Abstract
Since Ghana’s independence on 6 March 1957, the practices and policies of adult education have fluctuated due to the activities of governments, NGOs and university-based adult education institutions. In addition, adult education has had to grapple with a lack of clarity in its meaning and purpose. Governments have not helped to address this challenge owing to the absence of a national policy framework on adult education. In addition, even though a Non-formal Education Unit of the Ministry of Education responsible for the coordination of all non-formal activities in the country has been established, it has been unable to provide an umbrella body to assist other adult education organizations and institutions in Ghana in lobbying for the creation of strong adult education networks, and the funding and development of a national adult education policy.
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Tagoe, M.A. (2015). Changing Trends in Adult Education in Ghana: Issues of Policies, Ideology and Learning. In: Milana, M., Nesbit, T. (eds) Global Perspectives on Adult Education and Learning Policy. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, London. https://doi.org/10.1057/9781137388254_8
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DOI: https://doi.org/10.1057/9781137388254_8
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