To improve the quality of early years education (Kindergarten) in line with the Government of Ghana’s early childhood education and integrated approach to learning policies. Key intervention areas were capacity building (pre-service and in-service); teacher training for practising Kindergarten (KG) teachers, piloting the Fast Track Transformational Teacher Training (FTTT) model in kindergartens in three districts in northern Ghana, promoting age-appropriate enrolment into KG (starting school at the right age), increasing community interest and
participation/support in education, and setting up model classrooms.
Results:
- 72 schools in three districts improved, supporting over 26,170 pupils
- The project provided capacity building and training to:
- 503 KG teachers (182 practicing and 321 college of education students), of which 52% female
- 15 (4 female) College of Education Tutors and 24 (7 female) DEO officials on the Fast Track Transformational Teacher Training (FTTT) model and training of teachers in phonics and the Limited Resource Teacher Training (LRTT) model. They in turn went on to serve as master trainers, training 182 (114 female) KG teachers in the FTTT approach and 281 (131 female) lower primary school teachers in phonics teaching
- 45 (11 female) primary school headteachers and 72 (18 female) KG headteachers
- 405 (67 female) SMC members and 225 (45 females) PTA executive members.
- 3,825 (2,295 female) reading club members
- 74% against a target of 65% of KG and lower primary pupils achieved proficiency after being assessed with the pupil achievement records (PAR) and the performance monitoring test (PMT).
- 58% of P1-3 pupils were able to identify letter sounds and read common comprehensive sentences, up from 4% at baseline
- 68% scored a pass mark of 50% or more in literacy, up from 23% at baseline
- 83% of SMCs/PTAs rated effective or very effective
- 81% of teachers were rated effective in Content-related Pedagogy, up from 50% at baseline
- 80% of teachers were rated effective in Instruction and Management, up from 58% at baseline
- 73% of teachers were rated effective in Promotion of pupils’ individual needs and gender equity in class, up from 31% at baseline
- 100% of schools have access to potable water, up from 67% at baseline