Libraries at University of Nebraska-Lincoln
Abstract
The National Literacy Acceleration Program (NALAP) aims to enhance early grade primary school pupils' literacy rates, yet national evaluations reveal widespread deficiencies in reading proficiency in both the local language and English. This study examines challenges in implementing NALAP in the Abura Asebu Kwamankese district, Ghana, focusing on the teacher and resource-related issues. A mixed-methods sequential explanatory design was employed. The study covered 12 basic schools in the Abura Asebu Kwamankese district. In all, 61 respondents comprising 50 teachers and 11 circuit supervisors were involved in the study. The findings highlight teacher-related issues such as inadequate pedagogical practices, low motivation, and insufficient consideration of teachers' linguistic capacity. Resource-related challenges encompass the scarcity of illustrative materials and teaching aids. The study concludes that addressing teachers' linguistic capacities and providing comprehensive teaching resources are crucial for effective programme execution. To this end, recommendations are made to consider teachers' linguistic abilities during assignments, foster supportive supervision practices, enhance teaching materials availability, and offer in-service training and workshops to elevate teacher competency. Furthermore, the study emphasizes the inclusion of local languages in teaching guides, ensuring a holistic and effective learning experience.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education Commons, Language and Literacy Education Commons