Volunteer statistics (ILO)*
Source: ILOSTATS. The data is collected by ILO from national statistical offices. As national statistics on volunteer work are produced using a variety of approaches and tools, direct and cross-country comparisons are not recommended. For more information, visit https://ilostat.ilo.org/topics/volunteer-work/
No data
Measurement work
Data source
- 2007
- 2008
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2009
- Time Use Survey
- 2010
- 2011
- 2012
- 2013
- 2014
- 2015
- 2016
- 2017
- 2018
- 2019
- 2020
- 2021
- 2022
- 2023
- 2024
Laws, Policies, Schemes on Volunteering
Does the country have a piece of legislation on volunteering?
No data
Does the country have a national policy, scheme, plan or strategy specific to volunteering?
No data
Does the country have a sectoral and cross-sectoral policy, scheme, plan or strategy that mentions volunteering?
No data
VNR Reporting
Voluntary National Review Report on the Implementation of the 2030 Agenda for Sustainable Development
View source
Reporting positive contribution of volunteering to the SDGs
Paragraph 1, page 18
Volunteering is one of the most entrenched forms of social engagement in Ghanaian society. Individuals, schools (see appendix 1 for example of Faith Montessori School), businesses, churches, mosques and youth groups undertake voluntary activities based on a commitment support to less privileged persons or communities. There are also a number of international volunteering groups actively working in Ghana, on a wide range of initiatives geared towards achieving the SDGs. Most of the volunteering activities in Ghana are in the areas of teaching, construction, healthcare, conservation and skills development, mostly in deprived communities.
Paragraph 2, page 38
Ghana Complementary Basic Education (GCBE) programme is a Government of Ghana programme with funding from DFID, USAID and Crown Agents which aims to reach 200,000 out-of-school children between the ages 8 and 14 years from some of the poorest areas of the country, especially girls. The programme employs flexible learning approaches, using the mother tongue and focuses on basic literacy and numeracy, the programme is over a 9-month cycle after which learners are transitioned to the formal school system at class 3 or class 4. Classes are taught in the afternoon by volunteer facilitators often graduates from senior high school who are residents in the communities. The Project is being implemented in the Upper East, Upper West, Savanna, Northern, and North East regions. The support has helped about 240,000 out of school children across 6,000 communities during the period 2012-2018, of which about 50 percent are girls. Over 90 percent of the learners have been fully integrated into the formal primary school system.
Paragraph 3, page 79
To promote skills development and entrepreneurship, government also plans to: i. encourage science, technical, vocational and entrepreneurship education at all levels of education; ii. facilitate partnerships between educational institutions and corporate Ghana through attachments, internships and volunteer opportunities; [...].
No mentionGhana 2022 Voluntary National Review
View source
Reporting positive contribution of volunteering to the SDGs
Paragraph 1, page 32
Use of volunteer facilitators enabled the establishment of classes in most rural communities which
increased its visibility in these areas resulting in the share of rural enrolment in literacy programmes
exceeding its targets since 2018.
Paragraph 2, page 111
So far, 540 teachers have been equipped to teach literacy with 160 head/assistant of school and 30 District Teacher Support Team trained on instructional and continuous coaching; 16 Community Action Care Group members trained to provide technical support to reading clubs and other community action initiatives; 124,000 copies of supplementary readers distributed to schools and reading clubs; 50.8% of children assessed confirmed to having storybooks in their homes, as against 13.5% during baseline; 157 out of school Reading Clubs established, with over 8,000 children in attendance with 403 volunteers trained; 54% of sampled learners have improved their functional literacy skills.
The use of the mother tongue has ensured significant number of children breaking through to literacy. A major challenge of the programme is the transfer of teachers trained on UL methodologies to upper
primary which affects the frequency and quality on literacy instruction in lower classes. There is also a
gradual reduction in the frequency of reading camp sessions held weekly and high-level attrition of some experienced reading camp volunteers due to low community support and lack of motivation.