Addressing Facilitator-Related Issues as a Key Factor in Achieving SDG 4.6 in Ghana: The Case of the Ghana National Functional Literacy Programme

Susan D. D. Berdie


The achievement of the Sustainable Development Goals globally is linked to its successful implementation in Ghana also. Ghana’s Ministry of Education is working towards achieving Goal 4; ensure inclusive and equitable quality education and promote lifelong learning opportunities for all and its Indicator 6 which states, “by 2030 ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy”. Ghana’s Education Sector Strategic Plan (ESP) 2018-2030 enlisted 5 Key Performance Indicators to be led by the Complementary Education Agency for achieving SDG4.6 in Ghana. The Plan also identifies a number of challenges facing the Agency and planned a ministry of education-led institutional reform. This paper adopting a qualitative documentary analysis examines these 5 Key Performance Indicators against the recent past achievements of the Agency and how it prepares its critical functionaries; the facilitators to effectively deliver. The paper argues that a key input into quality non-formal education, especially adult literacy delivery, is the quality of facilitators and how effectively they perform amidst many challenges. The paper recommends among others that the reform by the MOE should focus on facilitation-related issues.

Keywords: Sustainable Development Goals, education, non-formal education, adult literacy, facilitation

DOI: 10.7176/JEP/12-36-05

Publication date: December 31st 2021

Full Text: PDF
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