KNUST GPE KIX Project Boosts Participation in Early Childhood Classrooms
Project members and ADCMs in session.
A research initiative is already transforming early childhood learning experiences in Ghana, an achievement highlighted during a debriefing session with the project’s Advisory Committee. The Kwame Nkrumah University of Science and Technology (KNUST) project, Culturally Responsive Teaching Practices on the Social and Emotional Development of Learners in Diverse Early Childhood Classrooms, has begun yielding remarkable outcomes after just one year of interventions. This project aims to bridge gaps in teaching practices by exploring the impact of inclusive pedagogies on social and emotional development in diverse early childhood settings in Ghana. These include culturally responsive, gender responsive and inclusive teaching practices to promote equity and inclusion among boys and girls and to build resilience in learners. The project is supported by the Global Partnership for Education Knowledge Innovation Exchange (GPE KIX), a joint venture with the International Development Research Centre, Canada (IDRC).
Early signs from participating schools point to stronger learning outcomes, improved attendance, and a renewed sense of excitement among pupils. These developments were shared with the project’s Advisory Committee by teachers, who noted that classroom dynamics had visibly changed.
According to Prof. Rudith, teachers are observing shifts that go beyond academics. “One teacher said children who used to stay home after lunch now come back, often reminding teachers of upcoming lessons. Participation has grown, and pupils are far more engaged,” she noted, emphasizing how daily interactions are beginning to change.
Co-Principal Investigator Prof. Winston Kwame Abroampa described the six-week intervention as “highly encouraging,” explaining that the enthusiasm stemmed from the visible improvements teachers observed. “The use of culturally responsive pedagogies is making a real difference,” he said.
“Teachers are passionate about applying them, and we are even seeing unintended benefits beyond the project’s initial scope.” -Prof. Winston Kwame Abroampa
He added that translating these gains into district-level policy could help sustain the progress.
Principal Investigator Prof. Paul Sarfo Mensah echoed this optimism, noting that the project’s long-term impact could be significant. “By the end of this work, Ghana will stand out for championing indigenous pedagogy in early childhood education. This will strengthen teaching, improve assessment, and support wider reforms,” he said, stressing the importance of broad stakeholder engagement to move these ideas forward.
As discussions concluded, Advisory Committee Chair Prof. George Kankam commended the team’s progress and urged them to sustain the momentum for lasting reforms. IRIDS Director Dr. Monica Addison also expressed appreciation to all stakeholders, highlighting the lessons learned and the direction for future work.
Further insights were shared by Dr. Ebenezer Owusu-Addo and Dr. Latif Apaassongo Ibrahim, who provided details on the project’s achievements.
