Project Abstract

Research evidence suggests that pre-primary learning using play-based approach benefits children and helps them to succeed in school. However, in Ghana and Sierra Leone, teachers find this challenging due to the limited training that they receive in play-based approaches. Teacher training provided by Right to Play in Ghana and Teach for Sierra Leone use a play-based approach.   

This project will study the implementation of the two training programs in both rural and urban settings across the two countries. The study will interview key stakeholders, observe classrooms, and conduct surveys across the two countries to compare early learning centers that are taught by teachers who received the play-based approach training and those that do not have such trained teachers. The purpose of this will be to generate knowledge and evidence to improve the practice of play-based learning, teacher training, and to determine cost-effective ways of training early childhood education teachers. The evidence and recommendations of this research will provide a basis for sound policies in both countries on scalable approaches which can improve access and quality to education by ensuring adequately trained teachers at early childhood levels. 

This project will be carried out by a consortium led by the Institute of Statistical, Social and Economic Research (University of Ghana) in partnership with Associates for Change (Ghana) and the University of Sierra Leone.

Project Stats

Project Leader:Peter Quartey
Implementing Countries: Ghana, Sierra Leone
Main Theme:
Duration: 22 months