It was in view of this that 1997 Conference of African Ministers of Education held in Lagos recommended the establishment of National Council or Boards for Non-Formal Educational structures within their Ministries of Education for the purpose of promoting Non-Formal Education as an integral part of the national educational system. In view of this, Non-Formal Education was mainstreamed into the Ghana’s educational system through reforms undertaken by the Government in 1986. This resulted in the establishment of the Non-Formal Education Division (NFED) in 1987 within the Ministry of Education by the erstwhile PNDC Government.
The NFED of the Ministry of Education (MOE) is responsible for coordinating literacy activities in the country and direct implementation of the National Functional Literacy Programme (NFLP). The nation-wide program aims at reducing the number of illiterate adults in the country and equipping participants with developmental information and functional skills in the domains of life skills, occupational skill, civic awareness and health.
MISSION
The Non-Formal Education exists to improve the life of the illiterate adult especially the rural poor and women by providing quality functional literacy.
DEVELOPMENT OBJECTIVE
The program’s development objective is to increase the number of functionally literate adults especially rural poor and women.
SERVICE RENDERED
The following are but not limited to the service rendered by the Non-Formal Education.
Provision of quality literacy services to new groups in reading, writing, numeracy in 15 Ghanaian Languages namely Akuapem, Twi, Asante Twi, GaNzema, Dangme, Ewe, Fante, DagbaniBuli, Gonja, Guruni, Kasem, Kusaal, Dagaare and Sisaali and in English.
Sustaining the literacy skills of neo-literates through the creation of a literate environment.
Improving the quality and efficiency of monitoring, evaluation and research.
Promoting the application of acquired functional skills toward self and Community Development.
Developing and upgrading the occupational skills of learners, particularly income generating groups, to be efficient users of financial credit.
Using radio and print materials to compliment, support and promote literacy.
PROGRAMME COVERAGE AND SUPPORT
The NFLP is being in all the 10 regions of the country. Offices in the regions and the districts are manned by coordinators. Each district is divided into zones manned by zonal supervisors. These supervisors directly oversee literacy activities and the work of volunteer facilitators in communities under their jurisdiction.
In collaboration with development partners, Government has and continues to support the programme since it’s launching in 1991. The programme’s major sponsor during NFLP 1 and 11 was the World Bank. Others were the British Department for International Development (DFID), the Norwegian and Japanese Government, the United Nations Children’s Fund (UNICEF) and the Canadian Organisation for Development of Education (CODE).
ACHIEVEMENTS OF NFED
The National Functional Literacy Programme has impacted positively on the lives of its beneficiaries. Phase I, implemented from 1992-1997 turned out 1.2 million adult learners while phase II (2000-2006) also graduated over one million learners. The graduants were equipped with reading, writing, numeracy, life skills, good citizenship, civic awareness and income generation skills to enable them contribute effectively to the development of their communities and the nation at large.
THE ADULT LEARNER
Definition:
a. Who is an adult? – According to the constitution of the country, an adult is a person who is 18 years and above.
b. Who is an adult learner? In the NFLP, an adult learner is a non-literate or a school dropout who is 15 years and above and has voluntarily availed himself or herself to an adult literacy class to acquire functional literacy skills.
SOME CHARACTERISTICS OF AN ADULT LEARNER
An adult learner is also somebody who:
1. Has rich experience and knowledge
2. Needs and enjoys recognition
3. Prefer discussion of issues
4. Easily becomes tired
5. Thinks much about domestic problems etc.
SOME CHALLENGES OF AN ADULT LEARNER
Some challenges that adult learner face are grouped into three (3) main headings
1. Physical challenges:
v Poor sight
v Poor hearing
v Physically weak
v Stiff wrist
v Nervousness
2. Psychological challenges:
v Low retention (weak memory)
v Absent mindedness
v Lack of self confidence
v Shyness (mostly women)
3. Socio-economic challenges:
v Family problems with resultant absenteeism from class
v Poverty
SUGGESTED SOLUTIONS
1. Those with sight problems can sit closer to the chalkboard
2. Those with poor hearing can be made to sit in front (you should not restrict n how to sit)
3. Proper seating arrangement should be provided (horse shoe)
4. Conduct frequent exercises to make their hand flexible
5. Always revise the previous lessons
6. Give group work or exercises
7. Fair distribution of questions
8. Make facilitation lively
9. Embark on IGA
