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Strengthening Play-based Early Childhood Education through Leadership Communities of Practice

01 Mar 2024
2 min read
Group Photo
Ghana

Nationwide

1 March 2023 – 31 October 2024
€183,000
Jacobs Foundation
Early Childhood Education
Play-Based Learning
Continuous Professional Development
Effective School Leadership
Finished

Challenge

Play-based learning in preschool is globally recognised as the most effective way to help children’s brains develop (Mendenhall et al., 2021). Ghana introduced two years of compulsory, free preschool education in 2007 and adopted a play-based curriculum in 2018. However, several challenges are hindering the achievement of the expected results. These include fragmented coordination for quality early childhood education implementation and inadequate teacher professional development, leading to poor understanding and use of the play-based curriculum. As a result, children are not getting a strong start and are not ready for higher levels of education. Only 2% of pupils are reaching the expected levels in reading and writing after their early years of education (GES, 2015).  

Goals

Strengthen play-based early childhood education in Ghana through Leadership Communities of Practice (LCP).

Project Partners

Approach

  • Through this project, Leadership Communities of Practice were set up with district educational, school and community leaders. Through the African Centre for School Leadership, VVOB provides leadership training and complementary support to Leadership Communities of Practice facilitators on how to initiate, facilitate and sustain effective Leadership Communities of Practice. Partners include Afrikids, Right to Play and Sabre Education who each engage local stakeholders and set up the Leadership Communities of Practice, embedded within the early childhood education system.
  • Different ways to strengthen school leadership in Ghana were explored. Working with government officials helped gain support from early childhood education stakeholders and ensured effective LCP leadership. 
  • An in-depth qualitative study showed how leadership can help teachers implement play-based learning in preschool. 
  • The project partners came together in a separate Community of Practice to discuss and share insights on effectiveness and impact, sustainability and scalability, and the role of partnerships in supporting quality early childhood education across Ghana.

By the end of the programme

  • Key members and leaders within the local community developed shared understanding and insights, as well as clear commitment and leadership in support of play-based early childhood education teaching and learning in their respective communities in Ghana. 
  • Support for teachers has improved to strengthen play-based learning in Ghana, leading to improved learning outcomes and well-being.  

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