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School for Life, Ghana,School for Life, Ghana,
AfricaAfrica
(Rural Northern Region)(Rural Northern Region)
SM ArshadSM Arshad
Jannatul KhuldJannatul Khuld
Princess Hafeza Jamal HelaleePrincess Hafeza Jamal Helalee
Hasan MahmudHasan Mahmud
School for LifeSchool for Life
 For out of schoolFor out of school
childrenchildren
 A non formal educationalA non formal educational
approach.approach.
 Started from 1994Started from 1994
 Whole Ghana has Colonial legacy
 Northern Region politically neglected
 It has growing population
 Low capacity of self empowerment
 Poor attendance of pupils in schools
 Low performing teachers
 Literacy rate: <5% Report 2002Literacy rate: <5% Report 2002
 Enrolment rate: 60%Enrolment rate: 60%
 Out of school children: 40% (mostlyOut of school children: 40% (mostly
girls)girls)
 Low Basic Education completion RateLow Basic Education completion Rate
 Poverty Prone AreaPoverty Prone Area
 Target Group: Out of school childrenTarget Group: Out of school children
of Rural Northern Region of Ghanaof Rural Northern Region of Ghana
 School for life is 9 month education programSchool for life is 9 month education program
 8-15 years old students included8-15 years old students included
 Course of grade 1-3 is covered in 9 monthCourse of grade 1-3 is covered in 9 month
(October-June)(October-June)
 School for Life espouses a holistic
approach to education and socio-
economic development, designing
curricula that empower people to improve
all aspects of their situation.
Objectives of School for lifeObjectives of School for life
(Cont.)(Cont.)
 School for Life aims to develop inSchool for Life aims to develop in
children’s skills for critical thinking andchildren’s skills for critical thinking and
promotes active participation inpromotes active participation in
democratic process.democratic process.
Objectives of School for lifeObjectives of School for life (Cont.)(Cont.)
School for Life builds synergy
between the learner, the classroom,
the home, and the community to
facilitate mutual respect and
understanding between sexes, ethnic
groups, generations, and social
groups.
Objectives of School for lifeObjectives of School for life
 Contents of course: local languageContents of course: local language
literacy, numeracyliteracy, numeracy
 General academic knowledge up to classGeneral academic knowledge up to class
33
 It covers 8 districts and 4 local languagesIt covers 8 districts and 4 local languages
 It is a non formal education approachIt is a non formal education approach
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
 Flexible curriculumFlexible curriculum
 Flexible time table (3 timings)Flexible time table (3 timings)
 Local language is medium of InstructionLocal language is medium of Instruction
 Local people are fascilitorsLocal people are fascilitors
 One Teacher one classroomOne Teacher one classroom
 22-25 children sits on chairs or mats22-25 children sits on chairs or mats
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
 Older students given priorityOlder students given priority
 Five days in a week with 15 contact hoursFive days in a week with 15 contact hours
 No Assessment systemNo Assessment system
 Sports, handicrafts, music, dance includedSports, handicrafts, music, dance included
 Textbook printed in local languageTextbook printed in local language
Key Features andKey Features and
PrinciplesPrinciples
 Local committee establish and run theLocal committee establish and run the
school (three women and two men)school (three women and two men)
 Distance Education Program, TeacherDistance Education Program, Teacher
Training College and Distance EducationTraining College and Distance Education
Modules train voluntary Teachers.Modules train voluntary Teachers.
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
• Facilitators initially receive a
comprehensive three-week house training
• Refresher courses every three months at
various district centers.
• Guest trainers also conduct sessions on
various topics.
Key Features and PrinciplesKey Features and Principles
•School for Life supervisors also visit
classes at least once per month to give
facilitators on-the-spot training.
•Regular in-service training reinforces new
skills sets, improves instruction quality, and
helps rekindle the facilitators’ commitment.
Active learner Participation Method
Focus on daily community activities and
learning by doing
Activity base learning method
Learning by doing (Jhon Dewey)
Home experience for their studies (Piaget)
Activities and MethodActivities and Method (Cont.)(Cont.)
Activities and MethodActivities and Method (Cont.)(Cont.)
Instruction is a method of teachers ( Vygotsky)
All pupils study the same topics
Using group method in learning
Face to face learning method
Peer matching, Convivial interaction,
(Ivan Illich)
The themes of each lesson include
familiar issues like livestock, hygiene,
sanitation, and local geography.
Activities and MethodActivities and Method
Different with MainstreamDifferent with Mainstream (Cont.)(Cont.)
 Medium of Instruction is Local Language
instead of English.
 Follow program curriculum
 Include three area, language,
mathematics, environment studies while
main stream follows seven subjects
Different with MainstreamDifferent with Mainstream (Cont.)(Cont.)
The texts facilitate classroom activities that
include practice with theory. School for Life
encourages students to reflect on classroom
lessons at home and draw on their home
experiences for their studies.
Different with MainstreamDifferent with Mainstream
One teacher one classroom
Established by community
Teachers recruited from local community
Jean Piaget: Children’s learning is not limited to
receiving knowledge from parents or teachers
Ivan Illich: Learning webs creates skill change,
Peer matching
John Dewey: Human experience arises from the
interaction of two principles – continuity and
interaction
Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
Lev Vygotsky :: Curriculum should be
designed to emphasize interaction between
learners and learning tasks
Paulo Freire: the teacher is the Subject of
the learning process, while the pupils are
mere objects
Theoretical Framework and contributionTheoretical Framework and contribution
(Cont.)(Cont.)
Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
Feminism: The goals were to improve the role
and status of women
Ecological approach: Culturally specific resources
Growth theories (early): Education seen as
investment
Liberation theories: Role of education is
consciousness raising, and non-school education
Growth theories (Neo-liberal): Education
seen as investment
Liberation theories: Role of education is
consciousness raising, and non-school
education
Sustainable development: Radical change in
contemporary economic structure
Theoretical Framework and contributionTheoretical Framework and contribution
StrengthsStrengths
 Activity base learningActivity base learning
 Community EmpowermentCommunity Empowerment
 Empowerment of WomenEmpowerment of Women
 Flexibility in timingFlexibility in timing
 Curriculum Need baseCurriculum Need base
 Local Resource MobilizationLocal Resource Mobilization
 Strengthen inclusivenessStrengthen inclusiveness
 Media of Instruction is local language only.Media of Instruction is local language only.
WeaknessWeakness (Cont.)(Cont.)
 Seven subjects are not introducing here.Seven subjects are not introducing here.
 One teacher base learning centreOne teacher base learning centre
 Only 25 children can come here if othersOnly 25 children can come here if others
they have to wait for nine months.they have to wait for nine months.
 Facilitators are not skilled and trainedFacilitators are not skilled and trained
enoughenough
WeaknessWeakness
 Need of each students are not addressedNeed of each students are not addressed
 30% students are not attaining30% students are not attaining
mainstream educationmainstream education
 9% drop out children9% drop out children
 Lacks infrastructural development
Impacts of the ProgramImpacts of the Program (Cont.)(Cont.)
It helps to reduce social prejudices, such asIt helps to reduce social prejudices, such as
dowry, early marriage, migration.dowry, early marriage, migration.
Shows respect to all religionShows respect to all religion
 Ensure education of all 8-15 years oldEnsure education of all 8-15 years old
childrenchildren
 An Initiative to take the learners toAn Initiative to take the learners to
mainstream school.mainstream school.
 Increase the rate literacyIncrease the rate literacy
 This is cost effectiveThis is cost effective
Impacts of the ProgramImpacts of the Program (Cont.)(Cont.)
 Show respects to all religionsShow respects to all religions
 Local resources are valuedLocal resources are valued
 Mini Library to sustain learningMini Library to sustain learning
 Local resources are valuedLocal resources are valued
 Develop Life and livelihood skillDevelop Life and livelihood skill
 Emphasis on women educationEmphasis on women education
Impacts of the ProgramImpacts of the Program
Our viewsOur views
 70% Students are going to formal school70% Students are going to formal school
 Mother toung base education becomesMother toung base education becomes
successfulsuccessful
 Local poverty rate decreasesLocal poverty rate decreases
Application in BangladeshApplication in Bangladesh
Programs in BangladeshPrograms in Bangladesh
ROSC, Second Chance EducationROSC, Second Chance Education
BRAC Education Program, VERK:BRAC Education Program, VERK:
DAM, Mosque and Temple base educationDAM, Mosque and Temple base education
Similarity: One Room One teacher, SpecialSimilarity: One Room One teacher, Special
Curriculum, drop out children,Curriculum, drop out children,
Formal Schools of GhanaFormal Schools of Ghana
Experiences from GhanaExperiences from Ghana
Videos about Schools of GhanaVideos about Schools of Ghana
Nurunnabi Shanto
Manager - Education at
ActionAid Bangladesh
Worked at BRAC
Thank
s
Q. A

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Schools for life 008

  • 1. School for Life, Ghana,School for Life, Ghana, AfricaAfrica (Rural Northern Region)(Rural Northern Region) SM ArshadSM Arshad Jannatul KhuldJannatul Khuld Princess Hafeza Jamal HelaleePrincess Hafeza Jamal Helalee Hasan MahmudHasan Mahmud
  • 2. School for LifeSchool for Life  For out of schoolFor out of school childrenchildren  A non formal educationalA non formal educational approach.approach.  Started from 1994Started from 1994
  • 3.  Whole Ghana has Colonial legacy  Northern Region politically neglected  It has growing population  Low capacity of self empowerment  Poor attendance of pupils in schools  Low performing teachers
  • 4.  Literacy rate: <5% Report 2002Literacy rate: <5% Report 2002  Enrolment rate: 60%Enrolment rate: 60%  Out of school children: 40% (mostlyOut of school children: 40% (mostly girls)girls)  Low Basic Education completion RateLow Basic Education completion Rate  Poverty Prone AreaPoverty Prone Area
  • 5.  Target Group: Out of school childrenTarget Group: Out of school children of Rural Northern Region of Ghanaof Rural Northern Region of Ghana  School for life is 9 month education programSchool for life is 9 month education program  8-15 years old students included8-15 years old students included  Course of grade 1-3 is covered in 9 monthCourse of grade 1-3 is covered in 9 month (October-June)(October-June)
  • 6.  School for Life espouses a holistic approach to education and socio- economic development, designing curricula that empower people to improve all aspects of their situation. Objectives of School for lifeObjectives of School for life (Cont.)(Cont.)
  • 7.  School for Life aims to develop inSchool for Life aims to develop in children’s skills for critical thinking andchildren’s skills for critical thinking and promotes active participation inpromotes active participation in democratic process.democratic process. Objectives of School for lifeObjectives of School for life (Cont.)(Cont.)
  • 8. School for Life builds synergy between the learner, the classroom, the home, and the community to facilitate mutual respect and understanding between sexes, ethnic groups, generations, and social groups. Objectives of School for lifeObjectives of School for life
  • 9.  Contents of course: local languageContents of course: local language literacy, numeracyliteracy, numeracy  General academic knowledge up to classGeneral academic knowledge up to class 33  It covers 8 districts and 4 local languagesIt covers 8 districts and 4 local languages  It is a non formal education approachIt is a non formal education approach Key Features and PrinciplesKey Features and Principles (Cont.)(Cont.)
  • 10.  Flexible curriculumFlexible curriculum  Flexible time table (3 timings)Flexible time table (3 timings)  Local language is medium of InstructionLocal language is medium of Instruction  Local people are fascilitorsLocal people are fascilitors  One Teacher one classroomOne Teacher one classroom  22-25 children sits on chairs or mats22-25 children sits on chairs or mats Key Features and PrinciplesKey Features and Principles (Cont.)(Cont.)
  • 11.  Older students given priorityOlder students given priority  Five days in a week with 15 contact hoursFive days in a week with 15 contact hours  No Assessment systemNo Assessment system  Sports, handicrafts, music, dance includedSports, handicrafts, music, dance included  Textbook printed in local languageTextbook printed in local language Key Features andKey Features and PrinciplesPrinciples
  • 12.  Local committee establish and run theLocal committee establish and run the school (three women and two men)school (three women and two men)  Distance Education Program, TeacherDistance Education Program, Teacher Training College and Distance EducationTraining College and Distance Education Modules train voluntary Teachers.Modules train voluntary Teachers. Key Features and PrinciplesKey Features and Principles (Cont.)(Cont.)
  • 13. Key Features and PrinciplesKey Features and Principles (Cont.)(Cont.) • Facilitators initially receive a comprehensive three-week house training • Refresher courses every three months at various district centers. • Guest trainers also conduct sessions on various topics.
  • 14. Key Features and PrinciplesKey Features and Principles •School for Life supervisors also visit classes at least once per month to give facilitators on-the-spot training. •Regular in-service training reinforces new skills sets, improves instruction quality, and helps rekindle the facilitators’ commitment.
  • 15. Active learner Participation Method Focus on daily community activities and learning by doing Activity base learning method Learning by doing (Jhon Dewey) Home experience for their studies (Piaget) Activities and MethodActivities and Method (Cont.)(Cont.)
  • 16. Activities and MethodActivities and Method (Cont.)(Cont.) Instruction is a method of teachers ( Vygotsky) All pupils study the same topics Using group method in learning Face to face learning method Peer matching, Convivial interaction, (Ivan Illich)
  • 17. The themes of each lesson include familiar issues like livestock, hygiene, sanitation, and local geography. Activities and MethodActivities and Method
  • 18. Different with MainstreamDifferent with Mainstream (Cont.)(Cont.)  Medium of Instruction is Local Language instead of English.  Follow program curriculum  Include three area, language, mathematics, environment studies while main stream follows seven subjects
  • 19. Different with MainstreamDifferent with Mainstream (Cont.)(Cont.) The texts facilitate classroom activities that include practice with theory. School for Life encourages students to reflect on classroom lessons at home and draw on their home experiences for their studies.
  • 20. Different with MainstreamDifferent with Mainstream One teacher one classroom Established by community Teachers recruited from local community
  • 21. Jean Piaget: Children’s learning is not limited to receiving knowledge from parents or teachers Ivan Illich: Learning webs creates skill change, Peer matching John Dewey: Human experience arises from the interaction of two principles – continuity and interaction Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
  • 22. Lev Vygotsky :: Curriculum should be designed to emphasize interaction between learners and learning tasks Paulo Freire: the teacher is the Subject of the learning process, while the pupils are mere objects Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
  • 23. Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.) Feminism: The goals were to improve the role and status of women Ecological approach: Culturally specific resources Growth theories (early): Education seen as investment Liberation theories: Role of education is consciousness raising, and non-school education
  • 24. Growth theories (Neo-liberal): Education seen as investment Liberation theories: Role of education is consciousness raising, and non-school education Sustainable development: Radical change in contemporary economic structure Theoretical Framework and contributionTheoretical Framework and contribution
  • 25. StrengthsStrengths  Activity base learningActivity base learning  Community EmpowermentCommunity Empowerment  Empowerment of WomenEmpowerment of Women  Flexibility in timingFlexibility in timing  Curriculum Need baseCurriculum Need base  Local Resource MobilizationLocal Resource Mobilization  Strengthen inclusivenessStrengthen inclusiveness  Media of Instruction is local language only.Media of Instruction is local language only.
  • 26. WeaknessWeakness (Cont.)(Cont.)  Seven subjects are not introducing here.Seven subjects are not introducing here.  One teacher base learning centreOne teacher base learning centre  Only 25 children can come here if othersOnly 25 children can come here if others they have to wait for nine months.they have to wait for nine months.  Facilitators are not skilled and trainedFacilitators are not skilled and trained enoughenough
  • 27. WeaknessWeakness  Need of each students are not addressedNeed of each students are not addressed  30% students are not attaining30% students are not attaining mainstream educationmainstream education  9% drop out children9% drop out children  Lacks infrastructural development
  • 28. Impacts of the ProgramImpacts of the Program (Cont.)(Cont.) It helps to reduce social prejudices, such asIt helps to reduce social prejudices, such as dowry, early marriage, migration.dowry, early marriage, migration. Shows respect to all religionShows respect to all religion
  • 29.  Ensure education of all 8-15 years oldEnsure education of all 8-15 years old childrenchildren  An Initiative to take the learners toAn Initiative to take the learners to mainstream school.mainstream school.  Increase the rate literacyIncrease the rate literacy  This is cost effectiveThis is cost effective Impacts of the ProgramImpacts of the Program (Cont.)(Cont.)
  • 30.  Show respects to all religionsShow respects to all religions  Local resources are valuedLocal resources are valued  Mini Library to sustain learningMini Library to sustain learning  Local resources are valuedLocal resources are valued  Develop Life and livelihood skillDevelop Life and livelihood skill  Emphasis on women educationEmphasis on women education Impacts of the ProgramImpacts of the Program
  • 31. Our viewsOur views  70% Students are going to formal school70% Students are going to formal school  Mother toung base education becomesMother toung base education becomes successfulsuccessful  Local poverty rate decreasesLocal poverty rate decreases
  • 32. Application in BangladeshApplication in Bangladesh Programs in BangladeshPrograms in Bangladesh ROSC, Second Chance EducationROSC, Second Chance Education BRAC Education Program, VERK:BRAC Education Program, VERK: DAM, Mosque and Temple base educationDAM, Mosque and Temple base education Similarity: One Room One teacher, SpecialSimilarity: One Room One teacher, Special Curriculum, drop out children,Curriculum, drop out children,
  • 33. Formal Schools of GhanaFormal Schools of Ghana
  • 35. Videos about Schools of GhanaVideos about Schools of Ghana Nurunnabi Shanto Manager - Education at ActionAid Bangladesh Worked at BRAC