Evaluating the Fast-track Transformational Teacher Training and Model Practice Classrooms in Ghana
Improving kindergarten quality through teacher pre-service training
Abstract
International efforts to increase access to high quality early childhood education (ECE) have risen dramatically in recent years. Sustainable Development Goal 4, Target 4.2 calls for “ensuring that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. For this target to be achieved, governments will need to focus on both access to pre-primary education and ensuring the delivery of high quality education.
Ghana has been a pioneer in these efforts, expanding two years of pre-primary education—called kindergarten 1 (KG1) and kindergarten 2 (KG2)—as part of its free, compulsory, universal basic education system in 2008. With some of the highest enrolment rates in ECE on the continent, Ghana’s government has turned its attention the issue of quality improvement, including developing a KG pre-service teacher training track.
This is a Department for International Development Final Impact Assessment Report. It presents the final set of findings from an impact evaluation of a programme designed to improve mentoring and pre-service training for KG student teachers in the Western region of Ghana called the Fast Track Transformational Teacher Training (FTTT) programme.
This research was funded under DFID’s Policy Research Fund
Citation
Sharon Wolf, Alix Bonargent and Renaud Comba (2017) Evaluating the Fast-track Transformational Teacher Training and Model Practice Classrooms in Ghana: Improving Kindergarten Quality through Teacher Pre-service Training. London: Department for International Development.
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