The subject of literacy seems to be a country’s topmost priority. Over the years ,there has been a drift from large-scale literacy programs for development which every country must address ( Adu,1989). It is useful in our daily lives which means that human beings are nothing without education. Human life is education because it helps us to acquire new skills and knowledge that will impact our development in life.

In 1951, A mass literacy campaign was conducted as a part of an overall community program in Ghana.The primary aim was to teach adults to read and write in their own languages as well as in English. Efforts continued during 1950’s and 1960’s and 1970’s ,an extensive literacy campaign was launched under the direction of the Ministry of labor and social welfare using mass education teams. It had started from the local units where literacy classes for adults were conducted. Amongst these units were the People’s Education Association and a voluntary organization founded in 1949. Teachers, graduates, students, and interested persons, had branches throughout the country (Adu. 1989).Despite such an organizational efforts,it was estimated by the United Nations in 1970’s that about 70% of the Nation’s inhabitants above age 15 (57% of males and 82% 0f females were illiterate). The 1970 figure was a 5% improvement over an estimated 1960 adult literacy rate.

Responding to the continued high level of illiteracy in the country, the government established the institute of adult education in 1970 at the University of Ghana.The sole aim of this institute was to furnish resident tutorial staff drawn from universities, colleges, and senior high schools to teach a wide range of classes in different parts of the country.The institute also organized an annual New Year school attended by leading educators, government officials, and numerous social welfare organizations. At such times, the achievements of the institute as well as the future direction of adult education in Ghana were assessed and the literacy status had improved.

Beside formal education, attempts at other types of education were made to equip persons who are excluded from formal education. These attempts include non-formal education which is aimed at teaching those outside the formal learning system. An important component of the latter is the Functional Literacy Programme (FLP) which is meant to enable adult learners become literate and improve upon their numeracy, reading and writing skills. Since the programme had a focus on community development, it went beyond addressing the problem of illiteracy to attack ignorance, apathy and prejudice, poverty, disease, and isolation as impediments that hinder the progress of a community. It was, certainly, an education which was designed to teach people not merely how to read but how to live ( Anqandah, 1982).

Later on along the line, the Government proposed a strategy to fight illiteracy and promote personal and national development through designed and implemented policies by many institutions including universities (Adu, 1992). This project yielded a successful outcome because both locally knowledgeable farmers and fishermen who efficiently adopted innovative, cultural and improved modern methods of farming and fishing expeditions were able to increase yields, forestall post- harvest losses for the country because Agriculture was the backbone of the nation-Ghana.
As part of an effort to improve the overall awareness of women’s education, various nursing and para-medical associations organized drama troupes as a means of instructing illiterates as well as rural women about the importance of Nutrition of child care of family planning and of sending their children to school. (James,1982). Now literacy is at everywhere in the digital world and it serves to remind the international communities of the importance of literacy for individuals, communities and societies; the need to intensify efforts towards more literate societies.

In a tone of finality ,one can say that formal Education now is the proper tool of improvement for children, irrespective of their sex and background as it enables them to achieve the maximum potential and enhance their capacity to benefit from entitlements that can promote their well-being. The introduction of Adult education in the country has now offered the non-literates the space and platform to explore their potentials in the digital world (James, 1982) Efforts at the local, regional and national levels as well as the tertiary levels must continue to enhance access to quality education in the country so as to significantly reduce illiteracy and enhance personal and national development. Not only that but high literacy rate among the population leads to increased productivity in all sectors of the economy.

References
1.Antwi, M. K (August, 1992) “Education, Society And Development In Ghana”
Unimax Publishers Limited. Retrieved October 11,2018
2.Anquandah,James “Rediscovering Ghana’s past ” Essex Longman 1982.
Retrieved October 9,2018.
2. Boahen,A. Adu “The Ghanaian Sphinx”.Reflections on the contemporary History of Ghana”,1987.Accra and New York:Ghana Democratic movement 1989.