GHANA ACCOUNTABILITY FOR LEARNING OUTCOMES PROJECT (GALOP)
The Ghana Accountability for Learning Outcomes Project (GALOP) is a five-year project with the objective to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana.
COMPONENTS OF GALOP
- Sub-component 1.1: Innovative Delivery of INSET – GES and NTC have developed an INSET framework linked with a CPD calendar. Teachers in GALOP schools will receive specific INSET (Targeted Instruction, Safe Schools, Digital Literacy, Training for Special School Teachers)
- Sub-component 1.2: Coaching and Mentoring – GES and NTC have developed a coaching and mentoring framework. Headteachers and SISOs will receive training in supporting teachers in GALOP schools.
- Sub-component 1.3: TLMs – The appropriate TLMs for the INSET will be developed and delivered to GALOP schools.
- Sub-component 2.1: Learning Grants – All 10,028 GALOP schools will receive Learning Grants, in addition to the capitation grant.
- Sub-component 2.2: District Strengthening – Districts will receive a grant and capacity building based on needs and number of GALOP schools in the district.
- Sub-component 2.3: SMC – all GALOP schools will establish functioning SMCs
- Sub-component 2.4: Strengthened support to schools and OOSC through outcomes-based commissioning
- Some GALOP districts also have high number of OOSC. Service Providers and Social Investors will partner MOE/GES and deliver CBE programs for about 70,000 OOSC, in and around 700 GALOP schools catchment areas.
- The Service Providers and Social Investors will also provide additional support to the 700 GALOP schools, where the OOSC will be mainstreamed following the CBE program.
- These Social Investors will only be paid based on outcomes achieved. They will be contracted by MOE and be required to follow MOE/GES regulations.
- Sub-component 3.1: Improved accountability for learning in public basic schools. Development of Accountability Framework for Basic Education and an Accountability Dashboard for harmonised data collection with a harmonised collection tool.
- Sub-component 3.2: Assessment Systems – Development of a national assessment strategy (operational plan) and P4 assessment
- Sub-component 3.3: Equitable distribution of Teachers – Development of a Teacher Deployment and Transfer Strategy to improve distribution of trained teachers.
- Sub-component 4.1: Technical assistance for capacity building and institutional strengthening
- Sub-component 4.2: Monitoring and evaluation, management and operational costs
- Sub-component 5.1: Strengthening remote education service delivery – content reform and delivery (TV and Radio tutorials, online and offline help desk, Digital Library on a Learning Management System) and INSET (digital literacy and delivery of digital lessons).
- Sub-component 5.2: Support to safe schools reopening and reentry – WASH interventions, public awareness and communications campaign, remedial and accelerated learning programs for poor performing learners.
- Sub-component 5.3: Strengthening management for education sector resilience – Development of first phase of a LMS, Lessons for the proposed National Knowledge and Skills Bank and alignment of policies around technology usage in schools to facilitate teaching and learning.
(i) BECE raw scores
(ii) Percentage trained teachers
(iii) Average class size
(iv) Poverty index at the district level.
Based on the composite index, schools in the country were ranked and the bottom 10,000 schools were selected. Selected schools are spread across the country.
The project targets the 10,000 lowest-performing Basic Schools (Kindergarten, Primary and Junior High Schools) and all special schools with direct interventions.
GALOP supports the commitment to equitable access to quality education through targeted interventions at the most disadvantaged schools, benefitting children across the country.”
GALOP is a results-based financing project. Disbursement of project funds to the Ministry of Education is contingent on the achievement of pre-determined results.
• Enhanced capacity of teachers to effectively discharge their duties through continuous professional development.
• Enhanced capacity of heads of schools to effectively manage schools for improved outcomes.
• Enhanced capacity of Circuit Supervisors to strengthen school inspections and supervision.
• Enhanced capacity of District Education Directorates through training in education management and the provision of District Grants.
• Promotion of the equitable deployment of trained teachers and incentivisation of teachers’ deployment to rural areas.
• Strengthening of School Management Committees (SMCs) to promote school-community engagement.
• Provision of Learning Grants in addition to the Capitation Grants.
• Development and distribution of Teaching and Learning Materials (TLMs) on the national curriculum.
• Supply of quality TLMs to special schools.
(i) BECE raw scores
(ii) Percentage of trained teachers
(iii) Average class size
(iv) Poverty index at the district level
Schools in the country were ranked based on their composite index score. The bottom 10,000 schools on the ranking were selected. The selected schools are spread across the country.
In addition, the project will include impact evaluations to measure the overall effects of the project.
The project’s interventions to strengthen system accountability, develop a national assessment strategy and conduct the P4 national standardized assessment tests will benefit non-GALOP schools. In addition, all schools will benefit from the Teacher Deployment and Transfer Strategy that ensures the equitable distribution of trained teachers across schools in the country.