IDRC-Early Childhood Project
Teacher Capacity Building for Play-Based Early Learning in Ghana and Sierra Leone (February 2022 to present)
This is a KIX/GPE and International Development Research Centre (IDRC) supported research project being conducted by the Institute for Statistical Social and Economic Research (ISSER), University of Ghana and Associates for Change in Ghana along with the Division of Education Studies, University of Sierra Leone. The KIX IDRC research seeks to bring together multiple stakeholders in early childhood education in Ghana and Sierra Leone to enhance the capacity of teachers to implement innovations in play-based learning at early childhood levels of education. These innovations in play-based approaches will assess the shift in teaching towards more play-based approaches by evaluating the teaching and learning outcomes across a variety of schools in urban and rural schools along with the cost of implementation. The purpose is to generate evidence of what works to improve classroom practice of play-based learning in early childhood education in Ghana and Sierra Leone.
The overarching objective of the study is to explore how the selected education innovations can help close the trained teacher gap at early childhood education levels and within community-based learning centres particularly in rural and extreme poverty zones across Ghana and Sierra Leone.
RESEARCH OUTPUTS
Teacher Capacity Building for Play-based Early Learning in Ghana and Sierra Leone Project Overview (May 2023)
This document presents an overview of the research design that aims to enhance the capacity of teachers to implement play-based learning in early childhood education in Ghana and Sierra Leone.
Ghana Literature Review: Building Teachers’ Capacity to Enhance Early Learning -Through Play Based Approaches In Ghana And Sierra Leone (Nov, 2022)
This literature review investigates the significance of early childhood education (ECE) in Ghana and the need for a coordinated effort among key stakeholders including government and civil society in order to improve the conditions for learning. The review provides an overview of the current state of Early Childhood Education (ECE) in Ghana, and discussing the challenges faced by the sector. The literature review also explores the Ghanaian government’s policies and initiatives, such as the National Gender and Children Policy and the two-year kindergarten education program, which aims to improve ECE and implement play-based learning approaches.
Presentation to IDRC/KIX and the Global Partnership on Education (GPE): on Study Preliminary Findings on Building Teachers’ Capacity to Enhance Early Learning in Ghana and Sierra Leone (February, 2023)
This presentation is an overview of preliminary findings of the first phase of the exploratory research which is part of the qualitative studies. The presentation gives an overview of existing play-based innovations in Ghana and Sierra Leone; their value addition compared to schools which do not implement Play based approaches, and how teachers are adapting to the changes in the new early learning curriculum. The study highlights the key findings on teacher development and usage of TLMS, lesson content, gender and social inclusion practices and key lessons learned for both Sierra Leone and Ghana in relation to PBAs.
The Early Learning Study on Play based Methods and teacher capacity in Ghana: Qualitative component at school/community base (March 2023)
This study aims to investigate the potential of selected education innovations to address the gap in teacher training within early childhood education (ECE) and community-based learning centers, particularly in rural and extremely poverty zones of Ghana and Sierra Leone. The study findings reveal that the interventions had a positive impact on teachers’ capacity to implement play-based learning, resulting in increased student engagement, gender sensitivity and improved learning outcomes. Specifically, the PBA interventions enhanced teachers’ confidence and skills in implementing play-based learning strategies while addressing gender biases in the classroom.
Policy Brief: Building Teachers’ Capacity to Enhance Play-Based Learning: A Critical Investigation At Initial Teacher Training And Early Childhood Centres In Ghana
This policy brief investigates the capacity of teachers to enhance play-based learning in Ghana, particularly at the initial teacher training and early childhood centers. The study explores the adaptation of play-based approaches into pre-service and in-service teacher training programs, highlighting the positive understanding and perception of play-based learning at the college of education level.
ECE Scalability Study in Gomoa and Volta
The paper explores the implementation and scalability of play-based learning (PBL) approaches through teacher professional development (TPD) in Ghana’s Volta and Central Regions. The study evaluates the effectiveness of programs led by NGOs like Right to Play and Sabre Education in enhancing early childhood education (ECE). Key findings reveal that while PBL improves teacher practices and student engagement, challenges such as limited resources, inadequate supervision, and teacher attrition hinder its full impact. The study emphasizes the importance of ongoing training, community involvement, and supportive infrastructure to sustain the PBL approach and recommends scaling these efforts for broader adoption to meet the evolving needs of ECE.
ECE Qualitative Study At Pre-Service And In Service Levels
The report explores efforts to strengthen early childhood education (ECE) in Ghana and Sierra Leone by promoting play-based pedagogy through pre-service and in-service teacher training. The study highlights the benefits of child-centered teaching methods for students’ cognitive, emotional, and social development, while also identifying challenges such as limited resources, large class sizes, and inconsistent implementation. Innovations like volunteer teacher programs, Professional Learning Communities (PLCs), and partnerships with NGOs (e.g., Sabre Education and Right to Play) are shown to enhance teaching quality. However, barriers such as inadequate materials, misconceptions about ECE, and insufficient supervision persist. The study recommends expanding hands-on teacher training, improving infrastructure, leveraging NGO partnerships, and strengthening support systems to ensure sustainable improvements in ECE.
Communique – ECE Dissemination Event
The communique summarizes a workshop on May 15, 2024, in Aburi, Ghana, highlighting the positive impact of play-based learning on early childhood education. Key findings include improved student outcomes and the need for better teacher training, infrastructure, and community engagement.
The study is conducted by Associates for Change (AfC), Institute of Statistical Social and Economic Research (ISSER), University of Ghana and University of Sierra Leone.