Improving education sector performance is a key policy priority for the Government of Ghana. The Ministry of Education has, since the inception of the Education Strategic Plan (2018-30), rolled out various policies and major interventions towards achieving effectiveness in education service delivery. To ensure that well-intentioned policy goals and programmes translate into improved learning outcomes, decision-makers and stakeholders are eager to: (1) learn about policies and interventions that have proven to work; and (2) use such evidence and innovative solutions to improve planning and education service delivery.
The Evidence Summit, which forms part of the National Education Week (NEW) 2022, will bring together policymakers, researchers and practitioners to a) share rigorous evidence that has been collected about the impact of policies and interventions in education aimed at improving service delivery and learning outcomes in Ghana; and b) identify ways in which evidence can be used to drive the implementation of education policies and programmes to facilitate better decision-making processes.
We study the impact of cognitive behavioral therapy (CBT) for individuals selected from the general population of poor households in rural Ghana. Results from 2-3 months after a randomized intervention show strong impacts on mental and physical health, cognitive and socioemotional skills, and downstream economic outcomes. We find no evidence of heterogeneity by baseline mental distress; we argue that this is because CBT can improve human capital for a general population of poor individuals through two pathways. First, CBT reduces vulnerability to deteriorating mental health; and second, CBT directly improves bandwidth, increasing cognitive and socioemotional skills and hence economic outcomes.
A multi-faceted program comprising a grant of productive assets, training, unconditional cash transfers, coaching, and savings has been found to build sustainable income for those in extreme poverty. We focus on two important questions: whether a mere grant of productive assets would generate similar impacts (it does not), and whether access to a savings account with a deposit collection service would generate similar impacts (it does, but they are short-lived).
The COVID-19 pandemic forced educators and students worldwide to rapidly shift to distance learning. As a result, governments, school systems, and educators worked to provide continuity in learning and services accessed through schools—such as school feeding programs—while trying to reconcile persistent equity gaps in access to technology and material and social resources. To date, global educational research has largely focused on how existing disparities and the social and economic downturn resulting from COVID-19 have undermined children’s learning. Much less data exist on how teachers fared during distance learning and the return to in-person schooling.
This brief leverages an ongoing longitudinal study on children, parents, and teachers in the Greater Accra Region of Ghana. Researchers conducted two rounds of phone surveys with 514 primary-school teachers from public and private schools to measure the pandemic’s repercussions on both children’s education and teacher well-being. Data were collected during school closures (October 2020) and when schools reopened (mid-January 2021) after ten months of distance learning.
The COVID 19 pandemic and the associated social and economic downturn are undermining children's educational and developmental outcomes, particularly in low- and middle-income countries. Leveraging an on-going longitudinal study, researchers in Ghana conducted phone surveys and other research activities to measure the pandemic’s repercussions on children’s education and broader developmental outcomes. On average, private school students and students with high socioeconomic status had higher test scores at the end of the school closure period compared with their public- school counterparts, even when controlling of their previous scores. Additionally, 72 percent of public school children missed daily lunches that are received by the Ghana School Feeding Program and 30 percent of surveyed children claimed they experienced hunger during school closures.
Education in the 21st century has taken a new dimension with emphasis on modernization and technology. Over the last few years, the Government of Ghana has aimed to improve education sector performance through its education reform programmes to strengthen service delivery and ensure that well-intentioned policy goals translate into improved learning outcomes and future workforce development. Improving access and quality of education in the face of the COVID-19 pandemic has made these eﬀorts more challenging. The Ministry of Education has therefore aimed to identify ways to ensure education targets are achievable and sustainable through innovations and eﬀective quality control systems for better planning, accountability, teaching, and learning.
The Evidence Summit, which forms part of the National Education Week (NEW), will bring together policymakers, researchers, and practitioners to: a) share rigorous evidence that has been collected about innovative approaches to improving access to STEM education and use of digital technology in learning, in Ghana and internationally; and b) identify ways to build resilience in the education system for quality education delivery.