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Ghana - National Functional Literacy Program Project (Inglês)

The National Functional Literacy Program Project aims to increase the number of Ghanaians adults (15-45 years), particularly women and rural poor, to acquire literacy and functional skills. There are seven project components. 1) Basic literacy and development activity program will teach basic literacy, numeracy, and functional skills in 15 Ghanaian languages and will seek community participation in the running of classes. 2) An English pilot was conducted in response to strong demand for literacy training in English. The review confirmed the need to gradually increasing to 500 classes by the end of a five-year period. 3) Literate environment will enhance the access of the literate to reading materials. 4) Monitoring, evaluation, and research program will measure and promote both the quantity of the program output and the quality of instruction. 5) Radio broadcasting will strengthen the existing capacity and quality of the non-formal education (NFE) radio component. 6) Management and institutional enhancement will develop a human resources development strategy and a strategic plan for a phased decentralization of NFE Division activities to regions and districts. 7) The last component will tackle the core organization of NFED and its administrative costs.

Detalhes

  • Data do documento

    1999/05/18

  • TIpo de documento

    Documento de avaliação do projeto:

  • No. do relatório

    18997

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Gana,

  • Região

    África,

  • Data de divulgação

    2010/07/01

  • Nome do documento

    Ghana - National Functional Literacy Program Project

  • Palavras-chave

    reading material;tracer study;literacy provider;learner assessment;Technical and Vocational Education;community involvement in school;public expenditure on education;rural area;monitoring and evaluation result;social rate of return;class activity;monitoring and evaluation system;literacy program;high rates of illiteracy;illiterate adult;literate environment;functional literacy program;primary school enrollment;demand for literacy;basic literacy skill;literacy class;Basic Education;literacy cycle;national language;readiness for implementation;collaboration with ngos;adult illiteracy rate;income generating activity;core welfare indicators;private vocational training;acquisition of literacy;low literacy rate;secondary technical school;national literacy program;quality of instruction;private sector involvement;human resource development;complete primary education;practice in area;quality of teaching;learners per cycle;functional literacy use;quality and relevance;impact of development;complete primary school;adult literacy outcome;International Auditing Standards;institutional capacity building;literacy and numeracy;quality of learning;community entry activities;Financial Management System;delivery of literacy;radio and television;quality and efficiency;national policy framework;accepted accounting principles;financial management capacity;improvements in access;income generating groups;financial management procedure;release of fund;allocation of resource;conditions for credit;poverty alleviation effort;project rationale;national illiteracy rate;formal primary schooling;impact assessment study;institution building;functional skill;decentralization strategy;civil society;female population;poor household;program delivery;political support;loan condition;financial sustainability;young people;Rural Poor;silk screen;literacy group;radio component;long-term sustainability;sector adjustment;form 590;local condition;behavioral change;radio broadcasting;district assembly;program monitoring;formative evaluation;literacy initiative;newspaper production;financing plan;poor child;Financing plans;adult illiterate;autonomous entity;volunteer facilitators;literacy activity;active learning;family health;learner achievement;Environmental Assessment;borrower commitment;monetary benefit;project finance;reading comprehension;participatory approach;numeracy skill;effectiveness condition;job description;cost breakdown;price contingency;civic awareness;commercial loan;Performance Appraisals;sector budget;formal establishment;comparative advantage;Program of Activities;procurement capacity;special account;limited capacity;impact indicator;operational plan;rolling plan;Estimate Taxes;agricultural worker;engineering design;broader community;health issue;administrative cost;radio expansion;effective monitoring;Quality Enhancement;rural parts;regional mechanism;pilot activities;primary beneficiaries;audit arrangement;consultative workshop;financial reporting;women's movement;government commitment;satisfactory manner;learning assessment;credit effectiveness;literacy curriculum;supplementary reader;evaluation study;effective action;effective partnerships;evaluation framework;exercise book;baseline data;classroom teaching;opinion leaders;progress reviews;supervisory responsibility;financing requirement;procurement schedule;extensive consultation;government units;credit closing;catchment area;adequate resources;community base;small sample;regional variation;budget procedure;urban woman;recurrent education;education spending;decentralized system;material production;agricultural growth;urban household;admission rate;human capital;agricultural activity;community participation;performance rating;improving management;girls enrollment;functionally literate;Commitment Fee;front-end fee;internal inefficiencies;poverty target;procurement activities;gender equity;literacy service;annex annex;increased access;Proposed Investment;rural woman;regional disparity

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