ISSUE/PREVAILING QUESTION Is the provision of KG/pre-primary school education in Ghana optimally serving as a means to bolster the learning building blocks expected of its pupils; and going forward, how is wider government policy and private sector capacity poised to mark up this potential and promise sought of the sector's pupils and its purveyors?
ISSUES SPOTLIGHT • Optimal KG Education Service Delivery Decentralization � Multi-sectoral Protocol, inclusive of the private sector • Learning Building Blocks Academic & Socialization Facets and the Roles of Stakeholders, esp. PARENTS! • Government Policy Governance Devolution Policy & Local Language Instruction Policy into Practice • Private Sector Capacity Capital & Capacity Resourcing for Proprietors & Personnel • Potential & Promise of Pupils & Purveyors Parental Investment, Local Government Oversight, & Community Participation
ISSUES FOCUS - ATTENTION vs. ATTENUATION For the sake of further specificity re: the preceding underlined words 1. Protocol = parental, private, public, civil society participation 2. Role = parental participation in policy (e.g. experiential mktg. via radio) and teacher capacitation re: practice (e.g. Adidome R.C. & ref: UCC Primary) 3. Practice = an outlay for a KG Resource Center etc. 4. Resourcing = locally-based, peer-executed, “Folk School” approach 5. Investment = which invites the participation of WB, IFC, & Dalex etc. 6. Oversight = Private Consumption, Public Regulation and Civil Watch
PROGRAMMING CHARACTERIZATION A protocol that will be cognizant of ownership for all actors, attentive to the delineation of roles for all stakeholders, imaginative as to how practice may be made perfect, clear as to how government functionaries and development partners may resource this protocol as it concerns, both, talent investment and financial investment, and whereby, ultimately, oversight for all actors and stakeholders, especially at the local level, is devolved astutely.
KEY - ACTUALISATION OF POTENTIAL AND PROMISE All stakeholders…need to work together to help students learn. This includes…: helping with homework; buying or borrowing books to read; taking the child to a reading event; talking to the child’s teacher about learning progress; participating in parent-teacher association and school management committee activities; regularly reading to the child; encouraging a child to read; communicating high expectations to the child; providing the child with a lantern/torch/lamp; and relieving the child of some household chores or other activities. (Source: Education in Ghana – Data from the 2014 Ghana Demographic & Health Survey; page 10)
LOCK: LOCAL LANGUAGE PREFERENCE � LEARNING (Source: Education in Ghana – Data from the 2014 Ghana Demographic & Health Survey; page 10)
LOCK: LOCAL LANGUAGE PREFERENCE � LEARNING (Source: Education in Ghana – Data from the 2014 Ghana Demographic & Health Survey; page 10)
BACKGROUND AND BACKBONE - KG EDUCATION • Amongst the set of keys a child brings to kindergarten in order to open themselves to learning achievement is the key known as language • The key instructional principle that Government has been working with over the past several years may be stated as follows: Children learn from the known to the unknown (i.e. local/home language to the unknown (i.e. English) • A key argument that may be made is the FF: A socialized child enrolled as an academic student at the KG level (Ground Zero/pre-Class 1) possesses a greater facility in an L1 as opposed to an L2
THE CORRECTIONS & THE ‘INCORRECTIONS’: GOVERNANCE DECENTRALIZATION & DEVOLUTION • GGA is proposing a step-wise, scale-appropriate, district-level and sustainable KG education regime and protocol which is more in tune with a district’s capacities. • To that end we are encouraging: An SME-level education service provision – proprietors of private KGs Approximate optimal pupil/teacher ratios – neighbourhood-scale KGs Economically-sustainable public sector leadership – training x partnership Operational & physical, and even intellectual (e.g. L1), accessibility for parents DEO & DA ownership over operation, direction and supervision etc. Cross-sectorial partnerships and participation
AN ENCAPSULATION : DECENTRALIZATION � DEVOLUTION FRAMEWORK Policy & institutional Capacity Building &Human Partnership & Participation District Development Arrangement for Resources Development for for Accountable Local Decentralisation, Funding facility Decentralization Governance Implementation A three-tier protocol that District Assembly Select DEO teaching PTAs of private KGs oversee involves District Education contributions for learning personnel do peer training the management of KGs. Office (DEO) supervision and outcomes testing. for all KG teaching personnel Civic organizations’ KG technical resourcing, civil Development Partners’ and operators/proprietors. resource centres coordinate society technical and finance facility for KG Civic organisations operate technical capacitation of KG financial resourcing as well proprietors. Civic KG resource centers. teaching personnel as well as secondary service organizations (NGOs, as the continual testing of provision and private sector churches & mosques) pupils. Assemblies service provision. underwrite education & the DEO retain and/or service provision and vett entertain the services of the learning civic organizations. outcomes testing.
AN ENCAPSULATION: DECENTRALIZATION � DEVOLUTION FRAMEWORK DEO Policy & institutional Arrangement for Decentralisation, Implementation L A G I N C I N S C A PROVISION U R N N P U SERVICE E I O O F A three-tier protocol that involves R I S S T V E I E I V R R S C R E I H District Education Office (DEO) O E S N N P O I U U C S R A supervision and technical resourcing, C L I N G civil society technical and financial PRIVATE SERVICE COMMUNITY resourcing as well as secondary SERVICE PROVISION PROVISION service provision and private sector PRIVATE CIVIL service provision. KG SOCIETY PROPRIETOR TECHNICAL RESOURCING \ \
AN ENCAPSULATION: DECENTRALIZATION � DEVOLUTION FRAMEWORK DAs DEOs SUPERVISION & CONTRIBUTIONS RESOURCING District Development CIVIC ORGANISATIONS Funding Facility e.g. NGO, Churches Testing LEARNING District Assembly contributions for & KGs OUTCOMES learning outcomes testing. Development Evaluation Partners’ finance facility for KG proprietors. Civic organizations (NGOs, S CIVIC ORGANISATIONS N RESULTS O churches & mosques) underwrite e.g. Mosques, KG Res. Ctrs. I T U B education I R T N O service provision and vett learning C outcomes testing. DPs
AN ENCAPSULATION: DECENTRALIZATION � DEVOLUTION FRAMEWORK DEO Capacity Building & Human Resources Development for Decentralization KG CAPACITY KG TEACHERS PROPRIETOR (KG RESOURCE CENTER) Select DEO teaching personnel do peer training for all KG teaching personnel and operators/proprietors. Civic organisations operate KG resource centers. CIVIC + COMMUNITY
AN ENCAPSULATION: DECENTRALIZATION � DEVOLUTION FRAMEWORK Pupils DEOs Partnership & Participation for COs Accountable Local Governance DAs KGs PTAs of private KGs oversee the management of KGs. KG RCs Civic organizations’ KG resource centres COMM. coordinate technical capacitation of KG teaching personnel as well as the continual testing of pupils. Assemblies PTAs ETC. & the DEO retain and/or entertain the services of the civic organizations. ETC.
GGA’S MANTLE & MANDATE Ground Zero Report Aims To: • Embark on the “…development and testing of key entry strategies [and] specific actions to strengthen the institutional arrangements for decentralization implementation.” • Suggest “…a shared responsibility of the Government, District [Assemblies], Civil Society Organizations, [the] private sector and communities [of a district].” • Ameliorate [1] lack of clarity; [2] weak collaboration; [3] inadequate budgetary allocations; and [4] weak economic bases
SCALING-UP KG EDUCATION QUALITY: OUTCOMES: ACCESS: To Transform Teaching Practice & To Provide Access to KG For All 4 & 5 To Define and Measure A Set of Learning Environments To Deliver Year Olds Outcomes Activity-based Learnig Teacher training & Teachers observe and record child Teachers in every KG development delivered using model development and share with parents classroom KGs Child development Infrastructure upgraded to Learning materials & milestones developed & guiding minimum standards resources provided curriculum, training & assessment Parents and public National standards established with Monitoring & evaluation to measure awareness campaign to strong sector leadership impact of promote KGs operational plan Inclusion of special needs [Periodic] Review of KG Quality assurance inspection curriculum
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