Exploring the Role of the Complementary Basic Education (CBE) Program in Engaging Communities on Climate Change Adaptation and Sustainable Development Practices in the Northern Region: A Case Study of Savelugu Municipality
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| Title: | Exploring the Role of the Complementary Basic Education (CBE) Program in Engaging Communities on Climate Change Adaptation and Sustainable Development Practices in the Northern Region: A Case Study of Savelugu Municipality |
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| Language: | English |
| Authors: | Mohammed Hamza, Abass Abdul-Salam, Mahamadu Abdul Baki |
| Source: | International Journal of Educational Administration and Policy Studies. 2026 18(1):13-25. |
| Availability: | Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Acceleration (Education), Environmental Education, Climate, Adjustment (to Environment), Sustainable Development, Case Studies, Community Involvement, Out of School Youth, Best Practices, Rural Population, Role of Education, Facilitators (Individuals) |
| Geographic Terms: | Ghana |
| ISSN: | 2141-6656 |
| Abstract: | This paper explores the Complementary Basic Education (CBE)/Accelerated Learning Program (ALP) contributions to engaging communities on issues of climate change adaptation and sustainable development in the Savelugu Municipality in the Northern Region of Ghana. Communities in Northern Ghana are among those who suffer the most from erratic, below-normal rainfall, protracted drought, and rising temperatures that have threatened their agrarian way of life. The CBE/ALP program, which is meant to provide basic education to Out of School Children (OOSC), provides a very good opportunity to incorporate climate change education that will contribute to sustainable development. The term paper follows a mixed-method approach where surveys and interviews were conducted with community opinion leaders, community members, CBE learners, facilitators, Local Committee Members (LCMs), and major stakeholders in CBE, such as Ghana Education Service (GES), Complementary Education Agency (CEA), and Municipal Assembly. The term paper tries to give an estimate of the effect of the CBE program on the knowledge, attitude, and behaviors of the communities relating to environmental sustainability. In return, educators reported that the response from the communities was positive since the incorporation of climate change topics within the CBE/ALP curriculum stirs up interest in environmental issues within the communities. This term paper calls for governments and policymakers to support, scale up, and integrate the CBE program with larger climate education initiatives, underlining the potential of the program in acting as a driver for community-driven climate action and sustainable development. For further research, it is recommended that future studies should also focus on long-term impacts and how to develop best practices in scaling up CBE programs in different regions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505914 |
| Database: | ERIC |
| Abstract: | This paper explores the Complementary Basic Education (CBE)/Accelerated Learning Program (ALP) contributions to engaging communities on issues of climate change adaptation and sustainable development in the Savelugu Municipality in the Northern Region of Ghana. Communities in Northern Ghana are among those who suffer the most from erratic, below-normal rainfall, protracted drought, and rising temperatures that have threatened their agrarian way of life. The CBE/ALP program, which is meant to provide basic education to Out of School Children (OOSC), provides a very good opportunity to incorporate climate change education that will contribute to sustainable development. The term paper follows a mixed-method approach where surveys and interviews were conducted with community opinion leaders, community members, CBE learners, facilitators, Local Committee Members (LCMs), and major stakeholders in CBE, such as Ghana Education Service (GES), Complementary Education Agency (CEA), and Municipal Assembly. The term paper tries to give an estimate of the effect of the CBE program on the knowledge, attitude, and behaviors of the communities relating to environmental sustainability. In return, educators reported that the response from the communities was positive since the incorporation of climate change topics within the CBE/ALP curriculum stirs up interest in environmental issues within the communities. This term paper calls for governments and policymakers to support, scale up, and integrate the CBE program with larger climate education initiatives, underlining the potential of the program in acting as a driver for community-driven climate action and sustainable development. For further research, it is recommended that future studies should also focus on long-term impacts and how to develop best practices in scaling up CBE programs in different regions. |
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| ISSN: | 2141-6656 |
