Rev. John Ntim Fordjour, Deputy Minister of Education
A Deputy Minister of Education, Rev. John Ntim Fordjour, has lauded government-led initiatives in collaboration with Right to Play and other partners for their significant strides in addressing learning poverty in Ghana.
Speaking in Accra during a dissemination session on the impact of play-based learning, Rev. Fordjour emphasised the positive outcomes achieved through various interventions, including the introduction of the National Standardised Test.
He noted a remarkable 38% increase in Primary Two learners’ reading ability, a stark contrast to the mere 2% improvement recorded in 2015.
The Partners in Play Project, operational from 2019 to 2024, aims to enhance education quality for children aged four to 12, integrating play-based learning into the curriculum and teaching practices.
Commitment
Rev. Fordjour reaffirmed the government’s commitment to evidence-based and creative pedagogies, steering away from traditional teaching methods to foster better learning outcomes.
Midway through the project, significant improvements in foundational literacy, student enrolment, and learning motivation have been observed.
Moreover, positive student-teacher relationships and the establishment of safe, inclusive learning environments have been notable achievements.
Rev. Fordjour stressed the efficacy of play-based learning approaches in enhancing learning outcomes, signaling the Ministry’s intention to consolidate these methods and secure funding for nationwide implementation.
He added that government was committed to improving literacy, as part of efforts to help overcome learning poverty in the country.
He revealed that the government was working with development partners to create conducive environments for children to be able to reach their full potential and climb to the highest possible educational level.
Integration
For her part, Madam Josephine Mukakalisa, Country Director of Right To Play, underscored the organization’s role in providing technical expertise for integrating play-based learning into the curriculum.
She cited achievements such as the development of Gender Responsive Education and Transformation and the training of over 4,000 teachers.
Additionally, the project significantly improved students’ reading fluency in English, demonstrating Ghana’s progress in nurturing children’s competencies through innovative pedagogies.
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