A five-day sharing and reviewing orientation workshop for 93 regional and district training team members of the Non-Formal Education Division (NFED) of the Ministry of Education, Science and Sports drawn from the Ashanti and Brong-Ahafo regions, has ended at Koforidua in the Eastern Region.
The participants deliberated on the challenges as well as the achievements and lessons learnt at training workshops held in the regions and districts and initiated strategies towards the success of the Functional Literacy Programme.
Mr. Charles Afare, Head of the Human Resource and Training Unit of the NFED said the workshop had brought out pertinent issues that would enable the management of the division to review their plans for training workshops to address challenges and enhance implementation generally.
He disclosed that the NFED management had planned to conduct a performance audit exercise on all training team members of the division to maintain the good ones amongst them.
Mr. Afare stressed the need for the training team members to effectively play their respective roles as trainers and implementers of the FLP to move the programme forward to help enhance the development of the communities.
Naa Korkoi Hughes, head of the Basic Literacy Unit and a member of the central training team, urged the trainees to guard against community and opinion leaders choosing unqualified favourites and family members to serve as facilitators during community entry and recruitment exercises.
She called on district coordinators to make follow up visits to the communities to study the background of such volunteers before recruiting them as facilitators.
Naa Korkoi thanked representatives of organizations collaborating with the NFED and urged them to go a step further by visiting the adult classes in their communities to complement the efforts of the district implementers and also to boost the morale of the literacy class facilitators.
Mr. George Bentil, Deputy Director, field operations of the NFED, advised the participants to apply the knowledge and skills they had acquired back in their communities to improve their delivery to keep the literacy classes functioning.