A case study of support for girls’ access to primary school in Ghana

Abstract

The Strategic Approach to Girls’ Education (STAGE) project developed and implemented an intervention that helped marginalized out-of-school girls in the northern regions of Ghana enter and be successful in primary school. STAGE builds on the Government of Ghana’s Complementary Basic Education policy, which supports an accelerated learning program that provides literacy and numeracy classes in mother tongue to out-of-school girls between 8 and 14 years of age. This article reviews the literature that informed the design of STAGE, describes the intervention, reports on the impact on its participants, and suggests a model for replicating this intervention in Ghana and adapting it for implementation in other countries.