS Junior Secondary School MCA Mini-Capacity Assessment MER Monitoring, Evaluation and Reporting MOESS Ministry of Education, Science and Sports MTR Mid-Term Review NNED Northern Network for Education Development OD Organisational Development P1-P3 Primary School Grade 1to 3 PC Programme Co-ordinator (SfL position) RCC Regional Co-ordinating Council RDE Royal Danish Embassy SC Steering Committee (of GDCA) SfL School for Life SHP Self-Help Pool SSS Senior Secondary School ToR Terms of Reference TTC Teacher Training College USD United States Dollar 3 Table of Contents Acknowledgements………………………………………………………………………………...1 List of Abbreviations ..………………………………………………………………………….…3 Table of Contents…………………………………………………………………………………. 4 List of Figures Table and Boxes ……………………………………………………………….....6 List of Annexes……………………………………………………………………………………..8 1.0 Introduction and Overview ..………………………………………………………………..10 1.1 Methodological approach………………………………..…………………………...16 1.2 Reflections on the approach………………………………………………………….18 2.0 Context of Education in Northern Ghana…….…………………………………………...19 2.1 Out of School Population Across the Northern Regions of Ghana..………………...20 2.2 Educational Attainment of Children in Northern Ghana…………………………….23 2.3 Quality of Education in Ghana………………………………………………………24 2.4 Government Comparisons of the SfL Programme With Its Own Ongoing Efforts.. 25 2.5 Conclusion……………………………………………………………………….......25 3.0 SfL Programme Level Impacts in Relation to Access, Retention and Attainment …...27 3.1 Reaching a Significant Scale……………………………………………………...…27 3.2 Enrolment, Completion, and Integration Trends …………………………………..28 3.2.1 Trends in Enrolment Rates...………………………………………………………....28 3.2.2 Drop out Trends……………………………………………………………………...30 3.2.3 Graduation Trends Among SfLers...…………………………………………………32 3.2.4 Integration Trends…………………………………………………………………....33 3.2.5 Promotion Rates among SfLers in the Public System..……………………………...35 3.2.6 Retention and Completion…………………………………………………………...36 3.2.7 Promotion of Girls Education………………………………………………………..38 3.3 Conclusion…………………………………………………………………………...38 4.0 Achieving Quality in Learning Outcomes in SfL...………………………………………...40 4.1 Overview of Quality…………………………………………………………………40 4.2 Teacher / Facilitator Training and Management……………………………………..42 4.3 Pedagogy, Curriculum and Classroom Management ……..…………………………43 4.4 Infrastructure, Learning Environment and Teaching and Learning Materials Provision…………………………………………………………………..46 4.5 Learning Outcomes and Literacy Attainment Among SfLers and Their Non SfL Counterparts...………………………………………………………………………..47 4.6 Educational Attainment ……………………………………………………………..49 4.7 Conclusions…………………………………………………………………………..50 5.0 Impacts at the Individual Level …………………………………………………………...51 5.1 Introduction…………………………………………………………………………..51 5.2 Who the SfL Learner was: Before the Programme and After ……………………..52 5.3 Knowledge and Practice Among SFL Graduates..…………………………………..56 5.4 What they Learned from SfL. ...……………………………………………………..57 4 5.5 Impact of SfL on the Lives of the Learners.…………………………………………58 5.6 The Change in Attitudes and Behaviours of SfLers…………………………………60 5.7 Key Differences in Performance Between Sflers and Non SfLers.………………….62 5.8 Why the High Performance of SfLers? ...…………………………………………....63 5.9 Differences Between SfLers and Non SfLers in Relation to Parental Support ……64 5.10 Dropout and Retention within the Schools..………….……………………………...64 5.11 Reflections and Conclusions…………………………………………………………65 6.0 Impact at the Family Level …………………………………………………………......67 6.1 Characteristics of the Families of SfL Integrants…..…………………………….….68 6.2.0 Impacts at the Family Level.………………………………………………………... 69 6.2.1 Impact of SfL on the Family and its Relationship to the Formal Education System...70 6.3 Increased Literacy Levels within the Family.………………………………………..71 6.4 Knowledge and Practices within the Family………………………………………...72 6.5 Socio-Cultural Shifts………………………………………………………………....75 6.6 Key Factors which Make the Programme Successful at the Family Level …………76 6.7 Key Challenges from a Parental and Family Perspective..…………………………..78 6.8 Conclusion…………………………………………………………………………...78 7.0 Impact of SfL on the Lives of Facilitators………………………………………………80 7.1 General Profile and Motivation of the SfL Facilitators…………….………………..81 7.2 Impact of SfL on the Facilitator’s Life..……………………………………………..83 7.3 Lasting Change and Effectiveness of SfL Programme …………………………….86 7.4 Relevance of SfL Programme .……………………….……………………………...88 7.5 Challenges Encountered by SfL Facilitators...……………………………………….88 7.6 Key Recommendations from the Facilitators………………………………………..89 7.7 Contributions of the Facilitators to the Formal Education System and Community Development……………………………………………………………90 8.0 Impact at the Community level………………………………………………………….91 8.1 Background…………………………………………………………………………..91 8.2 Community Entry, and Impact of SfL on the Formal Education System..……….….92 8.3 Knowledge and Practice Among SfL Communities ……………………………….94 8.4 Educational and Occupational Outcomes of the SfL Programme …………………95 8.5 Empowerment and Right to
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