MoE Programme to Scale-Up Quality Kindergarten Education in Ghana

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Ministry of Education

Ghana Education Service

Programme to Scale-Up Quality Kindergarten Education in Ghana

Narrative Report to Support the Operational Plan to

Scale up Quality KG Education in Ghana

[FINAL VERSION]

November 2012

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KG Scale-Up Operational Plan Team

Margaret Okai, National Co-ordinator, Early Childhood Education (ECE) Unit of GES Madeez Adamu-Issah, Education Specialist, UNICEF, Ghana Pamela Torry, Senior Lecturer in Early Childhood, Sheffield Hallam University, UK Dominic Bond, Programme Director, Sabre Trust, UK Nick Parish, Programme Officer, Sabre Trust, UK Ivy Papps, Economist and Principal Researcher, Tecis Ltd, UK Aviva Ben Hefer, Early Childhood Education Specialist, MASHAV, Israel Janette Hirschman, Early Childhood Education Specialist, MASHAV, Israel Eloise Froment, VSO Volunteer, GES Tony Dogbe, Managing Director, Participatory Development Associates Ltd, Ghana

Consultants/Advisors Vivian Tackie-Fosu, Lecturer, Department of Family and Consumer Science, University of Ghana, Legon Wilson Kofi Agbeke, Senior Lecturer, University of Education, Winneba Kabira Namit, ODI Fellow, GES Eva Oberg, ODI Fellow, PBME, Ministry of Education

Situational and Stakeholders Analysis Reports Team Alero Ayida-Otobo, ESSPIN Emmanuel Appiah, Independent Consultant Hania Kamel, ECD Specialist Kate Martin, Cambridge Education

Co-ordinating Committee Cecilia Apronti , Director, Dept. of Community Development Charles Tsegah, Deputy Director, GES Chris Koramoah, Acting Financial Controller, GES Madeez Adamu-Issah, Education Specialist, UNICEF Margaret Okai, ECD Coordinator, GES Mariama Yahaya, Director, Department of Women and Children Palham Oyiye, Ghana National Association of Teachers (GNAT) Salome Ntumy, ECD District Representative, Afram Plains Sego Moses, Director, Ghana Health Services Stephen Adu, Director, Basic Education Stephen Adongo, Director, Department of Social Welfare

High Level Steering Committee Members Ambassador Lee Ocran, Minister of Education Elizabeth Amoah Tetteh, Deputy Minister of Education, Pre-Tertiary Mahama Ayariga, Deputy Minister of Education, Tertiary Naana Biney, Director General, Ghana Education Service Charles Tsegah, Deputy Director, GES Stephen Adu, Director for Basic Education, GES Chris Koramoah, Financial Controller, MoE Dominic Pelore, Director for EMIS, MoE Emelia Aning, Director of PBME, Ministry of Education

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M. S. Tara, Chief Director, Ghana Education Service Rachel Hinton, Programme Manager- Education, DFID

Technical Working Group 1: Teachers and Caregivers Professional Development

Palmas Anyagre, Working Group Co-ordinator Evelyn Quartey-Papafio, Head, National Nursery Teachers Training Centre Jacob Molenaar, Teacher Education Division, GES, Team leader Janet Alemna, Ag.Deputy Director (HRMD), GES Lena Dzah, Ring Road East 2 KG, Kanda Cluster of Schools, class teacher Samuel Manteaw, Director, HRMD, GES

Technical Working Group 2: Curriculum, Pedagogy and Materials

Salome P. Otami, Working Group Co-ordinator Judith Sakara CRDD, GES, Team leader Sarah Agyeman-Duah, Director, CRDD, GES Victoria Osei, CRDD, GES Felicia Boakye-Yiadom, Head of Curriculum and Planning Unit, CRDD, GES Isaac Asiegbor, Head of Assessment Services Unit, CRDD, GES Vincent Adzahlie-Mensah, University of Education, Winneba

Technical Working Group 3: Access and Equity, Infrastructure and Learning Environment Karine Sahnouni, Working Group Co-ordinator Mawuli Segbefia, PBME-ICU/MoE, Team leader B. Kwao Adipa, CRDD, GES Doris Gyedu-Nuako, ECD Unit, GES

Technical Working Groups 4: Decentralized Planning, Integration and Community Involvement Susan Sabaa, Working Group Co-ordinator Daniel Budu-Asiedu, Director, GES, GA West, Team leader Josephine Kuffour-Duah, Dep. Director, Basic Education, GES Might Abreh, Lecturer, University of Cape Coast Vincent Ayim, College of Education, Akatsi

Technical Working Groups 5: Quality Assurance, Accreditation and Inspection Kafui Mills-Odoi, Working Group Co-ordinator Adeline Gaisie, Inspectorate, GES Mary Kwakye, Inspectorate, GES Seth Baiden, GES Development Institute, Saltpond,

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Acknowledgements In addition to the people listed in the previous pages, the development of the KG Scale-Up Operational Plan (OP) was possible through the efforts and commitment of many others, too many to list here. It is, however, important to acknowledge the contribution of a select few, without whose initiative and support the OP would not have come into being. Betty Mould-Iddrisu, the former Minister of Education initiated the idea of this project and gave it her full political backing. Her successor, Ambassador Lee Ocran, and the two Deputy Ministers, Elizabeth Amoah Tetteh and Mahama Ayariga, gave this project their high level political support. Also notable, is the Children’s Investment Fund Foundation (CIFF) which, together with the UK’s Department for International Development (DFID), funded the development of the Plan. These organisations also provided technical support throughout the whole development process. Shikha Goyal and Peter Colenso of CIFF deserve a special mention as do Rachel Hinton, Enyonam Azumah and Nicole Goldstein all of DFID. The team would also like to recognise the support of Israel’s Agency for International Development Co-operation (MASHAV), which provided two Early Childhood Education Specialists during the development of the Plan. Finally, Madeez Adamu-Issah, Education Specialist at UNICEF deserves a special acknowledgement due to his tireless effort, commitment and contribution to the development of the Plan. He put at the disposal of the team, his rich experience and UNICEF’s years of support to the early childhood care and education in Ghana.

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Table of Contents

Abbreviations .............................................................................................................................. 6

1.0 Introduction ........................................................................................................................... 8

2.0 Process for Arriving at Operational Plan Priorities .................................................................... 8

3.0 Defining a Ghanaian Pedagogy for Kindergarten .................................................................... 10

4.0 Overarching Considerations Relating to the Operational Plan ................................................. 14

4.1 Closing the Gap between Gross and Net Enrolment Rates in KG ..................................................... 14

4.2 Teacher Training as the Number One Priority for the Operational Plan. .......................................... 15

4.3 NALAP and TLMP Materials .............................................................................................................. 15

4.4 The Role of the Private Sector in KG Education ................................................................................ 16

4.5 Coordinating the Implementation of the Operational Plan .............................................................. 19

4.6 Measures to be taken for the Successful Implementation of the Operational Plan ......................... 20

4.7 Policy Considerations ........................................................................................................................ 21

5.0 Phase 1: Child Development, Teacher Training and Outcomes ................................................ 23

5.1 Child Development Milestones and Assessment .............................................................................. 24

5.2 A Joined-Up Approach to Pre-service and In-Service Teacher Training ............................................ 27

5.3 Monitoring and Evaluation of Outcomes .......................................................................................... 36

6.0 Phase 2: Infrastructure, INSET and branding .......................................................................... 37

6.1 Infrastructure Shortfall ...................................................................................................................... 37

6.2 Infrastructure Standards and Policies ............................................................................................... 38

6.3 Indoor and Outdoor Equipment ........................................................................................................ 39

6.4 INSET Training for KG Teachers and Assistants .................................................................................. 39

6.5 Parents and Public Awareness to Promote KG - Branding ................................................................ 40

6.6 Learning Materials and Resources .................................................................................................... 41

6.7 Establish National KG Standards ....................................................................................................... 41

7.0 Phase 3: Curriculum, Special Needs, and Quality Assurance ................................................... 42

8.0 Conclusion ........................................................................................................................... 43

Appendices ................................................................................................................................ 45

Report for Operational Plan to Scale up Quality KG Education in Ghana

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Abbreviations AESOP Annual Education Sector Operational Plan ASQ Ages and Stages Questionnaire CBI Cluster based In-Service Training CIFF Children’s Investment Fund Foundation CoE Colleges of Education CPD Continuous Professional Development CRDD Curriculum, Research and Development Division CS Circuit Supervisors CSO Civil Society Organisation DEO District Education Office DEOC District Education Oversight Committee DFID Department for International Development ECCE Early Childhood Care and Education ECD Early Childhood Development ECERS Early Childhood Environment Rating Scale EMIS Educational Management Information System ESAR Education Sector Annual Review ESP Education Strategic Plan FCUBE Free Compulsory Universal Basic Education FTT Fast Track and Transformational [Program] GER Gross Enrolment Ratio GES Ghana Education Service GNAT Ghana National Association of Teachers GNECC Ghana National Education Campaign Coalition GoG Government of Ghana GPE Global Partnership for Education GSS Ghana Statistical Service GPI Gender Parity Index INSET In-Service Education and Training JHS Junior High School KC Kindergarten Coordinator KG Kindergarten MDE Metro Directorate of Education MDG Millennium Development Goal MoE Ministry of Education MOH Ministry of Health MOWAC Ministry of Women and Children Affairs MPT Mass Participation Transformational [Training] M&E Monitoring and Evaluation NESAR National Education Sector Annual Review NER Net Enrolment Rate NGO Non-Governmental Organization NIB National Inspectorate Board NALAP National Literacy Accelerated Program OP Operational Plan PDA Participatory Development Associates Ltd PPVT Peabody Picture Vocabulary Test PTA Parent Teacher Association


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PTR Pupil-Teacher Ratio PCR Pupil-Classroom Ratio PTTR Pupil-Trained Teacher Ratio SABER Systems Approach for Better Education Results SBI School-based In-Service Training SHS Senior High School SMC School Management Committee SPIP School Performance Improvement Plan TED Teacher Education Division TLMP Teaching and Learning Materials Programme UCC University of Cape Coast UEW University of Education, Winneba UNICEF United Nations Children’s Fund


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1.0 Introduction ‘Ghana has gained a reputation for making great strides in Early Childhood Education in comparison

to other African countries. The high enrolment rates at kindergarten level (KG) are frequently cited as

evidence for this. This reputation is well deserved, but there are still significant challenges facing the

Ghana Education Service (GES) in scaling up quality kindergarten education nationwide’ [Stakeholder

Analysis Report pg. 1].

In line with the recommendations of the Dakar World Forum for Education and also with the

Millennium Development Goals, the Government of Ghana mainstreamed kindergarten into basic

education, and through the Education Strategic Plan (ESP) 2010-2020, has prioritised expanding and

improving comprehensive early childhood care and education (ECCE).

To carry out this commitment, the Ghana Education Service (GES) in July 2011 embarked on a

process to develop an Operational Plan to scale up quality KG education. This process was

undertaken in two phases. In the first phase, GES undertook a review of the kindergarten sector, with

international consultant support from Cambridge Education Consultancy, completing a situational

and stakeholder analysis. This work identified a number of emerging local approaches to meet key

challenges facing the sector.

In the second phase, through a number of workshops, stakeholder consultations and high level

meetings, and building on the previous analysis, Participatory Development Associates (PDA)

facilitated two key deliverables, which have culminated in GES developing a 5-year operational plan

to scale up quality kindergarten education in Ghana. The deliverables are as follows;

(1) Identify key KG programme outcomes, priorities and components: Facilitate strong

engagement between technical working groups, DFID, CIFF, GES, and international and

national experts to identify programme outcomes, priorities and components and use

international best practice as the benchmark.

(2) A Five year evidence-based Operational Plan (OP) to support scaling up of national quality

KG education: Develop a fully costed operational plan validated by GES and Government of

Ghana. Present OP as a package of critical investments and priorities (based on previous

deliverable) that are individually costed. Develop scenarios based on expected outcomes of

specific investments and associated funding requirements from GoG and donor partners. The

format of the OP should be such that it can be easily integrated into GoG policy, planning and

budgeting processes (including the ESP, AESOP and the Annual Budget presentation to

Parliament). The Operational Plan should include a 20-30 page narrative (this report)

accompanied by a five-year budget.

2.0 Process for Arriving at Operational Plan Priorities Creating an operational plan to scale up quality KG education in Ghana has been a 14-month

participatory and collaborative process. This process included a number of stakeholders - the private

and public sectors, national and international experts, development partners, technical divisions of

the Ghana Education Service - and also encouraged active leadership by government. Through the


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stakeholders and situational reports, where the baseline for Ghana’s KG education was defined (see

summary in appendix 1), a broad framework (see appendix 2) laying out strategic steps for scaling up

quality Kindergarten nationwide, has been developed. Via a series of objective led meetings, key

stakeholders have identified and prioritised three vital strategic goals: Access, Quality and Outcomes.

Twelve components were determined to be essential to achieve these goals, and consensus at the

third high level KG Operational Plan steering committee meeting was that the priority for the

Operation Plan be given to teacher training and independent monitoring of the outcomes of the

programme.

It was agreed that regardless of limited resources and inadequate infrastructure, the right teacher

can transform the Kindergarten class and learning outcomes of the children in his/her care. The right

teacher is one who understands the specific needs of early childhood, who is confident in child-

centred methodologies and child-initiated learning, as well as the learning objectives to be achieved.

The right teacher is one who adopts strategies to engage the full participation of parents in their

children's development, as described in Ghana's ECCD Policy 2004.

The Ministry of Education (MoE) and the Ghana Education Service (GES) saw the development of this

operational plan as an opportunity for a comprehensive review of imperatives for the scaling up of

quality KG education in Ghana, and for that reason wanted a long-term operational framework from

which a 5-year plan could be developed and costed. In order to implement the plan in both the short

and long terms, there was a recognition of the need to acquire additional Government of Ghana

(GoG) funding through MoE to validate the Ministry’s support of Kindergarten Education, as well as

make use of known funding opportunities and possible funding partners such as the Global


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Partnership for Education (GPE), UNICEF, DFID and CIFF. To this end, the operational plan has three

implementation phases;

Phase 1: Focus on teacher training, pedagogy and parental involvement as well as the

independent monitoring and evaluation of the operational plan outcomes

Phase 2: Focus on infrastructure, learning materials and resources, and public awareness.

Phase 3: Focus on reviewing curriculum, inspection, internal monitoring and evaluation,

development of PTAs/governing bodies and strengthening Special Educational Needs

support

It should be noted that these phases are not on a strictly sequential basis and a degree of overlap is

anticipated. Sections 5, 6 and 7 explore each of these phases in more detail.

3.0 Defining a Ghanaian Pedagogy for Kindergarten Ghanaian children at play often demonstrate enormous energy, a sense of joy and well-

being and an enviable set of skills and attitudes. They are curious, creative and resourceful

explorers inventing games by collaborating with their friends and making toys from anything

they find. They concentrate for lengthy periods of time when interested and actively

engaged. It is such qualities as these that should be nurtured and developed in an effective

kindergarten education which includes but goes far beyond the teaching of colours, shapes,

numbers and letters.

As appendix 1 identifies, despite the great strides Ghana has made in recognising the value and

importance of early years education, the delivery of kindergarten education remains entrenched in a

rote learning style, which is neither child-centred nor activity-based. Teacher pedagogical practice

typically shows a lack of understanding as to how children should learn and how teachers should

teach. The pioneering work of Vygotsky, Piaget, Montessori, Froebel and many others have

challenged us to think beyond teaching to learning and beyond learning to the learner. In order to

define and deliver a new Ghanaian pedagogy for kindergarten, GES management and teachers

should look to a learning and learner centered approach.

Every Ghanaian child is a unique individual who develops and learns in diverse ways and at various

rates in different competencies. Effective teachers have a sound understanding of child development

and know that children’s progress through different developmental stages and milestones are

affected by many factors including health, the home environment, early attachment, parental

engagement and so on. It is essential to reconsider the pedagogical approach regarding the delivery

of the KG curriculum, if child-centredness is to be embraced. In addition to defining ‘what’ is to be

taught, the questions ‘why’ ‘when’ and ‘how’ that teaching happens must also be answered. This

should help establish a clear rationale for the move from the prevalent, passive, rote learning model

of delivery to an active, experiential style.

‘Research into Effective Pedagogy in Early Years’ (Siraj-Blatchfird et al, 2002) suggests that children

learn best through a balance of teacher-directed and child-initiated learning experiences. Teacher

directed approaches can include structured programmes such as NALAP whilst child-initiated


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learning takes place most effectively when adults tune into the child’s interests and thinking during

freely chosen activities within instructive and enabling learning environments. The quality of verbal

interactions, including open questions, is crucial to maximize the cognitive development that takes

place in such episodes. In addition, a child’s attitudes, skills and dispositions towards learning need

nurturing if they are to reach their full potential in Kindergarten and as citizens of Ghana.

Effective pedagogy involves much more than teaching methodology. The development of an enabling

and instructive environment, supportive relationships between teachers, children and parents,

quality interactions and a holistic view of child development contribute to the pedagogical

framework and foundation. As such, pedagogy is not easily defined and must become the subject of

regular professional dialogue between reflective teachers, parents and communities. It must be

subject to continual improvement, informed by research, and applied to Ghanaian values, vision and

culture.

The new pedagogy also has implications for instruction at the primary school level. Children

experiencing active teaching and learning techniques in KG may not perform well in primary school if

they simply face rote learning methods. In order to maintain and even enhance the

communication, creative thinking, reasoning and problem solving skills that they acquired in KG, the

whole Ghanaian education system needs to work towards fostering and building upon these initial

skills in order to foster a future generation of Ghanaian citizens who can actively participate in

transforming the world in which we live.

In the process of developing the Operational Plan, the following have emerged as the underlying

principles for Ghana’s Kindergarten Education:

The aspiration is for all kindergartens to have;

1. A high quality, happy, healthy, caring and safe learning environment free from physical

punishment.

2. A curriculum and environment that enables all four and five year olds to explore, discover

and to ask questions about the world around them whether it be in or outside the

classroom.

3. An outdoor learning environment/space which ensures learning is not constrained to the

classroom.

4. Easily accessible teaching and learning materials which make use of local craftsmen and

women and encourage creative play.

5. Specially trained teachers/educators skilled in early years education and adept at delivering a

play and activity based learning curriculum, which is motivating, enjoyable and engaging.

6. Teachers/educators who are able to assess all four and five year olds holistically, focusing on

social/emotional, physical, communication/language, and cognitive development as a

foundation for future academic achievement.

7. Teachers/educators who challenge all four and five year olds to be the best that they can be

and encourage successful and responsible citizens for the future.


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8. Parental participation valued and encouraged through regular information sharing about

activity-based learning and about each child’s interests, development and progress.

9. Continuous professional development for all teachers/educators and trained KG assistants

supporting kindergarten learning.

10. A robust internal and external monitoring and evaluation system which encourages a process

of continual improvement and recognises the need for all stakeholders to learn from

experience.

11. Relationships with stakeholders and the wider community who are responsive and respectful

of all children’s and families’ needs and who appreciate the value and importance of KG

education.

12. All Kindergarten settings to instill a sense of pride in the heritage and culture of the

community through the use of the local language and appropriate resources and learning

materials.

This vision for quality kindergarten education in Ghana is illustrated by the following images:


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A KG CHILD Encouraged to be

the best that he/she can be

and to be a successful and

responsible citizen for the

future.

A creative, child- centred approach to learning which is engaging and

enjoyable

Well-trained caring teachers and

teaching assistants who promote child-initiated exploration

and discovery

Resources and materials which

support the curriculum and

learning approach

Safe, happy and healthy indoor and outdoor learning spaces free from

physical punishment

Positive relationships with parents and the

wider community who appreciate the

value and importance of KG

education.

Figure 1: Vision for KG: Quality

education for all KG children in

Ghana

in Ghana


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4.0 Overarching Considerations Relating to the Operational Plan For the successful implementation of the operational plan, certain operational and policy issues have

been identified for the immediate consideration of the management of GES and MoE.

4.1 Closing the Gap between Gross and Net Enrolment Rates in KG Results from the 2010-11 EMIS report show that the Gross Enrolment Rate for KG in Ghana is 98.4%

while the Net Enrolment Rate is only 60.1%. This large discrepancy is a result of the fact that out of

a total enrolment of 1,491,450 children in KG, only 911,305 of these children are aged four and five.

In other words, over half a million children (39% of the total) enrolled in KG in Ghana are not of KG

age. Other information from EMIS suggests that most of these children are above KG age.

The large discrepancy between GER and NER has raised some important policy implications;

1. Almost 40% of children in KG classes are not of the right age. The overall objective of the scaling-

up of quality KG in Ghana is to ensure that four- and five-year olds receive quality education,

appropriate to their age. Thus, as the quality of KG improves, the existence of older children in

KG classrooms is likely to be unsettling for the four and five-year olds. Moreover, the older

children will be less likely to receive an education appropriate to their age. On both counts, the

scaling-up of quality will deliver less for children in KG classrooms than it would without the

discrepancy between NER and GER.

2. Should the large number of overage pupils in KG remain, it will raise the cost of catch-up training

for existing KG teachers because more teachers are required to deliver the required pupil teacher

ratio.

3. If bringing more four and five year olds into KG whilst at the same time moving the over fives on

to primary and under fours out to nursery can be addressed simultaneously, then the actual

gross enrolment figures should stay fairly static (2011 KG enrolment = 1,491,450 & estimated

four and five year old population = 1,516,090). In this scenario GES would just be correcting the

age of children in the classrooms and the need to train a high volume of teachers remains.

4. A movement of children into primary schools will have an impact on pupil-teacher ratios and

pupil-classroom ratios in primary schools. The need to implement widespread catch up classes

for the over fives who have been taken out of KG or have missed KG would also be necessary,

though there are some good models for this in place (TCAI & School for Life).

5. A movement of children out of KG who are under four years of age will have an impact on the

provision of nursery places and requires cross ministry collaboration. The Minister of Education,

in his address at the third Steering Committee meeting of the Operational Plan for KG Scale-Up,

spoke of his delight that KG was a focus for the government but requested that all working on the

plan remember that the education of children starts even before KG, and that the group of

children aged 0-3 should not be forgotten. Given that this group is a part of the cohort we need

to tackle in order to get clear costing numbers, discussions need to take place in phase one to

ensure they can be accounted for. With this in mind an additional objective, ‘Over and under age

children in KG placed in age appropriate formal and informal community and education settings’

has been prioritised for phase 1 implementation (see phase 1 objective 1.2). It was recognised

that meeting the needs of the 0 to 3 year olds would need to involve other ministries such as the


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Ministry of Women and Children Affairs (MOWAC), the Ministry of Health (MoH) and the

Ministry of Employment and Social Welfare. For this reason, an activity in the plan is to initiate

dialogue on this issue with these ministries and with the objective of establishing an inter-

ministerial committee.

One of the principal goals of the Operational Plan must be to get as many four and five year olds into

KG as possible, and simultaneously deal with the problem of over and under age children. If not

carefully managed, GES could face a situation where gross enrolment rate increases to +100% by

bringing in more four and five year olds and at the same time retaining over and under age children.

In order to address the catch-up classes required for the overage pupils who move out of KG into the

appropriate age Primary school class, or those children who start school straight into Primary classes,

the government should consider rolling out a proven model of catch up support such as that

provided by the Teacher Community Assistant Initiative (TCAI). Whilst the delivery of such support

in the primary school system falls outside of the direct remit of this Kindergarten Operational Plan,

any efforts by GES to implement a policy of only enrolling four year olds in KG 1 and five year olds in

KG 2 will require significant measures in the primary schools to accommodate those over age

children moved on by the policy. The costing work conducted for the KG Operational Plan has

estimated that an additional GHC 234,000,000 (Two Hundred and Thirty-Four Million Ghana Cedis)

will need to be budgeted for the roll out of a TCAI style programme alongside the efforts to scale up

quality kindergarten education nationwide.

4.2 Teacher Training as the Number One Priority for the Operational Plan. The focus of two key components of the broad Operational Plan framework changed significantly

during the prioritisation process. It became clear that for the short term, no review of the current

curriculum was needed as it was considered by the national and international experts as

fundamentally sound and had the ability to enable teachers to teach using the active, child

centred/initiated approach. Research shows that child-centred and activity-based learning at the

KG stage of education is essential for children to reach their full academic potential in later phases of

education. Questions surfaced during discussions on the curriculum: Why is this method not being

implemented? How can the teacher deliver such an approach whilst applying the appropriate KG

pedagogy? This led to the recognition of the need to train all existing and future KG teachers in the

appropriate pedagogy and practice.

Training/orientation of KG Coordinators, Circuit Supervisors, head teachers and key district staff must

cover these elements as well. It will be essential to the success of the new approach for all personnel

to understand the underlying pedagogy and expectations being placed on teachers. These

training/orientation sessions need to be held around the same time at district level and should be

coordinated by the Teacher Education Division (TED) with guidance from the Early Childhood

Education (ECE) Unit of GES Headquarters.

4.3 NALAP and TLMP Materials A vital element identified in the original broad set of the Operational Plan components was the

review and merging of NALAP and TLMP into a single approach to provide a set of sustainable

resources to support delivery with regard to the new KG vision. However, when it came to

prioritisation, this integral part was taken out because this work was already underway within GES as

the plan was being compiled. The NALAP materials rightly focus on the child's mother tongue (or


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local language) and it provides a culturally appropriate resource for the teaching of reading and

literacy. It was believed this could be enhanced and developed for those children for whom the

language was too elementary, in order to provide a richer experience of story and creative use of

language. When very specific materials are provided there is a natural tendency for teachers to use

them rigidly rather than follow the spirit of the idea. It was suggested that the question of how we

can better use the current NALAP books to complement the improved curriculum delivery model be

raised with the NALAP team and incorporated into the training of current KG teachers and within the

pre-service training. Teachers should also be encouraged to write their own stories; and Senior High

School (SHS) students be given the opportunity to illustrate books. For the above reasons, if there are

plans to reprint NALAP and TLMP materials, they should be reviewed before printing is done.

Further, when considering KG materials and resources, there is the need to think beyond just TLMP

and NALAP. Both district and school leadership should be oriented to recognise the need to make

funding available to buy a range of materials with which the child can engage, including role play

items, games, building blocks and other construction objects, books, paints etc., along with materials

to make new games.

The printing of documents should be minimal. The majority should be put on the GES website. This

should not only pertain to NALAP and TLMP, but all documents and materials relating to KG. This will

enable all important documents to be in one place and accessible to all appropriate personnel and

stakeholders – both public and private – and also lower cost. Two suggestions for reducing

curriculum documentation are;

1. A poster (one each for KG1 and KG2 or one per school term) would be a useful alternative to a

thick book. The posters could cover aspects of the curriculum (and/or child development), and

be displayed for all to see daily, including parents.

2. A GES kindergarten ring binder. Elements of the curriculum could be added each term during

training sessions with clear targets and expectations concerning implementation. As each school

achieves one element then the next would be added. This approach could form a quality

assurance scheme with an accreditation at the completion of each stage. It would also mean that

training materials and curriculum notes would be identical thus reducing printing costs.

These ideas should be revisited and considered further when the curriculum is reviewed in phase 3 of

the operational plan.

4.4 The Role of the Private Sector in KG Education In some regions of Ghana, private sector kindergartens are well established, and make up a sizeable

section of the enrolment and teacher population. Traditionally, GES accredits and licenses private

kindergartens; however in regions where there is a large private sector presence, there could be

benefits from adopting a more collaborative approach.

Data from EMIS indicates that private sector kindergartens typically have better infrastructure than

public schools, but suffer from a shortage of trained teachers. (See table below)

Indicator Public Private

Kindergarten Schools 13,263 5,538


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Schools with toilets (%) 49% 72%

Schools with drinking water (%) 81% 83%

Classrooms in need of major repairs (%) 28% 7%

Teacher population 31,595 9,889

Trained teachers (%) 38.8% 6.7%

Pupil-Trained Teacher Ratio (PTTR) 96:1 471:1

Figure 2: (source EMIS 2011)

The following table highlights the relative size and market share of the KG private sector across

Ghana’s ten regions.

Region No. of

Private

Schools

PS as %

of all

schools

Enroll. in

Private

Schools

PS enroll.

as % of

total

enroll.

No. of

teachers

in Private

Schools

PS

teachers

as % of

total

No. of un-

trained

teachers

in PS

Ashanti 1,195 36.6% 76,527 28.5% 2,277 27.1% 2,114

Brong Ahafo 444 22.4% 29,981 16.4% 883 16.3% 847

Central 877 39.4% 45,522 28.6% 1,595 34.6% 1,493

Eastern 664 28.1% 32,284 19.7% 1,034 19.6% 951

Greater Accra 1,100 64.0% 50,431 42.3% 1943 45.8% 1,756

Northern 202 10.9% 12,375 7.5% 386 11.8% 368

Upper East 80 11.2% 10,181 14.0% 143 10.6% 137

Upper West 37 6.7% 2,733 5.5% 113 9.7% 102

Volta 383 18.8% 16,750 12.8% 576 16.3% 552

Western 556 26.5% 33,906 18.4% 939 22.2% 909

Figure 3: (source EMIS 2011)

In three of the regions (Ashanti, Central & Greater Accra) private sector kindergartens account for

over a third of all KG schools. In Greater Accra in particular, almost two in every three KG schools, are

privately run. Enrolment in private sector schools account for a proportionately smaller share of total

enrolments. This results in these schools having smaller class sizes.

The combination of fewer pupils per class and the better standard of infrastructure, facilities and

resources, are likely to be factors that sway parents towards the private sector, regardless of the

quality of teaching from a predominantly untrained cohort of teachers.


18

Where the private sector is well established, the high numbers of untrained teachers in private

schools offer an opportunity for GES to offer paid places in government teacher training schemes,

which might also help cover some of the costs of training public school teachers.

Experience from other countries suggests that the private sector can also offer an alternative to

investment in government service provision in the form of subsidies or childcare voucher schemes. If

parents are offered a financial contribution towards the cost of private KG fees, or those fees are

subsidised at source, it could create sufficient demand for private school places to allow a private

sector to emerge in the regions where it does not currently exist, or to take on a larger percentage of

enrolments in well-established areas. However, such a scheme would require strong administrative

procedures to be in place, and would only be worth consideration if it represented a significant

national strategy.

In addition to direct provision of early childhood education, there is potential for private sector

involvement in the training of teachers and assistants, in the long term. The Stakeholder Analysis

Report identified two Accra-based private schools that also offer formal training programmes

accredited by respected bodies. In collaboration with the University of Education at Winneba, May’s

Day Care & Educational Centre offers Certificate and Diploma studies in Early Childhood Education,

and provides full-time pre-service training. The Ghana Montessori International Teacher Trainers

Centre attached to the Little Explorers School also offers certificate and diploma qualifications in the

Montessori methodology, accredited by the Montessori International Centre in the UK. According to

the report, it is not currently known how many similar private institutions exist with the capacity to

train teachers, and the existence of such parallel schemes could create difficulties for GES in

determining which qualifications are acceptable for government-employed teachers, and in ensuring

consistency of training provided outside of the national network of tertiary institutions. The model of

private sector involvement in teacher training is one that is relatively unexplored and considering the

challenge of responding to the significant training needs of KG teachers and assistants in Ghana, this

should be given urgent consideration.

The capacity in which the private sector participates notwithstanding, it relieves the burden of

service provision on GES, and an effort to engage with the private sector on a much larger scale

should be encouraged and supported, through sharing policy frameworks, and tools such as pupil

and teacher assessments. The regulatory role remains important – GES has an obligation to ensure

that the private sector providers it licenses deliver a standard of education at least equivalent to that

of public schools.


19

May’s Day Care and Educational Centre: An Example of Private Sector Contribution to ECE in Ghana

May’s Day Care and Educational Centre has been in operation in Dansoman, a suburb of Accra, since

1989 and is certified by the Department of Social Welfare. It has adopted the Integrated Approach of

Thematic Learning, which involves integrating all subject areas together under one theme, crosses

over subject lines and helps children relate basic academic skills to real-world ideas. It has also

adopted the Play-Way method which stems from the idea that play is an essential part of any high-

quality early learning program. May’s Day Care also runs programmes for parents (both those who

have children in the school and those who don’t) on early childhood care and development. At the

weekend, it organizes a programme called, ‘Children of the World Society’, which focuses on

socialization and every day activities. It also maintains links with the National Association for

Educators of Young Children (USA) of which the Director of the Centre is a member.

To contribute to quality early childhood education in Ghana, the Centre opened its Pre-school

Caregiver Training Department in 1999 and since then it has trained and graduated 247 caregivers in

a one-year long training programme in Early Childhood Care and Development. In addition, the

Centre engages in other forms of training which are customized and delivered upon request. It has a

strong relationship with the Ghana Education Service. For instance in 2011, over a two week period,

the Centre trained 150 educators in ‘Best Practices Required of an Early Childhood Care and

Development Practitioner’, a programme sponsored by UNICEF and coordinated by the GES.

UCC Students on Exposure Visit to May’s (Source: May’s Day Care and Education Centre)

4.5 Coordinating the Implementation of the Operational Plan For the implementation of the operational plan to be a success, there is a need to adequately

resource the Early Childhood Education (ECE) unit, within the Ghana Education Service, to oversee

and coordinate the implementation of the plan. Currently, the unit is severely under-resourced,

and additional technical assistance provided to it during the development of the Operational Plan,

has shown the benefits of the added capacity.

The coordinator role would involve the following: 1) Coordinating those funding each element of the

plan, 2) Coordinating the divisions of GES and liaising with MoE, 3) Determining when each activity


20

should start, 4) Maintain project documentation - collating reports/meeting outcomes which may

feed into additional aspects of the plan, (5) Monitor and manage the project schedule, budget and

risks, (6) Negotiate and resolve issues as they arise across areas of the project and where they impact

on other activities, systems and projects, (7) Prepare project status reports and project change

requests for the management of GES; among others. It is a crucial role, which, when done well,

should facilitate the successful execution of the Operational Plan. To play this role effectively, the

coordinator must be given support and authority by senior management. Without an individual or

team with an overall view of and responsible for the plan’s implementation, Ghana could end up

with, at best, a poorly and partially implemented plan or at worst, no implementation of the

activities and outcomes stakeholders have worked so hard to put together. At the regional and

district levels, there will be the need for the capacity building of the network of KG Co-ordinators in

order to achieve desired results, in both the public and private sectors, across the country. In this

regard, there is a pressing need, before the implementation of the operational plan, to strengthen

the Early Childhood Education Unit of GES and make it responsible for coordinating the

implementation of the operational plan.

4.6 Measures to be taken for the Successful Implementation of the

Operational Plan The following should be secured by GES/MoE to ensure a strong foundation, for which the activities

and funding contained in the OP can be implemented:

Develop clear roles and responsibilities for the Circuit Supervisor (CS), Kindergarten

Coordinator (KC), KG Teacher and KG Teaching Assistant in order to enable effective on-going

monitoring and support for kindergarten. Job descriptions need to be explicit; this may

involve the revising of current roles and responsibilities. Supervision and monitoring

responsibilities and the process for follow-up must be clear.

Commit to a standard number of paid days training per year for kindergarten staff.

Ensure that kindergarten teachers have the opportunity to meet with other kindergarten

teachers at kindergarten specific cluster-based INSET (CBI), rather than following the CBI

programme with their primary school. School-based INSET (SBI) should be with the primary

school as usual.

Enable students that apply to study ECE to have preference in the admissions process at

Colleges of Education (CoEs).

Require kindergarten teacher qualifications be linked to professional standards already

developed, to ensure quality teachers.

Investment in ‘District Resource Centres’ where teachers can make their own TLMs and

where other members of the community can access the centres’ resources. These centres

can be self-funding and manned (an example from Lawra, Upper West Region). The viability

of self-funding centres may be possible in more rural/semi-rural areas where access to

photocopiers/computers/printers etc. for teachers and the general public is more sporadic. If

resources can be competitively priced, and manned centres simply ‘break even’ there may be

opportunities for successful learning Resource Centres in more urban areas. There is a


21

move for the Ghana National Association of Teachers (GNAT) to invest in resource centres in

each district, which would be attached to their district office, for the express use by teachers.

GES must seek collaboration with GNAT on this as the latter has a good track record in

providing services for its members, which is cross-subsidised by the public, thus ensuring

sustainability.

4.7 Policy Considerations Apart from the above measures and actions that need to be taken for the successful implementation

of the operational plan, there are other policy measures that need immediate attention.

(i) The first Priority policy consideration for government is the funding for the KG sector as a whole

and the Operational Plan in particular. To undertake a comprehensive national scaling-up of quality

KG and an overhaul of the KG sector, as proposed in this operational plan, will cost a minimum of

GHS 822,893,665 (Eight Hundred and Twenty-two Million, Eight Hundred and Ninety-three

Thousand, Six Hundred and Sixty-Five Ghana Cedis). According to the government’s own Education

Strategic Plan (ESP), 2010-2020, funding to KG has declined from 7.4% in 2002 to 3.4% in 2005 and

20081. From EMIS data, this has further fallen to 2.8% in 2010 and increased marginally in 2011 to

2.90. The funding target to the KG sector in the ESP is 5.7% by 2015. If the allocation to KG remains

constant over the next three years at 2.9% (a conservative assumption given that historically it has

been falling), the funding gap between the projected allocation and the target allocation (to reach

5.7% by 2015) will rise over the next four years. Based on the projected resource envelope for the

education sector for 2012 to 2014, provided by the Ministry of Finance and Economic Planning

(MoFEP) in the Budget Statement of 2012, the projected funding gap will rise from Gh¢63m in 2012

to Gh¢103m in 20142.

For the successful implementation of this OP, government must at the minimum increase funding to

the sector to the target set in the ESP. By this it will signal its commitment to the sector and by its

lead, encourage donors to commit funding.

(ii) If the implementation of the Operational Plan is to be a success, there is a need to adequately

resource the Early Childhood Education (ECE) Unit, within the Ghana Education Service, to oversee

and coordinate the implementation of the plan. Currently, the unit is severely under-resourced, and

additional technical assistance provided to it during the development of the Operational Plan, has

1 Education Strategic Plan, 2010-2020, Table 1.3.1

2 MoFEP will not release the projected resource envelope for 2015 until early 2013 in the 2013 Budget

Statement for the MTEF period 2013-15 and thus the funding gap is projected only up to 2014.


22

shown the benefits of the added capacity. Without an individual or team with an overall view of and

responsible for the plan’s implementation, Ghana could end up with, at best, a poorly and partially

implemented plan or at worst, no implementation of the activities and outcomes stakeholders have

worked so hard to put together. The resources needed by the ECE Unit have been duly costed in the

plan.

In addition to the above priority policy considerations, there are major policies in the Operational

Plan that government must approve for implementation. These are:

(iii) A commitment by GES/MOE to expand ECE accredited Colleges of Education from the current

seven to at least nineteen so that there is a minimum of one in every region. This is critical for

institutionalizing and increasing the number of new teachers who are trained in the new pedagogy.

(iv) The large discrepancy between GER and NER which, as indicated above, has important policy

implications, must be addressed. Most pressing amongst these is the need to ensure that only the

correct age children are enrolled for KG1 (4 year olds) and KG2 (5 year olds), strong leadership will be

required at all levels to effect this change.

(v) For the existing untrained teachers, the one year in-service course proposed in the OP could go

with the award of a Certificate in Early Childhood Education and an increase in salary as motivation

and for retaining them in the public sector. If successful, consideration be given to a reduction in the

number of years used in training a KG teacher from the current three years to two.

(vi) Similarly, to retain and motivate KG Assistants who will be trained, they must, as a matter of

policy, be put on GES salary scale with some marginal increase in what they currently earn.

(vii) To set realistic and viable targets for pupil-classroom and pupil-teacher ratios at the kindergarten

level. It is recommended that a maximum of 40 children per class should be the immediate target for

KG1 and KG2, with every class having a minimum of one trained KG teacher and one teaching

assistant. There will be the need to develop a policy plan as to how to reach these targets, beyond

the period of this Operational Plan.

However, there are some policy options that have political or financial implications, so they could be

considered and taken forward as part of the Op Plan (if so, requiring a revised Operational Plan), or

to be tackled at a later date. These are:

(viii) The need to close the gap between gross and net enrollment rates in KG, taking into

consideration the role of the private sector in the provision of early childhood education. In this

regard, in the districts where there is a strong and well-established private sector, GES should

consider promoting voucher schemes to support and bolster private sector provision, as long as it is

satisfied that national standards are being adhered to.

(ix) As stated earlier, to undertake a comprehensive national scaling-up of quality KG and an overhaul

of the KG sector, as proposed in this operational plan, would cost a minimum of GHS 822,893,665

(Eight Hundred and Twenty-two Million, Eight Hundred and Ninety-three Thousand, Six Hundred and

Sixty-Five Ghana Cedis). This can be reduced if consideration could be given to allowing some

flexibility about combining facility-based models with less expensive community-based models,

especially where the primary school is some distance away for the children at that age to walk to.


23

(x) Finally, considering the critical role KG plays as laying the foundation for a child’s education, there

is the urgent need to position it highly within GES by raising its profile and status. To assist in doing

this, GES/MOE could establish a working group made up of government representatives and

prominent educationists in the private and civil society sectors to advocate for KG. This should be

accompanied by effective public relations and communication strategy.

5.0 Phase 1: Child Development, Teacher Training and Outcomes The Operational Plan has been arranged in such a way as to enable the Ministry of Education (MoE)

and the Ghana Education Service (GES) to seek additional funding partners/investors to engage at

different points of the implementation process and support a particular area of interest that possibly

goes beyond 5 years. In this regard, the leadership of MoE and GES has requested that every item

of the plan be costed so that potential partners/investors can see the broad view.


24

5.1 Child Development Milestones and Assessment A fundamental part of the Operational Plan is the development of a key document detailing Child

Development Milestones. This will simplify the existing one developed by GES with UNICEF support

in order to make it more manageable, progressive and accessible to parents. To bring clarity to this

subject, especially for those not familiar with early childhood development, this has been explained

in more detail than is usual for an operational plan.

The Child Development Milestone document will have three functions for teachers;

It will support their understanding of a ‘holistic’ approach to KG education and define

progression in a number of developmental areas: cognitive, communication and language,

physical and social/emotional.

It will support the planning of appropriate activities closely linked to the KG curriculum and

the identification of next steps in children’s learning

It will provide a framework for the formative and summative assessment of children’s

progress.

Formative assessment is informal and on-going. Teachers will assess children by observing play,

analysing work done, discussing the children’s ideas and interacting with them in one-on-one and

group situations. They will use these informal means to discover each child’s interests and learning

style and review their progress towards the development milestones. This knowledge of the children

will enable teachers to plan motivating activities. Summative assessment provides a summary of

attainment at the end of the KG year against the development milestones. This informs the child,


25

his/her parents and their next teacher of the knowledge, skills and dispositions they take with them

into the next phase of education.

In addition, the Child Development Milestones document will support parents’ understanding of a

play-based curriculum and how their child’s progress is being assessed. The Child Development

Milestones document will be displayed in the classroom for all to see and discuss both informally

such as when children are collected from school and formally during parent/teacher meetings. The

milestones will be communicated to parents during PTA meetings, where they will be clearly defined.

Advice on how parents can encourage their children to reach these milestones will also be explained.

The Child Development Milestones document will link to the evaluation of the Operational Plan in

measuring outcomes for children.

Development milestones have different forms. They may list specific knowledge and practical skills a

child typically acquires such as the ability to recognise certain numbers or to use scissors to cut out a

shape. Alternatively, they may describe attitudes and dispositions towards learning such as

confidence to choose their own resources in order to tackle a problem or their ability to adapt to

changes in routine or different social situations. ‘Level descriptors’ can help summarise learning in

each area of development and at each age and stage. Having a description of different levels

supports the identification of those children who may have special educational needs as well as

those who are high achievers.

GES and UNICEF have completed work on an assessment tool which details KG Child Development

Milestones in all curriculum areas. However, it is not used to inform planning and its implementation

as an individual child’s record of attainment has been limited; it is 60 pages long and considered too

large for regular use especially with large class sizes. Whilst it provides a good starting point, it will be

essential to redesign this and find ways to record each child’s development and progress in such a

way that is manageable for teachers. One possibility is a shortened form of the current GES

document summarised by four level descriptors for each area of development and for the KG child,

which focus on what a child can do rather than what s/he cannot. Whilst each descriptor would be

‘positive’ the levels could provide indicators as follows;

RED level indicates concern and the need for further detailed assessment to identify any

special educational need or disorder and the subsequent appropriate intervention and support.

AMBER level of attainment shows lower than expected attainment.

GREEN level shows the expected attainment.

BLUE level indicates higher than expected attainment.

In this model, three such documents will be needed; one for baseline assessment on entry, one for

the end of KG1 and one for the end of KG2.


26

Cognitive

development

Language

development

Physical

development

Social/Emotional

development

Red Insert here a

description of what

a child can do but

which is a cause for

concern at age 4.

Insert here a

description of what

a child can do but


concern at age 4.

Insert here a

description of what

a child can do but


concern at age 4.

Insert here a

description of what a

child can do but


concern at age 4.

Amber Insert here a

description of what

an under-achieving

child can do aged 4.

Insert here a

description of what

an under-achieving


Insert here a

description of what

an under-achieving


Insert here a

description of what

an under-achieving


Green Insert here a

description of what

is typically

expected of a child

aged 4

Insert here a

description of what

is typically

expected of a child

aged 4

Insert here a

description of what

is typically

expected of a child

aged 4

Insert here a

description of what

is typically expected

of a child aged 4

Blue Insert here a

description of what

high achieving child

may do aged 4.

Insert here a

description of what


may do aged 4.

Insert here a

description of what


may do aged 4.

Insert here a

description of what


may do aged 4.

These level descriptors would be in poster-form displayed as a constant reference for teachers and

parents. Alongside, would be a second poster, with a class list, to colour code each child’s attainment.

This would be held in confidence by the teacher so as not to embarrass any children whose

attainment is lower or get parents are very defensive about their children’s progress. This needs to

be handled delicately. If parents are offended it could cause them to pull their children out of KG.

Name Cognitive

development

Language

development

Physical

development

Social/Emotional

development

Child 1

Child 2

This kind of approach reduces the need for massive amounts of paperwork making it both financially

viable and practical. Other models need to be investigated in order to find the right one for Ghana

KG.

The KG Child Developmental Milestones should be developed alongside KG National Standards and

Teacher Professional Standards. These should be ready for the Transformational Teacher Training

proposed below. A relatively small amount of funding would be required to complete these


27

activities. With these underpinning many of the other activities, it is vital that these are the first to

be completed and should be within a short timeframe so that the other activities within the OP can

meet the initial 5-year timescale. Completing these would highlight the government’s commitment

to the KG programme and kick start the funding for the rest of the OP to take effect.

In addition to the KG Child Development Milestones, an internationally recognised, standardised

child development tool may need to be identified and applied to provide a baseline for the research

element of the Operational Plan and to measure its effectiveness. Such tools include ASQ (Ages and

Stages Questionnaire), PPVT (Peabody Picture Vocabulary Test), among others.

5.2 A Joined-Up Approach to Pre-service and In-Service Teacher Training From the Education Management Information System (EMIS) reports for 2011-12, there are 41,484

teachers in KG. Of that number, just 12,920 are trained; representing 31% and 28,564 are untrained,

which is 69%. Collectively, these untrained teachers are responsible for the education of over 1

million 4 and 5 year old Ghanaian children every year, as they embark on the first stage of their

education journey. The task facing this Operational Plan is significant and as has already been

identified, the training of teachers is the most pressing priority.

By taking a holistic view of the teacher training sector, GES can develop a model of teacher training

which addresses the following challenges:

To transform the attitude and teaching methodology of all KG teachers, both trained &

untrained;

To link into pre-service training by providing attachments and practical training for student

teachers;

To develop a network of national trainers to extend the training into every district;

To develop a cadre of mentors to support the teachers as they adopt the new methodology

and pedagogy; and

To develop peer support mechanisms through circuit based cluster initiatives.

Model of Excellence: Kumasi Metro

As part of the programme carried under the Millennium Cities Initiative, the Kumasi Metro

Education Directorate began pioneering an alternative approach to KG teacher training in

partnership with the Israeli Agency for International Development Cooperation, MASHAV.

The programme focuses on encouraging teachers to adopt a 'learning through play' philosophy in

their classrooms by offering advice on how to create teaching materials, manage classrooms

effectively, and assess pupils' progress objectively. To date roughly 100 teachers have been affected

by the programme, which is demonstrating overwhelmingly positive results in both the attitudes of

teachers and outputs of pupils.

Key to its success has been the leadership and commitment of the Kumasi Metro Education

Director, as well as a strong link with the St. Louis College of Education. These two fundamental

ingredients exist in other parts of Ghana, and will continue to grow as more Colleges of Education

begin accrediting ECE courses.


28

Inspired by the Kumasi Metro/MASHAV project, the GES has concluded that it should embrace the

project as well as initiate a programme of similar principles, which should be formalised and rolled

out to other parts of the country. In so doing, it will seek partnerships between its training

institutions, NGOs, development partners and the private sector throughout Ghana to deliver high

quality training of KG education.

Seven Colleges of Education are currently accredited to offer pre-service courses in ECE, and they are

well placed to play a pivotal role in the initial delivery and subsequent quality assurance of this

training at the pre-service and in-service levels. In time, this role can transition into the delivery and

quality assurance of in-service training.

Figure 4 indicates the four levels of the teacher training programme that GES needs to develop. The

activities within the dark blue circle (1-3) are centred on the College of Education network, and in

time will be delivered using the model KG facilities contemplated within Phase 2 of the OP

programme. The activities in the rectangular section are delivered as outreach training at the district

level.

Figure 4: Four levels of teacher training for transforming kindergarten teaching practice.

Level 1 is the train-the-trainer programme which underpins all subsequent training. This programme

needs to address the systemic lack of understanding around the principles of play-based and activity-

led learning which currently exists amongst the staff responsible for the delivery of pre-service and

in-service training. Variants of the same train-the-trainer programme can be used to increase


29

understanding among current college of education (CoE) and university lecturers, as well as training a

new cohort of lecturers for the new colleges, and training the network of Master Trainers and District

Trainers required to deliver the in-service training programmes.

Level 2 is the pre-service diploma in ECE that is delivered by the CoEs and two Universities. As

identified at level 1, there is a need to include the pre-service lecturers in the train-the-trainer

programme, to enable them to better prepare their pre-service students in the play-based and

activity-led pedagogy that GES is introducing nationwide. There is also a need to expand the current

network of six colleges of education by accrediting further colleges in the delivery of the ECE

Diploma. Further, student teachers can have excellent placements for the third year of their course,

in exemplar schools which are enacting the new approach to kindergarten teaching and learning.

These placements are provided by the clustered Fast-Track Transformational training at level 3.

Level 3 is the Fast-Track & Transformational Training (FTT) which will initially train untrained teachers

(currently teaching) and trainee teachers in conjunction. The course will be focused on the districts in

the vicinity of the Colleges of Education to create a network of high quality exemplar schools where

the student can then go on placement. The training programme is made up of intensive workshops,

combined with regular follow up observation, mentoring and feedback sessions, and will create

circuit-level clustered peer-support networks. Once the appropriate capacity of placements is

reached, the training can be taken on by the colleges as the standard syllabus for the third year

practical placement of the ECE students, with the network of FTT graduates providing clusters of

excellence and a network of skilled practitioners to support the wider scale Mass Participation

Training at level 4.

Level 4 is the Mass Participation Transformational (MPT) training which will train KG teachers (both

trained and untrained teachers) and their assistants nationwide in the new pedagogy and child-

centred activity-based approach to learning. The training will be less intensive than the FTT, and the

graduates of the MPT are not expected to attain the same level of understanding or practice. It will

however provide a strong foundation of good teaching practice that the future in-service education

and training (INSET) and continuous professional development (CPD) programmes can build on. The

MPT will be delivered by the District Training teams with support and mentoring from the Master

Trainers, and like the FTT it will focus on intensive training workshops supported by regular review

and mentoring sessions.

Across both the FTT and the MPT there is a critical need to educate and sensitise head teachers and

GES staff to the importance of KG and the principles that both training programmes are founded on.

It should also be noted that all levels of training will include significant focus on how to create low-

cost teaching resources which can be used in classrooms immediately.

“Swings and roundabouts, as well as being expensive and potentially dangerous, have limited use.

We need to develop the idea of the ‘outdoor classroom’ as a space with rich opportunities for

learning as well as recreation. There is much benefit to be gained from, for example, the use of

every-day and scrap materials to support communication, creativity and cognitive development.

Bamboo can be used to build structures or channels to transport water or pebbles,; old tyres become

stepping stones, seating or planters; fabrics, pegs and washing lines can be used to create shelters or

story-telling tents; old water bottles can be filled with a range of materials for sensory exploration;

cardboard tubes, cable reels and cardboard boxes can be turned into tractors and buses. Offering


30

these kinds of materials to children enables them to initiate their own learning, follow their own

interests, use their imaginations and solve problems with their friends. Children can be much deeper

and more divergent thinkers than we are and we need to facilitate this and watch what they do”

(Pamela Torry, 2012).

This aspect of the training will allow teachers to produce TLMs in the short-medium term, before

other resources are reviewed and redistributed as per Phase 2 (Section 6.6).

5.2.1 Designing -Out Risk in Cascade Training

The need to change attitudes and methodology across a national teacher network requires an

ambitious and large scale training programme. In such circumstances the only viable approach to

training the large numbers of teachers in a new approach is by employing a cascade training

methodology. Cascade training uses tiered levels of train-the-trainer training to cascade knowledge

around a new training approach to a national network of trainers, typically originating from a core

group of expert trainers at the national level, who train master trainers at the regional level, who in

turn train district trainers. The expert trainers design the training package, and the district trainers

are responsible for delivery to the trainees. The master trainers are the conduit for disseminating the

knowledge of the training methodology to a large number of trainers in a short space of time.

Cascade training models are well documented in the developing world, and whilst the methodology

is sound, what emerges from programme reviews is a series of risk factors that can undermine the

successful delivery of the training, and dilute the training methodology and concepts through the

tiers of the cascade process.

In order to develop a model of mass teacher training for KG teachers with the highest chance of

success, GES needs to design out the following five key risks to the programme’s success. Figure 5

illustrates the configuration of a cascade training model as applicable to KG teacher training in

Ghana, and identifies the points at which these key risks occur.


31

Figure 5: Identifying risk in a cascade training model

Risk 1 is that the quality of the initial training is not to a high enough standard. Quite simply if the

training as conceived by the expert trainers does not take into account the context in which it will

eventually be delivered and the varying abilities of the trainees destined to receive it, then it is

unlikely to be successful.

Risk 2 is that as the training is cascaded through the structure, the messages are diluted or distorted

and there is not enough quality assurance to ensure that trainers have understood and can

communicate the ideas and methodology. The content of the training should be clear and concise,

with a core set of key modules which can then be broken down into meaningful training sessions.

The quality assurance needs to come from the previous tier of trainers – i.e. the expert trainers

quality assure the training delivered by the master trainers, and the master trainers quality assure

the delivery of the district trainers.

Risk 3 is that there is little or no ongoing support for the teacher as they begin to put the training

into practice in the classroom. Without regular follow up and mentoring, it is unlikely that many of

the teachers will be successful in actually transforming their teaching practice as the training intends.

Change is difficult to achieve, particularly when it involves moving away from an accepted

convention to something newer and more innovative.

Risk 4 is that not enough attention and investment is given to supporting inputs that enable the

teacher to effectively implement the training. These inputs are all about creating an enabling

environment at the school and classroom level, and examples could be: steps to reduce Pupil-

Classroom ratios, and ensure that children are in the correct class for their age; investment in

infrastructure and resources to allow the teacher to enact activity-led and play-based learning and


32

use outdoor learning areas; and, a supportive and understanding head teacher who embraces the

new pedagogy and teaching approach for kindergarten. Without these additional inputs, it will be

difficult for the teachers to transpose the new approach from the training course into their

classrooms.

Risk 5 is that the new initiative does not have sufficient political or public support to succeed. In the

context of KG teacher training, this refers to buy-in from MoE/GES at the central level, and also

amongst frontline staff at the district level. Parental and community support is also critical. Equally

important is the management capacity within GES to enact the training, and monitor its

effectiveness. MoE and GES also have a vital role to play in ensuring that sufficient funding and

resources are made available to roll out the training nationwide.

Many of these risks also apply to the wider operational plan, though as the teacher training

component has been highlighted as the most pressing priority it is helpful to consider them in this

context.

As with all aspects of the delivery of the operational plan, quality assurance will be a key factor in

determining how far the programme is successful in delivering a quality kindergarten education

service nationwide. At the district level, there are well-established levels of quality assurance, from

the school-based role of the head teacher, through the circuit level supervisors, to the district level

assurance teams, which include key roles such as the KG Coordinator and the District Training Officer.

The cascade training of teachers will necessarily need to be designed with these existing assurance

functions in mind, and the head teachers, circuit supervisors and district officers will need to be

engaged in the concepts and ethos of the training, to enable them to provide supportive supervision

and constructive quality assurance.

5.2.2 Expanding Pre-Service Training

As has been noted above, there is a pressing need to expand the number of Colleges of Education

currently accredited to provide the pre-service training ECE Diploma. At least 12 new colleges of

education should be accredited to offer courses in early childhood education, which potentially,

together with the two universities which offer such courses, could provide pre-service training for

over 2,300 ECE teachers every year.

It is recommended that GES undertake a review of current course content accredited by the

University of Education, Winneba (UEW) and the University of Cape Coast (UCC), and work with them

to develop and implement a streamlined set of pre-service accreditation courses from certificate to

degree level based on current research and theory about how children learn best applied to the

Ghanaian context. The courses should have a strong practical element and provide the opportunity

to put activity based learning into practice. Once this review has been completed and the new course

content is prepared, twelve existing Colleges of Education should be selected for ECE accreditation, in

a two phase roll out. For the pre-service training to be transformative, there will be the need to

orientate/train the current tutors of KG in the colleges of education and universities in early

childhood education (as most of them were not trained in ECE), the KG Child Development

Milestones, the curriculum, and the new performance and professional standards for KG teachers.

This training will also need to be provided to the lecturers from the newly accredited colleges.

The distribution of the Colleges among regions should be based on demographic needs (see

Appendix 2 for current locations of Colleges of Education both accredited for ECE and non-


33

accredited), but as a minimum, every region should contain at least one ECE accredited college. The

nationwide distribution of colleges is important for localising the delivery of kindergarten teacher

training and supporting the acquisition of English through local language instruction adopted with

the NALAP programme. To further boost the pre-service component, it is recommended that every

college should run three ECE student classes so that each college turns out 120 new teachers

annually.

The table below illustrates the phased expansion of the ECD accredited Colleges of Education from

seven to nineteen colleges.

Teachers should leave teacher training colleges with self-made ‘resource kits’ of learning games and

activities which can be adapted for different topics and at different levels. Some of the resources

would be teacher-led and others would be pupil-led, which would enable the children to learn the

games and play independently. These resource kits would be additional to the NALAP and TLMP

national resourcing programmes.

The practical component of the pre-service training is critical in equipping the student teachers with

the experience and understanding of how to transfer their theoretical knowledge to the classroom.

The cluster-based Fast-Track & Transformational in-service training that will be supported by the

colleges, will serve the additional purpose of creating a network of high quality placements for the

student teachers during their practical placements.

The pre-service training model recommended requires significant inputs to bring about the kind of

transformational shift in attitude and approach amongst the college lecturers, as it requires

mentoring and supervision which will enable it to be sustainable in the long term.

5.2.3 A Cross-Cutting Train-the-Trainers programme

There is a need to provide train-the-trainer training for both the college lecturers responsible for the

pre-service training, and also the Master and District trainers who will roll out and deliver the two

tiers of in-service training. Both sets of trainers have received periodic training from GES over the last

four years, but a much more intensive programme is required to ensure the new concepts of


34

activity-led and play-based learning, and the combination of teacher-led and child-led learning are

fully understood by the trainers and can be conveyed through a more practical and experiential

approach.

As the desired outcome of both training programmes is the same, i.e. a new approach and teaching

style for KG teachers, then it should be possible to provide the same or similar training to the pre-

service and in-service trainers.

It is recommended that the train-the-trainer programme be developed in year “0” of the operational

plan, and piloted with a small group of college lecturers and master trainers, before it is rolled out to

all colleges, and through the national trainer network.

5.2.4 Fast Track Transformational Training for Untrained & Student Teachers

This training is focused around the network of colleges of education which are accredited to provide

pre-service training to diploma level. This is an intensive, localised teacher training programme which

involves the districts in the immediate vicinity of the college.

The Fast-Track & Transformational training will take place in model KG schools (either at the CoE or in

the district) with classroom based mentoring and observation sessions in the trainees’ own

classrooms, and cluster based peer support sessions which will rotate through the trainees schools.

The FTT is arranged on a cluster basis – in clusters of schools, each drawn from the same circuit.

By including existing but untrained teachers and student teachers in the third year of their diploma

course, the training seeks to bridge the divide between pre-service and in-service teacher training. It

is in the interest of the colleges to have excellent placements in the vicinity of the colleges for the

year that their students spend in the field. In the process of providing an intensive training

programme for a core number of untrained teachers (c.120 per college), this training will create

clusters of excellent teaching practice where pre-service students can hone their skills during their

practical placements.

The model of fast-track transformational training currently under consideration would provide the

following highly intensive annual programme:

• (Inter)national study tour

• 35 days of intensive training workshops (2 weeks – 2 weeks – 2 weeks – 1 week)

• 9 full day refresher training workshops (3 per term)

• 9 half-day peer reflection and planning sessions at a circuit (cluster) level

• 10 days of observation and mentoring sessions, including baseline assessment

Once the critical mass of exemplar schools and good practice has been generated around each

college, the colleges themselves can adopt and take forward the FTT approach to provide training

and additional support for their diploma students as they go into the field on their third year

practical placement.


35

For the existing but untrained teachers, this one year course should result in the award of a

Certificate in Early Childhood Education; however, this is a policy issue to be decided on by the

Ministry of Education and the Ghana Education Service.

5.2.5 Mass Participation Transformational Training for All KG Teachers & Assistants

It is recommended that the large scale “catch up” training for all KG teachers should be based on 70%

practical and 30% theory, spread over three holidays. To reflect the scale and nature of the training, it

is described as Mass Participation Transformational (MPT) training. In addition to training in

curriculum, pedagogy and classroom management, the programme could include: inclusive

methodologies to care for children with minor special needs and how to detect minor special needs;

the best use of NALAP and TLM resources; the new KG professional standards including the

development milestones and assessment for children in KG.

This one year course should result in the award of a Certificate in Early Childhood Education, which,

as indicated earlier, is a policy issue for the Ministry of Education and the Ghana Education Service. It

will run alongside current INSET activities, with the long term goal being that the two types of

training will merge (retaining a learning through play approach) once all KG teachers have completed

the one year MPT.

The Mass Participation Transformational training model being proposed is very different from the

current training models used in Ghana. It has been developed to include coaching, mentoring,

review and reflection elements and designed to enable sustainable change in teacher practice and

attitudes towards early childhood teaching. With small pockets of theory training over a period of

time, interspersed with on the job practice and support elements (such as mentoring and peer

coaching, review and reflection) the impetus to implement what has been learnt in the theoretical

training is enhanced.

Ghanaian teachers need to learn the importance of self-reflection and evaluation. They need to be

open to constructive criticism in order to enhance their professional development. They also need to

be able to learn from their failures and make adjustments that would lead to better outcomes when

met with a similar situation. There is strong evidence that these elements support training which

can be embedded effectively into practice, provides in school support and build confidence in

teachers to try new ideas and put theory into practice.

The mass participation transformational training currently under consideration would provide the

following annual programme:

• 15 days of training workshops (2 weeks – 1 week)

• 6 days of review and reflection workshops

• 10 half-day reflective and planning workshops

• 8 half-day observation and mentoring sessions

As noted above, it is vital that head teachers are sensitised through the Mass Participation

Transformational Training so that they can support the teachers as they adopt the new approach.


36

Teaching assistants would also, by extension, benefit from the District level Transformative Change

Training of teachers. Through school-based sessions, delivered by the teachers who themselves will

receive training at cluster level, the assistants would be exposed to the transformative change

training.

5.3 Monitoring and Evaluation of Outcomes Monitoring, evaluation and assessment will be a crucial element of the KG Operational Plan and will

occur at different levels and for different purposes.

1. Monitoring of the system and outputs pertaining to inter alia;

a. age-appropriate pupil enrolment

b. pedagogy and teacher professional development

c. curriculum and learning materials

d. infrastructure and learning environment

2. Monitoring of the quality of KG services through inspection and self-evaluation against the

newly devised National Standards (see section 6.7)

3. Monitoring of outcomes for children against the newly revised child development milestones

and through the use of an agreed assessment tool (see section 5.1 above), the outcome of

which will be shared with parents.

Considering that most research and educational institutions are unfamiliar with the new vision and

pedagogy which underpins the KG Scale-up, it is necessary for a Ghanaian higher education

institution to work with an international counterpart or research institution to assess the validity and

success of the operational plan, for a realistic impact evaluation of the outcomes of the operational

plan. This will require baseline, mid-term and end-term surveys to present findings and

recommendations to GES, MoE, other key stakeholders and financial donors. Accepting the

recommendations and acting on them for improvement of the programme would provide GES/MoE

the lessons and the evidence to sustain the national scale up in the long term.


37

6.0 Phase 2: Infrastructure, INSET and branding

6.1 Infrastructure Shortfall Based on EMIS data, it is estimated that between 5,350 and 29,230 new classrooms will be required

from 2012 to 2017. The infrastructure shortfall in the KG sector will therefore require a huge capital

outlay. At the very least, the following could be done in the short term:

Build up to 250 model schools (1 per CoE & Metropolitan, Municipal and District Assemblies)

to support the Transformative Change Training of KG teachers

Carry out major repairs to 5,800 classrooms (EMIS 2011)

Upgrade all classrooms to a minimum standard (including the provision of outdoor learning

areas)


38

6.2 Infrastructure Standards and Policies Further, a working group for infrastructure standards should be set up to continue the existing work

and fill in the gaps in guidelines/policy for future KG infrastructural development in both the public

and private sectors. Teachers need to be included in the discussion of standards for structure and

layout of the classrooms. The minimum plot size for classrooms, outdoor learning spaces and

playground/recreation areas must be incorporated into policy. It should also include the number of

children per toilet and pupil-classroom and pupil-teacher ratios. The target pupil-classroom ratio

should be 403 and at the current ratio of 63, there is the need to consider planning a phased

approach over the next 5 years, to increase infrastructure to an appropriate level, noting annual

population growth of 2.7%.

Main guidelines to include in minimum standards (ensuring standards account for geographical

differences) for the following areas;

The school (both location and site dimensions) – consideration should be given to

moving KGs closer to communities (the maximum acceptable distance for a KG child to

walk to school is 3km)

Buildings (include sick bay and building size/ dimensions per child).

Dual grade classrooms may be considered in very small rural communities where

numbers of KG1 and KG2 historically have remained low in number. However the

activities should be prescribed as stated in the curriculum for the separate age groups.

Furniture

Water & sanitation – for example, hygiene facilities need to be technologically

appropriate and water supplies sustained all year round

Feeding (both kitchen and dining hall)

Play equipment.

Local materials should be used in the designing of KGs, and sunlight and natural ventilation should be

taken into account in the design as well especially in areas without electricity. Infrastructure

standards should be set using the model provided by UNICEF’s child-friendly schools framework,

3 The PCR target of 30 is viewed as not realistic in the short to medium term. 40 have been tested successfully

in the Mashav programme in Kumasi, and was shown to be workable, with a teacher and teaching assistan


39

incorporating elements from the Sabre Trust Sustainable Kindergarten Complex approach. Model

classrooms should showcase the best way to arrange indoor and outdoor spaces, and demonstrate

how effective learning environments can be achieved even where brick classrooms are unavailable.

6.3 Indoor and Outdoor Equipment Simple guidelines and resource lists should be developed for all kindergarten classrooms as a

benchmark for teachers to work towards. It is suggested that the guidelines split equipment into

“must have” items and “optional” pieces of equipment. Criteria for “must have” equipment are

they should primarily support learning, promote problem solving, social skills etc.

Multi-purpose equipment are efficient and effective and would appear on the “must have list”. There

is the need to focus on the effective use of local materials. Materials considered ‘scrap’ can be

valuable for learning, and are cheap and readily available. Such descriptors should be included on

the list of equipment requirements. Teachers need to think creatively concerning the layout of the

learning environment and incorporate pedagogy and the Ghana curriculum. Teachers’ inputs need to

be respected and included with regards to this as well. The learning environment is crucial to

effective KG pedagogy and should reflect children's needs and interests as well as serve the KG

curriculum. Any suggested guidelines for materials which can be used in the indoor and outdoor

learning areas should be treated as such and teachers should be encouraged to incorporate their

own dynamic ideas as well.

6.4 INSET Training for KG Teachers and Assistants In-service education and training (INSET) is not prioritised in Phase 1 of the OP because it will not be

significantly overhauled over the next 5 years. INSET services, as they currently stand, will continue

alongside the Mass Participation Transformation (MPT) and Fast Track Transformational Training

(FTT) until all KG teachers have been through one of these two schemes. A holistic model of INSET

for KG teachers and teaching assistants, to ensure continuous professional training, can be included

after all KG teachers have received the transformational training or upgraded pre-service training (all

newly qualified teachers).

There is an on-going discussion in Ghana to move away from the current model of 5-day training

blocks as the benefits of coaching, mentoring, review and reflection elements in training are

recognised. Such a supported and resource intensive approach to training is expensive but offers

more sustainable outcomes.

A cohort of over 600 qualified and experienced teacher trainers will exist in Ghana, following the

implementation of the Mass Participation Transformational (MPT) training for KG teachers. A further

114 highly skilled and experienced master trainers will also exist. This pool of trainers would be

confident and knowledgeable enough to become INSET trainers under any newly-formulated GES

INSET programme. This assumes that the GES will change the current system of INSET for KG

teachers to become more centered on mentoring and support (as proposed by TED).

Considering this, it is possible that the end of the fixed term contracts for the District KG Teacher

Trainers will coincide with a review of the methods of training delivery for teachers in Ghana

nationally. If this is the case then these District KG Teacher Trainers could form a pool of specialist

trainers for KG Education.


40

Further discussion, decision and implementation needs to happen over the next two years to enable

the transformative change in INSET in Ghana and enable the profession to make use of the well

trained specialist KG trainers with extensive experience.

When finalising the 12 draft KG INSET modules there needs to be an inclusion of the KG development

milestones. The modules should also build on the transformative change training (catch-up training)

completed by all teachers in phase 1.

6.5 Parents and Public Awareness to Promote KG - Branding KG currently has a low status not only within the general population but within GES itself. It is

recognized that for the new KG development milestones to be achieved, all stakeholders and the

general public must be on board. Getting parents to understand the new play-based learning

curriculum will be a crucial factor in ensuring the success of the KG Operational plan’s objectives. In

this regard, a public awareness drive to promote the new KG concept and re-brand KG must be

embarked upon.

The public relations (PR) company to be contracted will work with stakeholders, especially the

proposed KG Working Group, to design the logo and documentation, training materials, signage for

KGs and whole corporate image. The sensitisation programme will be carried out through print

media, electronic media (internet/TV/radio), community focused programmes, community/assembly

meetings, church/mosque gatherings, etc. The sensitisation programmes will include:

(i) getting the public to understand that KG education places less emphasis on academics;

(ii) the early childhood development standards for Ghana;

(iii) the benefits of quality KG for the cognitive development of the child;

(iv) promoting parental involvement in PTA/governing body and as ‘supervisors of the KG’;

(v) the image/status of the KG teacher;

(vi) sensitising the community to capture data on children under 4 years old from birth;

(vii) pushing for the acceptance of the use of locally made TLM’s alongside play and learning

equipment by GES in order to increase production to meet the needs of GES;

(viii) a programme with the training colleges and universities to raise the profile of KG in

the minds of students;

(ix) a programme to educate private sector KGs on the agreed ECD standards;

(x) assisting districts to develop programmes that will engage parents in KG education and

explain how they can assist in their child’s learning at home;

(xi) a set of flip charts/slides that each district assembly GES office can use to educate the

parents/public on what a KG should look like.

In keeping with the model schools suggested in section 6.1, every district would have a suitable

venue in which to host open days. This would provide the forum to engage parents in KG education

and explain how they can assist in their child’s learning. Furthermore, encouraging parent


41

participation in PTAs and school governing bodies could be facilitated through the media as well as

district and community-based CSOs.

6.6 Learning Materials and Resources GES in association with UNICEF has developed a sound and comprehensive curriculum document

which addresses 6 areas of learning and development. Also, NALAP and TLMP materials have been

developed and are in use. The curriculum was deemed by international experts as adequate enough

to be used without immediate review. Though the NALAP and TLMP materials should be reviewed, it

is recommended that more effort be put into training teachers to use these materials in the child-led,

child-centred, activity-based learning. A useful supplementary resource could be a teacher guide on

how to use the curriculum and assessment tool for teachers.

In lieu of spending on expensive learning materials, teachers should be trained in using available

local materials and resources to achieve the expected learning outcomes. They should also be trained

to involve community members in activities with the children.

In phase two, the current curriculum, which will be extensively used in phase one, should be

reviewed, to make it thematic, activity-based and integrated to promote children's holistic

development. The assessment manual should also be reviewed to ensure that it is in line with the

curriculum, the KG development milestones and is user-friendly. Also, NALAP and TLMP should be

merged into a single approach (this is already under review) to provide sustainable resources to

support the delivery of the new KG pedagogy. The Curriculum, Research and Development Division

(CRDD) of GES want 60,000 copies of the curriculum printed and distributed to ensure that every KG

teacher, school heads, circuit supervisor in the country and every centre that is carrying out any form

of KG Teacher training has a copy. It is recommended that key documentation of this nature be put

on the GES website to make it accessible to both private and public KG institutions and teachers

across the country. This will also reduce printing and distribution costs.

6.7 Establish National KG Standards The establishment of specific National Standards for KG Education in Ghana, applicable to both public

and private schools, will emphasize to all stakeholders and the public the crucial and unique nature

of this mandatory phase of education.

The standards need to provide clear expectations in a number of key areas;

KG teacher professional standards including:

o level of qualification and continuous professional development (CPD)

o quality of relationships and interaction with children

o understanding child development

o provision of stimulating, activity-based learning experiences based on the KG

curriculum

Outcomes for KG children using the child development milestones and the KG assessment

tool


42

Infrastructure, the indoor and outdoor learning environment and resources

Partnerships with parents and the wider community

Though this component is being recommended for phase two, some standards, such as those

relating to KG teachers, the KG Child Development Milestones and assessment tools, will need to be

considered and then reviewed during phase one to inform the development of the National

Standards in phase two.

It is recommended that the National Standards should be developmental in structure with level

descriptors for each key area indicating where KG schools are ‘under-achieving’, ‘emerging’,

‘established’ or ‘enhanced’ in their provision. The Early Childhood Environment Rating Scale (ECERS)

and the World Bank, Systems Approach for Better Education Results (SABER) – Early Childhood

Development, use similar developmental approaches to evaluation and data analysis and may

provide models on which to draw. The National Standards will provide the framework for inspection

by the District Directorate or Inspectorate Division of GES, as well as a useful self-evaluation tool to

be used by KG staff, parents and the local community. As such, all stakeholders will require training in

the National Standards.

7.0 Phase 3: Curriculum, Special Needs, and Quality Assurance

Though the following components were not prioritised, they were recognised by stakeholders and

GES as important to work on in the long term.

A curriculum that is fit for purpose and states the expected outcomes


43

An efficient referral unit to be able to identify children with minor special needs

Regular and reliable external supervision and quality assurance through Inspection that

monitors and evaluates the self-assessment and evaluation process

Regular and reliable self-assessment and evaluation for KG where KG staff, parents and the

wider community come together to seek improvement

In implementing the above components, the following should be taken into account:

There should be a review of the KG Child Development Milestones, alongside the KG

assessment, teacher guide and training, before the curriculum is reviewed.

Special needs training as part of the pre-service curriculum should cover identification and

methodology. It should enable practical use of methodologies by forming part of the

rationalization of the syllabus for pre-service training.

When launching the inspection and self-evaluation tools, pilot schools must reflect the

breadth of school quality, crosscutting public and private sectors as well as urban, semi-

urban and rural schools.

The self-evaluation tool should seek to address: (i) statistical information; and (ii) quality in

other aspects of KG: relationships, environment, resources, planning, parental participation,

etc.

8.0 Conclusion The process involved in developing the operational plan for the national scale up of KG education in

Ghana has taken longer than expected. However, it has been a participatory and collaborative

process with the participation of a broad spectrum of stakeholders, and the active leadership of

Government. As requested by Government, the plan is comprehensive and has been designed in

three phases, though there is acknowledgement that the phases are not on strictly sequential basis

and allow for a degree of overlap.

The plan lays out a Ghanaian pedagogy and vision for KG, with emphasis on activity-based, child-

centred and child-led learning. This vision for KG education will be driven by the new pedagogy based

on teacher understanding of how children learn and develop. This will result in a fresh approach to

the current curriculum and child assessment. The development of a key document detailing child

development milestones will simplify the existing one developed by GES with UNICEF support in

order to make it more manageable, progressive and accessible to parents. For this to become a

reality in the classroom, all stakeholders acknowledged the importance of training the existing

workforce, the KG teacher and his/her assistant (trained or untrained), the leadership in the school

(head teacher) and the staff in the district, region and national offices, in this new pedagogy and

vision. This accounts for the mass participation transformational training in the OP. To ensure that

the KG teachers who come out of the colleges of education (CoE) are sufficient to fill existing

vacancies and future attrition, as well as trained in the new pedagogy, a fast track transformational

training has been designed for them and the Colleges of Education accredited in ECE to be increased

from the current seven to nineteen.


44

To assess the validity and success of the operational plan, and for a realistic, unbiased impact

evaluation of the outcomes of the operational plan, an international and a Ghanaian higher

education institution will be contracted to jointly undertake independent monitoring and evaluation.

In addition, monitoring and evaluation will happen at other levels, including the outcomes for

children against the newly revised child development milestones and through the use of an agreed

assessment tool.

While there was acknowledgement that there are other aspects of KG which need equal attention,

the consensus was that whatever funding is mobilised will go first to the phase one activities, while

government engages potential donors to consider the phase two and three activities. For this reason,

they were also costed. These include: Infrastructure shortfall; Infrastructure standards and policies;

Indoor and outdoor equipment; Public awareness to promote KG (Branding); Learning materials and

resources; Establishment of National KG Standards; Curriculum development in line with the revised

child development milestones; Special needs; and Quality assurance.

For the successful implementation of the operational plan, certain operational and policy issues have

been identified for the immediate consideration of the management of GES and MoE. These include

the need for resourcing the ECE Unit to manage the operational plan; increased funding to the KG

sector to the target set in the ESP of 5.7% of MoE funds; commitment by GES/MOE to expand ECE

accredited Colleges of Education; award of a Certificate in Early Childhood Education and an increase

in salary for the untrained teachers who complete the one year mass participatory transformational

training.

With this plan in place, what is now left is for the Government of Ghana and its development

partners to initiate its immediate implementation.


45

Appendices Appendix 1: Baseline situation for KG in Ghana (Summary)

Compared to other African countries, Ghana has made great strides in Early Childhood Education. It

has high enrolment rates (GER 98.4%) at the kindergarten level (KG), the existence of a large teacher

workforce (31,595 teachers, 41,484 if the private sector is included), a comparatively strong private

sector, and small scale examples of good practice. There are still significant challenges facing the

Ghana Education Service (GES) in scaling up quality kindergarten education nationwide however. The

current approach to KG closely resembles the established structure for formal basic education, with

two years of classroom-based formal instruction, three years of pre-service training for new teachers

and a large teacher workforce on government payroll. This is a structure which will require

massive, prolonged investment that will significantly stretch GoG resources in order to scale up

quality KG. Also there are key implementation challenges: 1) quality of teaching is low and there are

many untrained teachers; 2) the pedagogy is mainly rote-based instruction; 3) parental support is

weak; 4) KG specific outcomes are not measured using existing assessment tools; 5) KG provision is

not evenly distributed.

The following sections, taken from the Situational and Stakeholder Analysis reports and the reports

of the five Technical Working Groups for the scaling-up of KG, outline in greater detail, Ghana’s KG

education system baseline situation:

2.1 Teacher training

7 out of 38 Colleges of Education are accredited by the University of Cape Coast (UCC) to

provide certification to diploma level for Early Childhood Education (ECE) (see appendix 3 for

map of where the Colleges of Education are placed).

Between 2008 and 2012 these colleges turned out approximately 600 KG teachers annually.

There are currently two Early Childhood Education (ECE) accreditation programmes running -

one by the University of Cape Coast (UCC) and the other by the University of Education,

Winneba (UEW) - with no common syllabus.

From the Education Management Information System (EMIS) report for 2011-12, there are

41,484 teachers in KG. Of that number, just 12,920 are trained; representing 31% and 28,564

are untrained, representing 69%. From the situational analysis report, of the 31% trained

teachers, only 30% are trained specifically in Early Childhood Education. It is unclear how many

ECE trained teachers are specifically trained to support KG (i.e. 4 & 5 years old) or under 4s.

The extent to which existing KG teachers are availing themselves of opportunities for in-service

education and training (INSET) is currently unknown.

It is uncertain whether the INSET that is provided is appropriate given the needs of the KG

teachers.

There is a shortage of accredited institutions to train teachers in ECE and a gap in the provision

of training for the trainers and tutors that lead the courses.


46

Opportunities allowing teachers to upgrade their skills and qualifications include;

- in-service training,

- paid study leave,

- sandwich courses,

- distance learning, and

- one-off training.

2.2 Curriculum and pedagogy

GES in association with UNICEF has developed a sound and comprehensive curriculum

document which addresses 6 areas of learning and development.

Teacher pedagogical practice typically shows a lack of understanding as to how children should

learn and how teachers should teach.

The aims and rationale of the curriculum are not evident in classroom pedagogy.

The curriculum delivery is largely based on rote learning methods relating to letters and

numbers. Practice is neither child-centred nor activity-based.

Average class sizes of 64 children make it very difficult to effectively assess the progress of each

individual child. (EMIS 2010-11)

GES, in association with UNICEF, has developed a Pupil Assessment Toolkit for KG teachers

(2008), which has been distributed to schools. However, not all teachers have access to it or

have been trained to use it.

National Literacy Acceleration Programme (NALAP) and Textbooks and Learning Materials

Programme (TLMP) are two separate national resource schemes based on different pedagogies

with no apparent collaboration or consultation between them.

2.3 Infrastructure

KG classrooms are often attached to a primary classroom which is unsatisfactory if child-

centred learning (active, activity based and learning through play) is to be carried out

effectively; healthy KG noise levels disturb the primary school students and teachers.

Many classrooms have poor ventilation, poor lighting and thin roofing (noisy during rainfall).

The classroom setting is too structured and geared towards academic work.

The current size of classrooms is not big enough to allow for ‘break out’ spaces or learning

centres which support child-centred active learning; there is also little support for varied indoor

and outdoor learning environments.


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51% of public KG schools lack access to toilet facilities - this leads to children using nearby

bushes, a situation which is both unsanitary and dangerous.

19% of public KG schools lack access to drinking water.

GES recommends that one balanced meal be provided to each KG child every day. Currently this

is not being practised in most public KGs.

2.4 Quality Assurance

Teacher absenteeism is high, particularly in deprived areas.

Some teachers fail to report to duty without reason.

Some teachers’ behaviour is inappropriate towards the children for a variety of reasons;

physical/verbal abuse, didactic teaching style, children left to own devices without

stimulation or supervision.

Teaching profession has low status nationally and KG teachers are therefore not respected as

highly as is necessary by the community given the critical importance of their role.

Teachers are not practicing child-centred active learning pedagogies in their delivery.

The current assessment model is impractical for teachers to use with large numbers of KG

children, due to the large number of indicators and volume of paperwork required.

There are many documents pertaining to inspection and quality assurance but a general lack

of clarity and understanding of expectations and required standards amongst teachers, Head

Teachers and those supporting them.

2.5 Government KG Support services

KG currently has a low status not only within the general population but also within GES itself.

Established patterns mean that sector ministries are not coordinated in their approach to the

planning and implementation of early childhood development (ECD).

A special needs referral system is in place but peripatetic officers are missing and not equitably

deployed.

Specialist care units for the severely disabled are not easily accessible and few in number.

Units to detect minor special education needs (dyslexia, autism etc.) are few and not equitably

deployed.

30% of children are older than the official age when they start first grade in primary school.

This contributes to repetition and drop-out rates. Research in neurobiology tells us that

children are highly susceptible to positive influences at 4 and 5 years of age, which can bring

significant positive impacts in the primary school years.


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The presence of over-age children means the system is not catering specifically to the needs of

4 and 5 year olds at such a crucial stage in brain development.

Under 4’s, who have simply followed older siblings to school and are waiting to leave with

them, can be found in KG classrooms or loitering around school compounds/under trees.


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Appendix 2: Operational Plan for scaling up quality KG education – Broad Framework


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Appendix 3: Current Distribution of Colleges of Education

Current Distribution of ECE accredited Colleges Distribution of all Colleges of Education

MoE Programme to Scale-Up Quality Kindergarten Education in Ghana

Documents

Transcript of MoE Programme to Scale-Up Quality Kindergarten Education in Ghana