Informal education in Ghana has been successful in supplementing formal education by providing practical skills and knowledge tailored to local needs.
Community-based initiatives, apprenticeship programs, and traditional knowledge transmission have played crucial roles in fostering lifelong learning and socio-economic development. These informal channels often cater to individuals who may not have access to formal schooling or who seek specialized skills outside the formal curriculum. Additionally, informal education promotes cultural preservation and fosters entrepreneurship, contributing to Ghana’s vibrant and diverse educational landscape.
For 10-14 year old girls who are out of school in Ghana, the Strategic Approaches to Girls’ Education project provided support to return to formal education. For out-of-school girls who are older (15-19), a non-formal track allowed girls to gain literacy, numeracy, and life skills training through a nine-month accelerated learning program and vocational training facilitated by master craftspeople.
The goal of the non-formal track was to empower young women to become more economically independent by accessing employment opportunities. In addition to vocational training, STAGE provided training in entrepreneurship and startup grants to girls who wanted to start businesses.
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A lot of girls ages 15-19 enrolled in the accelerated learning program and vocational skills training with master craftspeople. After 9 months, 93% of this group graduated and started generating income in over 20 different trades. 6% of girls transitioned into further training.
In a study conducted 10 months after the young women completed vocational training, 93% of participants reported that the vocational training was effective in preparing them for employment, and that the master craftspeople provided effective instruction, support and encouragement, opportunities to practice skills, and gender-sensitive education.
Additionally, over 90% of the girls agreed that the functional literacy and numeracy skills gained through the accelerated learning program were helpful and could be applied to income-generating activities.
87% of girls reported they can now financially support their families. 82% said that their vocational skills were in high demand, and they could easily sell their products and services in their communities.
A market study conducted by STAGE earlier on helped decide which vocations girls would be trained in, ensuring profitability and community buy-in. This community-based training model was key to the success and sustainability of the non-formal track.
Efforts to raise awareness of the importance of girls’ education and employment seemed to be successful as well. Community animation and sensitization sessions sparked discussions on gender equality and aimed to generate support for girls’ education and economic empowerment. One caregiver who participated in these sessions noted that “the activities have changed my perception on girls’ vocational education and economic empowerment because it has brought life to them.
The project’s non-formal track exceeded expectations with the learning gains and income generation that resulted from the accelerated learning program and vocational training. While there are still barriers to education and employment, some of the regions with the highest barriers had the highest rates of successful transition to employment. Increased support from community members and caregivers is promising for the sustainability of these interventions, and there continues to be strong engagement and interest at the national level to expand vocational skills training for young women.