Project shares evidence-led insights into play-based learning

The Teacher Capacity Building for Play-based Early Learning in Ghana and Sierra Leone project has unveiled key outputs shedding light on the state of early childhood education in Ghana. The initial outputs, comprising two policy briefs and a comprehensive quantitative study report also share evidence-backed recommendations for enhancing the effectiveness and outcomes of play-based learning (PBL).

The policy briefs, titled Playful Pathways: Advancing Early Childhood Education in Ghana and The Impact of Play-Based Learning Pedagogy on Learners are available for access and download via the ISSER website. Additionally, the detailed report of the quantitative study, which engaged 1,156 teachers across 593 public schools in Ghana's Eastern and Northern regions, is accessible through the same platform.

Jointly implemented by ISSER, alongside Associates for Change (AFC), and the Division of Education Studies, at the University of Sierra Leone, the Teacher Capacity Building for Play-based Early Learning in Ghana and Sierra Leone project aims to generate evidence on the efficacy of play-based learning methodologies in both countries. The project is led by Prof. Peter Quartey as Principal Investigator (PI) and AFC Director, Dr. Leslie Casely-Hayford, as Co-PI.