| Organisation Déclarante: | Right To Play International |
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| Budget Total ($CAD): | $ 16,283,538 |
| Délai d’exécution: | novembre 26, 2019 - décembre 31, 2024 |
| Statut: | Actif |
| Coordonnées: |
Pauline Callens [email protected] |
| Ghana - $ 16,283,538.00 (100.00%) | |
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| Éducation (100.00 %) | |
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The project will build the capacity of teachers to embed a learning through play approach into their daily teaching, increasing the quality of education for 32,00 girls and boys across the country through direct interventions in seven districts. Peer-learning communities will be created, in which teachers will be able to share learning and challenges. Parents, caregivers and community members will also be engaged to increase community understanding of the learning needs of girls and boys.
| Genre et âge: | Adultes, hommes Adultes, femmes Enfants, garçons Enfants, filles Enfants de moins de 5 ans |
|---|---|
| Description: | Zone rurale Zone urbaine |
| Population Ciblée Directement: | 50,503 |
| Population Ciblée Indirectement: | 3,395,352 |
| 1 | Training |
| 1 | Training |
| 1 | Workshop |
| 1 | Assessment |
| 1 | Training |
P3 project will build the capacity of teachers to embed a LtP approach into their daily teaching, increasing the quality of education for 32,00 girls and boys across the country through direct interventions in seven districts. Peer-learning communities will be created, in which teachers will be able to share learning, challenges and gain support from a peer network of teachers trained in LtP approaches, coupled with receiving regular mentorship throughout the life of the project, to help institutionalize LtP approaches within the school system. Parents, caregivers and community members will also be engaged to increase community understanding of the learning needs of girls and boys. Over 3 million children from 48 districts will also benefit through indirect implementation of the project. Expected results include:
· Improved capacity of the education sector to integrate LtP to deliver the curriculum
· Improved knowledge and skills of teache r to im plement LtF
· Improved capacity of Communities of Learning to provide pee r support to teachers for implementing LtP
· Improved awarenessof learn ing needsof girls and boys among caregivers
· Improved ability of district ad ministration to su pport teache to integrate LtP into the ir teaching practice
· Improved capacityof national, regional and district level education officials to integrate LtP into INSET (in
service training)
· Improved capacity of pre-service teacher training institutions to integrate LtP into training for student
teachers
Key activities and successes of 2021 include:
· Development of key resource manuals to enhance the integration of Learning through Play (LtP)
· Development of the kindergarten (KG) training framework in collaboration with the MoE, GES, and Sabre Education
· Development of the Continuous Professional Development and Induction guidelines for the orientation and induction of newly qualified teachers
· Training of KG and primary school teachers, teacher champions, and headteachers on Play-Based Learning (PBL) and Positive Learning Environment (PLE) in all the project locations.
· Enhancement of parental engagement at the community level through the training of Representatives of Parents
·Completion of the baseline study where key findings were validated across all project locations, including national level Ministry and stakeholders’ representatives.
· Coordination of the maiden National Forum on LtP in Accra.
