Reaching & Teaching OOSC In Ghana (Reach)

Country Context:

In the Northern region of Ghana, characterized by severe environmental conditions and rampant poverty, literacy rates are alarmingly low, particularly among the population aged 11 and above. The literacy rate varies widely within the region, from 20% in the Gushiegu-Karaga district to 60% in the Tamale Metropolis. Despite efforts such as decentralization, teacher training, and school meal initiatives, approximately 600,000 primary and junior secondary school-age children remain out of school (OOSC). Accessibility remains a significant challenge, especially for marginalized populations.

Solution

The REACH initiative aims to address the educational needs of 90,000 OOSC across 22 of Ghana's poorest districts in the Northern, Upper West, and Volta regions. Its strategy involves various components, including community mobilization, establishing School for Life (SFL) committees, recruiting and training local facilitators, and enrollment campaigns. Furthermore, the project focuses on supporting the transition of SFL graduates to formal schools through assessments, bursaries, teacher training, and the provision of learning materials. Advocacy efforts target increased government support for OOSC and enhancement of primary education quality.

Impact

The REACH project has demonstrated substantial success in achieving its objectives over six years. It has surpassed vital targets, with nearly all OOSC enrolled in the CBE program and a high graduation rate. The transition to upper primary school grades has also seen remarkable success, surpassing the initial target. At the outcome level, the project has effectively increased the prioritization of education among parents and caregivers while enhancing the quality and accessibility of education, particularly in disadvantaged areas.Moreover, REACH has not only addressed the immediate educational needs of OOSC but has also contributed to broader societal changes, laying the foundation for sustainable educational improvements in Ghana's most marginalized regions.

The REACH initiative in Northern Ghana has demonstrated a scalable and replicable model for addressing out-of-school children (OOSC) through community-driven learning, localized teacher recruitment, and structured transition pathways into formal schooling. Its decentralized approach, leveraging School for Life (SFL) committees, local facilitators, and government advocacy, ensures cost-effectiveness and adaptability, making it a viable model for expansion within Ghana and replication in other low-income regions facing similar educational barriers. The initiative’s integration with formal education systems, alongside targeted interventions such as bursaries, teacher training, and learning material support, enhances learning continuity and accessibility for marginalized students. However, scaling REACH nationally and replicating it in other countries requires sustained government commitment, financial investment, and adaptive implementation strategies to accommodate regional variations in infrastructure, language, and socio-economic conditions. Challenges such as teacher retention, accessibility in remote areas, and long-term institutional support must be addressed to ensure sustainability beyond donor funding. By embedding strong policy alignment, multi-sectoral collaboration, and innovative financing models, REACH can serve as a foundation for broader education reforms, driving universal primary and secondary education access in underserved communities