Ghana’s Education Ministry and World Bank Officials Assess Progress of the Ghana Accountability for Learning Outcomes Project (GALOP)
Last Thursday, the Minister of Education, Haruna Iddrisu, along with the Country Director of the World Bank (WB), Dr. Robert Taliercio O’Brien, and other officials, visited schools under the Ghana Accountability for Learning Outcomes Project (GALOP) to assess the progress of the initiative.
Their tour included stops at St. Thomas Presby Basic School in Osu and the Father Campbell SVD Foundation in Weija. The visit aimed to evaluate the impact of the program, which was launched in 2020 to improve the quality of education in low-performing schools across the country.
GALOP, a five-year project with a $218.7 million budget, is set to conclude this year. It focuses on enhancing education quality and promoting equity in schools, particularly those facing challenges in delivering satisfactory learning outcomes.
The initiative is funded by the World Bank, the Department for International Development (DFID), and the Global Partnership for Education, and targets 10,000 low-performing basic schools and all 28 special schools in the country. By reaching approximately 2.4 million pupils and 76,000 teachers, GALOP aims to make a significant impact on Ghana’s education system.
Key Areas of Focus
The GALOP project is built around several key interventions designed to elevate education standards. These include teacher training, coaching, and mentoring to improve instructional skills; school management and leadership enhancement; as well as the provision of resources and support to schools.
Additionally, accountability frameworks have been established to monitor and evaluate education outcomes, ensuring the initiative’s effectiveness.
A key part of the GALOP initiative is its focus on providing accelerated learning programmes (ALP) for out-of-school street children aged 15 to 18. In partnership with the Father Campbell Foundation, Ghana TVET Service, and the Ministry of Education, the project is rolling out a $6 million initiative to help 500 young learners re-engage with education.
After completing a nine-month ALP, participants are placed in formal Technical and Vocational Education and Training (TVET) programmes or apprenticeships, where they earn a National Proficiency 1 Certificate.
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The Tour: Gaining First-Hand Insight
During their visit to the two schools, the Minister of Education and the Country Director of the World Bank engaged directly with teachers, students, and school administrators. They observed classes, inspected school facilities, and discussed the program’s successes and challenges with various stakeholders. The feedback from these interactions was vital for assessing the program’s effectiveness and identifying areas for improvement.
Minister Haruna Iddrisu reiterated the government’s dedication to improving education outcomes, particularly in underprivileged schools. He stressed, “We are committed to ensuring that all Ghanaian children have access to quality education, regardless of their background or location.” He also highlighted the government’s efforts to roll out a national standardized test, currently in its trial phase, to help pupils better prepare for their Basic Education Certificate Examination (BECE).
Furthermore, the Minister acknowledged the gap in achieving Free Compulsory Universal Basic Education (FCUBE), noting the need for increased investment and support to close this gap and accelerate the implementation of free secondary education.
Strengthening Teacher Capacity and Accountability
Dr. Robert Taliercio O’Brien, the World Bank Country Director, expressed satisfaction with the progress made under GALOP, emphasizing that the project was aligned with the bank’s broader goals of improving education outcomes and alleviating poverty. He highlighted the initiative’s focus on strengthening teacher capacity, improving school management, and promoting accountability as critical components for ensuring lasting success in education reforms.
Dr. O’Brien also underscored the importance of collaboration between all stakeholders—teachers, pupils, parents, and communities—in achieving the project’s objectives. He encouraged everyone involved to take ownership of the project’s success. “GALOP is a critical initiative,” he said, “and we are proud to support it. Your past is behind you; now, it’s about where you’re going. Together, we can create a brighter future for the next generation.”
Conclusion
The progress made under GALOP is a promising step toward improving the quality and equity of education in Ghana. However, much work remains to be done to ensure that the country reaches its goals of providing quality education to every child. As the project nears its conclusion, both the government and the World Bank are committed to sustaining the momentum of GALOP and continuing efforts to strengthen Ghana’s education system.
The joint efforts of the Ministry of Education, the World Bank, and local partners demonstrate a collective commitment to overcoming educational challenges and empowering the next generation of learners. With continued investment and collaboration, Ghana can move closer to achieving its vision of free, compulsory, and quality education for all.
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