! "#$%&’# ($) *++,,,$#$%&’#-($)(. Full Length Research Paper Application of internal factors of urbanite female learner’s participation in mass literacy programme for community based learning and outreach models Albert Amoah SAAH* and Joseph Adia MENSAH Centre for Distance and Continuing Education,Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana. Accepted 2 May, 2013 Community based learning and outreach is a strategy through which academic institutions worldwide including University of Ghana have successfully stayed relevant to less privileged communities; they exist in bringing benefits of education to their (less privileged communities) doorstep. Learner’s participation has been an objective that any adult functional literacy program seeks to encourage for success. This study captured internal and external factors and their significance in influencing urbanite learners’ participation in active classes, with high attendance and involvement. Literature survey and experience survey methods were used respectively to collect information from Institute of Continuing and Distance Education’s literature; and data from functional literacy learners in six learning centres of Nima and Accra New Town, at East Ayawaso Sub-District, Accra. Sample size was 116. Chi-square analysis showed internal factors relating to learner were significant. Study generated the Learn-edge Group Outreach Network strategy, and the Community-based learning Access and Success model. Study concluded that applications of internal factors of Urbanite Woman Learner Participation in mass literacy programme did enhance community based learning and outreach of University of Ghana system. The strategy and model may worth advancing community-based learning and outreach of universities in African Key words: Functional literacy, urbanite female, adult learners’ participation, community-based learning, learn- edge. INTRODUCTION Community members’ notion of community based learning and outreach for development per se, neither created the necessary motivation for learning nor en- hance the participation of adult learners in work-oriented and socio-cultural functional literacy programmes and lifelong learning. Success of such programmes has depended on learners’ perception of its benefits and motivating their participation. Learners’ participation therefore became crucial to the overall success of a tertiary educational institutions’ community based learn- ing and outreach for community development the overall access and success of a community based learning and outreach for development programmes. In literature, the abbreviation CBL has been used for “community based learning” or “community-based learning”. In the study and practice of CBL (Eyler, 2009; Dolan, 2008), institutions and experts agree that it allows students to combine service in the community with academic inquiry. Community-based learning is a type of experiential learning; it is not simply community service nor is it an internship. Community-based learning is curri- culum in Ghana. Adult learners’ participation is indispen- sable to based, meaning that the community work is profoundly connected to and enhanced by the classroom /0(()%’. $+*( &$’ $$)$$*12$*#& 3 455 455 6$7 45