[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594365-105":59,"doc-detail-594365-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","ghanas-national-functional-literacy-program-assessment-and-impact-findings","Ghana’s national functional literacy program - Assessment and impact findings","","This paper reports findings and lessons from an evaluation of an adult functional literacy program in Ghana. The study assesses learners’ literacy and numeracy skills at different points in the learning cycle, and examines participants’ knowledge and skills across development areas, including their effects on individuals, families, and communities. Results indicate stronger reading gains, modest numeracy progress, and persistent weakness in writing, alongside concerns about sustainability. Impact is shown in education, livelihood activities, and learning related to health, environment, and civic awareness.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ghanas-national-functional-literacy-program-assessment-and-impact-findings/594365/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Aldword","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What does the evaluation focus on in the Ghana program?","Question",{"text":106,"@type":107},"It evaluates adult functional literacy learning by measuring literacy and numeracy skills and examining participants’ knowledge and skills across development areas and their impact on learners and communities.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What learning outcomes did the assessment show?",{"text":111,"@type":107},"Learners demonstrated significant reading skills and modest numeracy skills, while achievements in writing remained weak.",{"name":113,"@type":104,"acceptedAnswer":114},"Which development areas showed strong program impact?",{"text":115,"@type":107},"The program had a strong impact on learners’ education and livelihood activities and also improved outcomes for learners’ children. It also supported learning related to health, environment, and civic awareness.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},594365,1792079022,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":137},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","~~􀀶2 Terry Clark~~  \n~~Tight, M~~.~~ (1996) Key concepts in adult education and training~~,~~ London: Routledge~~.  \n~~The Treasury (2004) Australia’s demographic challenges~~,~~ Canberra: Social Policy Division, The Treasury~~.  \n~~Undervisnings Ministeriet (2004) The implications of lifewide learning for lifelong learning~~,~~ Danish Ministry of Education~~.~~ Available from [http://us](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[.](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[uvm](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[.](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[dk/lifelonglearning/ABSTRACTS/keynote5](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[.](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)~~[htm](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)[ ](http://us.uvm.dk/lifelonglearning/ABSTRACTS/keynote5.htm)[accessed 22 July 2004) ~~.  \n~~Yeaxlee, B~~.~~ (1929) Lifelong education~~,~~ London: Cassell~~.  \n~~Yip, S~~.~~ (2002) Life-wide learning: Extending, enriching, enabling, Hong Kong: Employment and Manpower Bureau~~.~~ Available from~~  \n~~[http://cd](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[ed](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[gov](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[hk/lwl/doc/2](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[8](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[4lwl](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[_](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[3E](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[.](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~[doc](http://cd.ed.gov.hk/lwl/doc/2.8.4lwl_3E.doc)~~.~~ [accessed 21 July 2004)~~. ~~Watson, L~~.~~ (2003) Lifelong learning in Australia~~,~~ Canberra: Department of~~  \n~~Education, Science and Training~~.  \n~~Zukas, M & Malcolm, J~~.~~ (2001)‘Pedagogies for lifelong learning: Building bridges or building walls?’ Working Papers of the Global Colloquium on Supporting Lifelong Learning [online], Milton Keynes, UK: Open University~~.~~ Available from [http://www](http://www.open.ac.uk/lifelong-learning)~~[.](http://www.open.ac.uk/lifelong-learning)~~[open](http://www.open.ac.uk/lifelong-learning)~~[.](http://www.open.ac.uk/lifelong-learning)~~[ac](http://www.open.ac.uk/lifelong-learning)~~[.](http://www.open.ac.uk/lifelong-learning)~~[uk/lifelong-learning](http://www.open.ac.uk/lifelong-learning)[ ](http://www.open.ac.uk/lifelong-learning)[accessed: 8 December 2003] ~~.  \n~~About the author~~  \n~~Terry Clark is Academic Coordinator in the Teaching & Learning Development Group at Charles Darwin University~~.  \n~~Contact details~~  \n~~Teaching & Learning Development Group, Charles Darwin University, Northern Territory 0909~~  \n~~Tel: 08 8946 7768~~ ~~Fax: 08-8946 6755~~  \n~~Mobile: 0418 770 646~~  \n~~Email: [terry](terry.clark@cdu.edu.au)~~[.](terry.clark@cdu.edu.au)~~[clark@cdu](terry.clark@cdu.edu.au)~~[.](terry.clark@cdu.edu.au)~~[edu](terry.clark@cdu.edu.au)~~[.](terry.clark@cdu.edu.au)~~[au](terry.clark@cdu.edu.au)~~  \nAustralian Journal of Adult Learning Volume 45, Number 1, April 2005  \nAssessing learning achievements and development impact:  \nGhana’s national functional literacy program  \nAya Aoki  \nTokyo Institute of Technology PhD candidate  \nThis paper summarises findings and lessons from a recently conducted evaluation of an adult functional literacy program in Ghana. The study attempted to assess learners’ literacy and numeracy skills, and ascertain participants’knowledge and skills in various development aspects as well as their impact.  \nThe literacy and numeracy skills assessment exercise suggested that the learners are gaining significant reading skills ","cbCaifJkWcgWyYPc","https://ap.wps.com/l/cbCaifJkWcgWyYPc","pdf",192034,"English","# Introduction\n## Literacy programs in Ghana\n## Assessment of learning achievements and development impact","[{\"question\":\"What does the evaluation focus on in the Ghana program?\",\"answer\":\"It evaluates adult functional literacy learning by measuring literacy and numeracy skills and examining participants’ knowledge and skills across development areas and their impact on learners and communities.\"},{\"question\":\"What learning outcomes did the assessment show?\",\"answer\":\"Learners demonstrated significant reading skills and modest numeracy skills, while achievements in writing remained weak.\"},{\"question\":\"Which development areas showed strong program impact?\",\"answer\":\"The program had a strong impact on learners’ education and livelihood activities and also improved outcomes for learners’ children. It also supported learning related to health, environment, and civic awareness.\"}]","Ghana’s national functional literacy program - Assessment and impact findings | PDF",25]