FAWE Ghana has launched a new initiative providing 700 young people with opportunities to pursue tertiary education. This program includes fully funded scholarships and a remedial pathway for students who narrowly missed university entry requirements.
These opportunities are part of the second phase of the FAWE-Mastercard Foundation program. It specifically targets young people from marginalized communities. This includes women, persons with disabilities, refugees, and internally displaced persons. Applications for this intake close on August 21.
This initiative aligns with Ghana's broader efforts to improve access to education and develop a skilled workforce. The focus on Science, Technology, Engineering, and Mathematics (STEM) fields is crucial for national development. It addresses the need for more local expertise in these critical sectors. Previous government policies have also emphasized STEM education to drive economic growth.
Naomi Darko, Communications and Advocacy Officer at FAWE Ghana, stated the program aims to eliminate all barriers to education. She highlighted the comprehensive nature of the support provided. Richard Amoani, Executive Director of FAWE Ghana, emphasized giving a second chance to deserving students.
The program's implications are significant for Ghana's human capital development. It will increase the number of qualified graduates, especially in STEM. Decision-makers will observe its impact on youth employment and economic productivity. This initiative could also influence future educational policy and funding for similar programs.
The Forum for African Women Educationalists (FAWE) Ghana Secretariat is offering 200 scholarships. These scholarships are for young people aged 15 to 25. They cover two-year diploma or Higher National Diploma (HND) programmes in STEM. These programs are offered at partner technical institutions. The scholarships are comprehensive, covering tuition, accommodation, laptops, and learning materials. They also cover other costs required for beneficiaries' studies. This ensures students can focus entirely on their academics without financial worries.
A second part of the program provides a remedial pathway for 500 young people. These students completed senior high school but just missed degree program entry requirements. Richard Amoani explained this targets students who passed most subjects but scored below the threshold in one core subject. Ghana's tertiary education typically requires at least a C6 in all relevant subjects. This remedial program offers a vital second chance for these students. It acknowledges that systemic challenges, not just academic ability, can affect student outcomes. Amoani cited his own experience with inadequate teaching as an example.
The remedial program provides additional preparation. Successful participants will then transition to partner institutions. They will pursue STEM degree programs. FAWE Ghana has already supported two groups in Ghana. This current intake marks its third cohort. So far, 400 young people have benefited from the scholarship component. The new 200 places will bring this number to 600. The remedial program is expected to add 500 beneficiaries. This brings the total projected number of young people reached in Ghana to about 1,100. Across 10 African countries, FAWE expects to support over 10,000 young people in this phase.
The program also reserves places for specific marginalized groups. Eighty percent of the remedial program's beneficiaries will be female. Twenty percent will be male. Quotas are also allocated to refugees, internally displaced persons, and persons with disabilities. Support for beneficiaries with disabilities goes beyond financial aid. Students undergo assessments to determine required assistive support. The program provides equipment and services like interpreters, guides, and mobility aids. It also offers health insurance and psychosocial support throughout the program. This holistic approach ensures all hindrances are addressed, allowing students to focus on their education.
FAWE Ghana has also introduced gender-responsive teaching methods at participating institutions. They also provide extended orientation, mentorship, and entrepreneurship programs. Amoani noted the gender-responsive pedagogy model ensures teaching approaches recognize diverse student experiences. The organization has trained staff at partner institutions in this approach. They are also working with industry groups to align programs with labor-market needs. FAWE Ghana collaborates with technical institutions, the Ghana Education Service, and the Ghana Tertiary Education Commission. They also work with TVET stakeholders and the Association of Ghana Industries. These partnerships aim to improve training relevance and provide internship opportunities. The program has already shown beneficiaries overcoming significant social and economic barriers, demonstrating its profound impact.