This paper explores the application of teaching methods aimed at fostering transformative learning within the STAGE (Strategic Approaches to Girls’ Education) programme, a non-formal alternative designed to address the educational needs of marginalised girls in sub-Saharan Africa, specifically Ghana. The findings from qualitative research highlight the central role of community-based learning, the importance of cognitive and affective engagement, and the critical influence of local context and community leaders. This paper proposes a refined theory of transformative learning that emphasizes contextual adaptability, expanded dialogue, and the integration of local knowledge.

Author: Priscilla Ogboru

Published in: London International Conference on Education (LICE-2024)

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/LICE.2024.0013
• ISBN: 978-1-913572-74-7
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK