A total of 2,000 out-of-school children in the Gushegu District in the Northern Region are to be enrolled in the formal school system after benefiting from ActionAid’s Complementary Basic Education (CBE) programme, which aimed at identifying and training out of school children in deprived communities.
The CBE programme afforded these out-of-school children, who were beyond school going age (eight to 14), the opportunity to acquire basic literacy and numeracy skills within a period of nine months in their mother-tongues to facilitate their enrolment into the formal school system.
The Ghana Institute of Linguistics Literacy and Bible Translation (BILLBT) in collaboration with the Ghana Education Service (GES, implemented the CBE programme as part of its mandate to develop local languages.
The beneficiary children comprised 911 males and 1,086 females with 80 classrooms used to run the programme throughout the nine month period in 35 Dagbani and 45 Likpukpan languages within the Gushegu District.
A representative of the Gushiegu Municipal Chief Executive (MCE), Abdul Razak who performed the opening ceremony, said it was the responsibility of the Municipal Assembly to provide infrastructure and other amenities for improved quality education in schools.
The commended the ActionAid Ghana for the initiatives to fund education in the District and assured that the Municipality would continue to work closely with development for improved education.
He warned parents against the practice of engaging the children in the farms all day to the disadvantage of learning, which was impeding their progress.
Assistant Director in-charge of Human Resource at the Ghana Education Service, Iddi Modow, stressed the need for continuous sensitization in the communities to tackle the issue of stigmatization and attitudes of parents towards the education of their children.
Commenting on the positive impacts of the CBE programme, Mr Modow said the enrolment had increased tremendously as many children who were not in school had now been enrolled and that more schools were opened in communities that were not accessible to the pupils.