Ghana

This report summarizes the findings of additional analyses conducted to delve deeper and develop more insight into the piloting of the Self-Administered Early Grade Reading Assessment (SA-EGRA) and the Self-Administered Early Grade Mathematics Assessment (SA-EGMA).

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana.

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and middle-income contexts in primary schools.

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking.

This report summarizes the findings of an effort to develop and validate tablet-based, self-administered assessments of English-language foundational literacy and numeracy in the early grades.

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis.

This presentation was part of a CIES 2022 panel on measuring learning through play and child SEL outcomes across humanitarian and LMIC contexts.

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012).

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering.