Teacher Capacity Building for Play-based Early Learning in Ghana and Sierra Leone
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Credit
GPE/Ludovica Pellicioli

Project Abstract

This project aimed to strengthen early childhood education (ECE) in Ghana and Sierra Leone by enhancing teacher capacity to implement play-based learning (PBL) approaches. Led by the Institute of Statistical, Social and Economic Research (ISSER), Associates for Change (AfC), and the University of Sierra Leone, the initiative focused on both pre-service and in-service teacher training, particularly in underserved and rural communities. The project generated evidence to inform scalable, cost-effective strategies for improving foundational learning outcomes through PBL. 

Project Details

Completed

Implementing Countries:

Main Theme:

Duration:

22 months

End Date:

May 2024

Project Impacts: Policy and Practice

Ghana

  • The Ghana Education Service (GES) adopted tools from the project to measure teacher uptake of PBL across districts.
  • Sabre Education integrated project findings into its national scaling framework for teacher training and school-based support.
  • The project contributed to curriculum reform and teacher professional development initiatives, including the piloting of a fidelity tool for PBL implementation.

Sierra Leone

  • The Ministry of Education committed to scaling the Teach Sierra Leone methodology over five years, backed by dedicated resources.
  • Project findings were presented to the Parliamentary Committee on Education, influencing national policy discussions.
  • Workshops trained education officials, college tutors, and school heads on PBL pedagogy and monitoring tools. 
“Teachers in intervention schools have better knowledge of play-based pedagogy and can easily apply this knowledge in their classroom lessons.”
— Project team

Updates and Activities

Research Outputs