SIHELI Concept Note — Summary
Project: Scaling Inclusive Home-Based Early Learning Initiative (SIHELI)
Team: Prof. Godfrey Ejuu (PI, Kyambogo University, Uganda); Co-PIs Dr. Leslie Casely-Hayford (Associates for Change, Ghana) and Prof. Samuel Duo (Nimba University, Liberia)
Duration: 33 months
Goal: Generate evidence to scale inclusive early learning models that help children transition smoothly from pre-primary to primary school — especially in areas without kindergarten access.
The SIHELI Model: A hybrid Early Childhood Development approach blending home-based and school/center-based learning. It links centers to health facilities (deworming, vitamin A), places them under parent/community management, and is designed to include children with disabilities.
Scope: 15 centers total — 5 each in Uganda, Liberia, and Ghana (Ghana centers currently in Nanton District, Northern Region).
How it works:
- Runs 9am–1pm with snack time
- Mon/Thu: parent volunteers lead cultural storytelling, songs, chores, self-care
- Tue/Fri: community volunteer teachers cover literacy and numeracy
- Wed: free play day
- Children with disabilities get an Individualized Education Plan and a gradual integration schedule
Other activities: disability screening, a parent savings co-op (SACCO), livelihood training, parent education sessions, and community “open days” showcasing children’s learning.
Methodology: Action research across 5 phases — Design (3mo) → Testing (6mo) → Implementation (16mo) → Randomized Control Trial impact evaluation → evidence dissemination.
Ghana target groups: 150 children, 150 parents, 10 ECE teachers, 10 education officials, 50 community leaders.
Implementers/partners: Ghana Education Service (national/regional/district), rural banks, Social Welfare Dept, Ghana Health Service, CSOs, plus learning partners Sabre Education and Lively Minds.
SIHELI Baseline Study Policy Brief — Summary
For decades, children aged 3-6 years, in many rural areas in Ghana including the Ekumfi and Nanton Districts do not have access to early childhood education. Children with limited options, daily travel 2 km or more to access education in communities where schools are available. This affects their participation in school, leading to dropouts and negative effects on their health and wellbeing. The inability of caregivers to carry them to school due to financial constraints also contributes to the situation. The status quo implies that most children are left at home in the care of neighbors, and extended family relations which often expose them to risky behaviors and brawls thereby compromising their safety and their progress across all dimensions (e.g., cognitive, socioemotional, economic). Yet, existing evidence (see Nafungo & Ejuu, 2022)1 shows that inclusive home-based early learning models (e.g., IHELP) could address early learning access challenges, encourage regular attendance and provide contextually relevant education to children especially CWDs and families, particularly in remote and underserved areas. The IHELP model has been scaled to Ghana (as SIHELI)2 and currently implemented in five (5) rural communities in the Nanton District. Prior to implementation, a baseline study was conducted in the Ekumfi and Nanton districts and the following key issues emerged