DETERMINANTS OF PARTICIPATION IN LITERACY PROGRAMMES OF NON-FORMAL EDUCATION IN THE WA MUNICIPALITY OF THE UPPER WEST REGION OF GHANA

Abstract

In spite of the fact that literacy is a cardinal driver of a state's development, most Ghanaians who are illiterates and whom Non-Formal Education (NFE) is available for do not take up that opportunity. This study, therefore, focuses on the factors that determine participation in literacy programmes of NFE. The study used a cross-sectional study design. The study uses semi- structured questionnaires and interviews to collect data from a sample size of 195 respondents constituting non-participants, participants, dropouts and staff of non-formal education division (NFED). Analysis of data used descriptive statistics, Mann-Whitney U Test, and descriptions. The study found out that significant differences existed in the motivation for participation and the barriers to enrolment in terms of settlement. In addition, the major motivational factors include improving one's self-image, obtaining a certificate, learning new skills, mutual support from family and peers, obtaining employment and low-cost of the programme. Again, the study discovered that dispositional and situational barriers were dominant factors working against enrolment in the NFE. Finally, limited certainty about career goals, inadequate academic advisors, poor quality of interaction between participants and facilitators/programme assistants, high family responsibilities, poor performance in class activities and lack of income generating activities emerged as the top causes of attrition. The study concludes that some of the barriers to participation still contribute to dropout. It is, therefore, recommended that to make sure that the NFE is attractive to its target beneficiaries not on the programme and those enrolled stay until completion, NFED be well resourced to conduct regular training for facilitators, conduct orientation for participants, as well as do effective publicity on the programme.