“So many essential things were lacked in the school. It was really tough for me and my few teachers (however) this school has benefited from its partnership with LCD. Key amongst these are the dramatic improvement in lesson delivery and the improvement in the learning environment of the school.”
Mrs Celestina Aduko, Headmistress of Awardone Primary School
Mrs Celestina Aduko, Headmistress of Awardone Primary School
1. Awardone Primary School
2. Talensi Nabdam District Education Office
1. Case Study of Awardone Primary School, Talensi Nabdam District, Upper East Region
The Situation
• School established in 1995 with an enrolment of 70 pupils
• No premises, classes under a tree
• In, 1998, school was struggling with poor enrolment and teacher absenteeism, hardly any teaching and learning materials and other resources, and parent lost confidence in school.
• LCD got involved with the school in 1999.
The Intervention
LCD Programmes include: School Development Planning, Community based fundraising, incentive grants, headteacher capacity building, INSETs, School linking, Special projects and SPR.
The Impact
• Improved school effectiveness as centre of learning and community development
• School management and governance systems are strengthened
• Improved head teacher professional development
• Mutually benefitted links with UK school
• Use of SPR to inform school planning and school improvement
• Improved teacher retention and effectiveness
• Improved pupil academic performance
2. Case Study of Talensi Nabdam District Education Office, Upper East Region
The Situation:
Talensi Nabdam is a district in the Upper East Region (UER) of Ghana. In 2005, it was the worst performing district in UER and less than 50% of teachers in the district were trained. The number of primary schools increased by over 100% in 3 years from 30 in 2005 to 63 in 2008 - improving school access for pupils but bringing a massive increase in workload to an already overstretched District Education Office. Staff in the DEO were undertrained and limited access to vehicles and fuel meant support and supervision visits to their schools were rare.
The Intervention:
Talensi Nabdam is one of the districts in LCD's District Education Development Programme. LCD's partnership with Talensi Nabdam District Education Office included training and participation in our School Performance Review initiative, a key focus of which is District Planning. LCD worked with DEO staff to develop effective planning and review processes and strong Senior Management Teams in order to improve the service they were providing to their schools and communities. Talensi Nabdam officials also worked with LCD in carrying out the pupil testing, data collection, analysis, review and dialogue processes that typify the School Performance Review.
• Improved pupil academic performance
2. Case Study of Talensi Nabdam District Education Office, Upper East Region
The Situation:
Talensi Nabdam is a district in the Upper East Region (UER) of Ghana. In 2005, it was the worst performing district in UER and less than 50% of teachers in the district were trained. The number of primary schools increased by over 100% in 3 years from 30 in 2005 to 63 in 2008 - improving school access for pupils but bringing a massive increase in workload to an already overstretched District Education Office. Staff in the DEO were undertrained and limited access to vehicles and fuel meant support and supervision visits to their schools were rare.
The Intervention:
Talensi Nabdam is one of the districts in LCD's District Education Development Programme. LCD's partnership with Talensi Nabdam District Education Office included training and participation in our School Performance Review initiative, a key focus of which is District Planning. LCD worked with DEO staff to develop effective planning and review processes and strong Senior Management Teams in order to improve the service they were providing to their schools and communities. Talensi Nabdam officials also worked with LCD in carrying out the pupil testing, data collection, analysis, review and dialogue processes that typify the School Performance Review.
The Impact
• DEO staff have become proactive in their approach, introducing a number of new delivery and monitoring processes, these include the formation of strong SMTs prioritising school support/supervision, peer reviews and regular school visits (3 per term)
• The data collected from schools as part of the School Performance Review programme has shown improvements across 15 of the 17 indicators used to reflect school performance
• Community attendance at School Performance Appraisal Meetings has increased and there is now a feeling of accountability of District Staff to community members which
• The district has moved from the worst performing in the region in 2005 to second best in 2008
