The Education Vision of the U.S. Agency for International Development:
Improved Quality of and Access to Basic Education.
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Program Overview | Success
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USAID's interventions in enhancing quality education in primary schools have been so successful that the Government of Ghana has integrated several approaches into the national program. The interventions under the Quality Improvements in Primary Schools (QUIPS) are directly benefiting over 400,000 children and indirectly benefiting over 1,000,000 children, with many USAID supported schools making remarkable performances.
QUIPS is a seven-year program that began in 1997 to support the implementation of the country's Free, Compulsory Universal Basic Education (FCUBE) program that seeks to provide every child of school-going age in Ghana the opportunity to receive quality basic education. This is a constitutional requirement enshrined in the Fourth Republican Constitution of 1992.
To contribute towards providing every child in Ghana quality education, the QUIPS program is empowering all stakeholders, especially communities, parents, and Parent Teacher Associations (PTAs) to own and participate in the management of primary schools in their communities. The program also provides in-service training to teachers, and contributes to improving management capacity of officials at the district level.
For a third straight year, the performance in Mathematics and English of children in USAID-supported schools was by far better than that of students in other schools. Their Mathematics score exceeded that of other schools by over 25% and their English and reading achievement was 20% better than that of non-USAID supported schools. Again, student dropout was 4.8% in QUIPS schools as against the national figure of 10%.
The increased community participation in school activities has contributed to improved teacher attendance and learning. Over the past two years, 95% of the communities were involved in school management activities. Similarly, 78% of communities were active in school decision-making. In the northern regions of the country, the school feeding program of Catholic Relief Services (CRS), a USAID implementing partner, has helped to foster greater community involvement in schools.
The program has also contributed to the increase in enrollment and retention of children in primary schools. Of 236,886 pupils enrolled in CRS target primary schools in 2001/2002, an average of 82.4% attended school regularly and received lunch each school day. In the same period, 63,962 girls were enrolled in 593 schools where take-home food ration incentive was in place. Of this number, an average of 81% attended school for 85% of the school days per month. Apart from these achievements, a USAID supported school in the northern part of the country went from a ranking of 40th in its district in nationwide achievement tests to first position since USAID involvement.
HIV/AIDS Education in Schools
USAID/Ghana made significant strides in HIV/AIDS education. The Mission supported a baseline study to assess the knowledge, attitudes and practices of students, teachers and parents about HIV/AIDS. The study revealed that students in junior secondary schools were much more sexually active than expected. It also showed that there were many misconceptions about HIV/AIDS among the Ghanaian youth. Based on the results of the study, USAID has supported NGOs in developing programs to establish HIV/AIDS clubs in schools and sensitize teachers and parents about HIV/AIDS. In addition, a nationwide HIV/AIDS prevention training program has been established in 34 teacher training colleges. All teacher trainees are required to undergo HIV/AIDS training as part of their teacher preparation program.
Expansion of QUIPS Activities to National Education System
As a result of the positive impact of QUIPS over the past two years, USAID has worked closely with the Ministry of Education to integrate the QUIPS practices into the national education system. These efforts have begun to bear fruit. First, the district grant program through which districts receive funding to improve the quality of education in about 20 schools has been launched. Already, grants have been made available to 70 districts for activities such as community mobilization, and in-service training programs for teachers. Second, young university graduates performing national service have been posted to 10 districts to undertake community mobilization activities aimed at increasing community participation and support for schools. Their activities have improved community involvement in school programs. As a result, the Ministry of Education has expanded the use of National Service personnel to all 110 districts of the country utilizing its own funds.
Third, a National Reading Program has begun to improve the skills of teachers to teach reading in primary schools in order to address the poor reading abilities of the children. District Education offices have begun using the USAID grants to train teachers in the new teaching methods.
Fourth, the Mission has expanded its program in girls' education to support activities of Strategies for Advancing Girls Education (SAGE). During the pilot scheme, SAGE mobilized 35 communities around girls' education issues and worked with the Ghana Education Service to develop various tools to enhance girls' education.
Fifth, USAID is supporting a nationwide SMC/PTA strengthening program to improve community involvement in school activities. This program began in September 2001 and consists of training national, regional and district teams in the SMC/PTA training methods that QUIPS developed. These five initiatives have succeeded in propelling QUIPS from a model school program to a program that is having system level impact.
Activities in 2003:
In fiscal year 2003, USAID/Ghana funded various training programs for different categories of teachers in support of the QUIPS program. A total of 1,450 teachers were trained in improved teaching methods and assessment procedures, as well as preparation and use of teaching and learning materials. Heads of teacher training colleges and 405 circuit supervisors also benefited from the same training and support services. In addition, 78 tutors from teacher training colleges upgraded their knowledge and skills in lesson notes preparation as well as preparation and use of teaching and learning materials so that they will in turn transfer these skills to their teacher trainees. Headteachers and circuit supervisors were also introduced to two recently developed handbooks that would assist them to ensure that learning takes place in schools and improve the quality of teaching and learning in primary schools.
The Mission also developed teaching materials for pre-reading pupils and beginners in the fiscal year, and introduced them to 1,700 teachers and headteachers in 172 schools in the country.
USAID/Ghana continued to mobilize support and create awareness about community ownership of local schools in 389 communities. It also supported the training of 10,600 SMC/PTA representatives from 2,656 schools to acquire relevant skills and knowledge in school management procedures and activities. Furthermore, 220 National Service persons were trained to serve as community facilitators to help achieve maximum community involvement in primary education at the grassroots. Apart from the training programs, USAID continued to fund radio programs and production of newsletters as additional channels of awareness creation in the various communities.
At the district level, the capacity building activities were organized for officers to enhance their performance. A total of 1,260 officers from 84 out of the 110 districts in the country received training and follow-on support to enable them to effectively plan, implement and monitor education activities. In addition, 310 officers from 62 districts were trained to help them to effectively design, collect and analyze data for decision making. To further enhance performance, 62 district offices were provided with computers and their accessories.
USAID also supported the construction of six-unit classroom blocks for 87 primary schools to create an environment that is conducive for effective teaching and learning and provide training for all teachers in these schools in techniques that promote equity in the school environment.
A program that seeks to increase girls' self-esteem and prepare them to effectively handle issues related to schooling and sexuality was launched in the year. Clubs were organized on school campuses and other settings at which girls and sometimes boys read and discussed stories about how Sara, an adolescent role model, and her friends handle various problems that confront them. The issues focused around girl's retention in school, sexual harassment and HIV/AIDS, sexual exploitation by sugar daddies, as well as teenage pregnancy and positive girl-boy relationship. USAID/Ghana procured 5,000 Sara club kits, with each kit containing video films, comic books, a board, posters, and discussion guides, and also supported the training of 350 trainers nationwide to facilitate the formation of the clubs and the use of the kits.
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