| Reporting Organization: | Right To Play International |
|---|---|
| Total Budget ($CAD): | $ 16,283,538 |
| Timeframe: | November 26, 2019 - December 31, 2024 |
| Status: | Implementation |
| Contact Information: |
Pauline Callens [email protected] |
| Ghana - $ 16,283,538.00 (100.00%) | |
| Education (100.00 %) | |
The project aims to improve the quality of education for Ghanaian girls and boys aged 4-12 through a scalable and replicable Learning through Play (LtP) model, by strengthening systems, providing technical assistance to the Government, and providing direct support and trainings to teachers and parents/caregivers to be able to create conducive learning environments for children across the country through direct interventions in seven districts. Peer-learning communities will be created, in which teachers will be able to share learning and challenges. Parents, caregivers and community members will also be engaged to increase community understanding of the learning needs of girls and boys.
| Gender and age: | Adult men Adult women Children, boys Children, girls Under-5 children |
|---|---|
| Descriptors: | Rural Urban |
| Total Direct Population: | 50,503 |
| Total Indirect Population: | 3,395,352 |
| 1 | Training: National coaching and mentoring frameworks, manuals and guides developed (as part of GALOP), which include coaching and mentoring for LtP, in collaboration with National Teaching Council (NTC) and national education working group |
| 1 | Training: Teacher Champions trained in coaching and mentoring strategies and provided with necessary materials in 7 districts (direct partner schools) Continuous Professional Development CPD |
| 1 | Workshop: Civil Society Organisations (CSOs) supported to promote the value of LtP among parents and caregivers and provide play-based supplemental learning for children in 7 districts (direct partner schools) |
| 1 | Assessment: National Inspectorate Board (NIB) supported in the development of KG assessment tools and in the sensitization of KG and primary teachers on the assessment tools and process |
| 1 | Training: Improved capacity of pre-service teacher training institutions to integrate LtP into training for student teachers (University of Education Winneba and Teachers Colleges) |
P3 project will build the capacity of teachers to embed a LtP approach into their daily teaching, increasing the quality of education for 32,00 girls and boys across the country through direct interventions in seven districts. Peer-learning communities will be created, in which teachers will be able to share learning, challenges and gain support from a peer network of teachers trained in LtP approaches, coupled with receiving regular mentorship throughout the life of the project, to help institutionalize LtP approaches within the school system. Parents, caregivers and community members will also be engaged to increase community understanding of the learning needs of girls and boys. Over 3 million children from 48 districts will also benefit through indirect implementation of the project. Expected results include:
· Improved capacity of the education sector to integrate LtP to deliver the curriculum
· Improved knowledge and skills of teacher to implement LtF
· Improved capacity of Communities of Learning to provide peer support to teachers for implementing LtP
· Improved awareness of learning needs of girls and boys among caregivers
· Improved ability of district ad ministration to support teachers to integrate LtP into the in teaching practice
· Improved capacity of national, regional and district level education officials to integrate LtP into INSET (in service training)
· Improved capacity of pre-service teacher training institutions to integrate LtP into training for student and teacher
(1) Over the course of the project, P3 provided training for 16,291 in-service teachers, 582 tutors from 15 Colleges of Education and 52 University Lecturers from UoE Winneba; (2) By the end of the project, 98% of teachers in direct implementation schools self-reported using PBL (compared to 54% at baseline), and 85% demonstrated improved knowledge of PBL principles and links to holistic skills development (compared to 44% at baseline); (3) At baseline, only 40% of caregivers showed awareness of PBL principles and their link to skills development. By the end of the project, that figure had soared to 99%. Caregivers increasingly saw play not as a distraction but as a pathway to better academic and social outcomes; (4) The RTP-P3 Endline Evaluation also indicates that by end of the project, 81% of schools in the direct implementation arm showed evidence of PBL methods or manipulatives (compared to 52% at baseline).
