Addae-Boahene, AkwasiAkafua, Divine KwasiAzure, LawrenciaBannerman-Mensah, Matilda2022-11-092022-11-092008-09http://hdl.handle.net/11599/4689PCF5 Sub-theme: Cross-cutting Themes // This paper outlines an innovative approach adopted by the World University Service of Canada and the Ghana Education Service to address some of the challenges facing girls’ education in northern Ghana in pursuit of the Education For All (EFA) goals. The Girls’ Club concept seeks to empower teenage girls in deprived communities to effectively assert their rights to education and create learning opportunities for their illiterate parents on the most critical religious, cultural and social factors militating against the education for girls. // These clubs, established in some 200 basic schools in northern Ghana bring girls together as a vulnerable group to address numerous challenges confronting them at school and at home in the pursuit of their education. Club members use their knowledge and newly acquired skills to organize open learning activities at the community level for parents and other community members, through street drama, role plays, role modeling and posters. In this way, club members are given the opportunity to learn and share their learning with their own parents and peers, voice their opinions, find solutions to challenges facing them at school and at home, and learn from other role models outside their classroom. // Significant successes have been chalked in beneficiary communities which have recorded tremendous increases in enrollment and retention rates of girls in schools. Beneficiary girls also perform better academically and are usually able to qualify for entry into secondary institutions. A further exploration of this initiative and the adoption of other innovative OPEN LEARNING approaches using modern Information and Communication Technologies could contribute to the achievement of the EFA goals. // Paper ID 756enhttps://creativecommons.org/licenses/by-sa/4.0/Working Paper