Whose voices are being heard? Mechanisms for community participation in education in northern Ghana

Individual perceptions on the participant and societal functionality of non-formal education for youth: Explaining differences across countries based on the human development index

“…This distinction is relevant as non-formal education thus (1) requires a minimal level of resources to support an organizational structure, (2) can be applied to focus on a particular group of people or niche activity, and (3) can be strategically managed in order to reach particular educational goals for such a targeted group. As an example, Mfum-Mensah (2003) and Mfum-Mensah and Friedson-Ridenour (2014) discuss how community initiatives are managed for a targeted group of rural areas in Ghana. Consequently, non-formal education, as it is currently mainly provided by civil society and/or non-profit service organizations, can fill the gap between what is left open by formal education (private or public) (Frumkin, 2002;La Belle, 2000) and what is naturally transferred through social interaction in one's cultural context (Duke, 1986;Tuijnman and Boström, 2002).…”