In Ghana, and many other countries in sub-Saharan Africa, farmers invest little in inputs, such as improved seed, fertilizer, and other chemicals to improve their yields. One reason for this may be risk associated with factors out of their control, such as weather. As part of the “Disseminating Innovative Resources and Technologies to Smallholder Farmers” project, researchers partnered with a weather forecasting firm to test the impact of providing daily short-term weather forecasts by SMS.
After 1 year:
- Farmers who received the forecasts, as well as farmers living nearby, used this information to change their behavior, timing planting and chemical application for days when light rain was forecast.
- However, there was no discernable impact of the service on farmers’ overall profits.
- Overall, the results suggest that forecasts are inexpensive and effective at changing farmer behavior, but they were not sufficient to increase overall profits alone.
Improved seeds varieties can generate significantly higher agricultural yields for farmers, but recent data indicates that only 20 percent of farmers in northern Ghana use improved seeds. This study, known as the Testing Agricultural Technologies (TAT) project, compared yields and profits of several seed varieties and looked at farmer purchasing decisions to understand the performance and adoption of seed varieties in northern Ghana.
Several field experiments find positive returns to grants for male and not female microentrepreneurs. But, these analyses largely overlook that male and female micro-entrepreneurs often belong to the same household. Using data from randomized trials in India, Sri Lanka and Ghana, we show that the gender gap in microenterprise performance is not due to a gap in aptitude. Instead, low average returns of female-run enterprises are observed because women’s capital is invested into their husbands’ enterprises rather than their own. When women are the sole household enterprise operator, capital shocks lead to large increases in profits. Household-level income gains are equivalent regardless of the grant or loan recipient’s gender.
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
A multi-faceted program comprising a grant of productive assets, training, 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 and a deposit collection service would generate similar impacts (it does not).
Improving learning outcomes is a key policy priority in Ghana. To ensure that well-intentioned policy goals translate into improved learning outcomes, decision-makers are eager to: (1) evaluate the success of education programs through rigorous research; and (2) build sector-wide frameworks of accountability through improved monitoring and feedback mechanisms. Both forms of evidence are necessary for a strong education system.
Evidence Day, a part of the Ghana Ministry of Education's Education Week, will bring together policymakers, researchers, and practitioners to: a) share rigorous evidence about improving accountability and learning outcomes in education, in Ghana and internationally; b) identify ways in which evidence from evaluations can be used for better decision- making; and c) share monitoring and evaluation tools that can inform a framework of accountability for Ghana’s education sector.