GUIDELINES FOR THE EARLY CHILDHOOD EDUCATION POLICY IMPLEMENTATION Guidelines for the Early Childhood Education Policy Implementation CONTENTS CONTENTS ii FOREWORD v ACKNOWLEDGEMENTS vii ACRONYMS ix CHAPTER ONE: BACKGROUND AND CONTEXT OF ECE POLICY IMPLEMENTATION 1 Background and Introduction 1 SDGs and ECE 1 Brief background of ECD in Ghana 1 Context of Early Childhood Education Policy 1 Legal and Policy Frameworks that Informed the Early Childhood Education Policy and Guideline 3 Purpose and Rationale for the ECE Policy Implementation Guideline 3 Objectives of the KG specific ECE Policy Implementation Guideline 4 Summary 5 CHAPTER TWO: TRENDS AND KEY ISSUES IN EARLY CHILDHOOD EDUCATION 7 Introduction 7 Barriers and Bottlenecks that Shape Participation in ECE 14 Demand Barriers 14 Supply Barriers 15 Supply Bottlenecks 15 Summary 16 ii Guidelines for the Early Childhood Education Policy Implementation CHAPTER THREE: THE EARLY CHILDHOOD EDUCATION POLICY FRAMEWORK 18 Introduction 18 The Six Action Areas of the ECE Policy 18 CHAPTER FOUR: IMPLEMENTATION MECHANISMS 23 Introduction 23 Critical Agencies and Implementers and their Roles 26 Ministry of Education 26 Pre-Tertiary Directorate 26 GES 27 Basic Education Division 27 ECE Division 27 NaCCA 28 NIB 28 NTC 28 Ministry of Gender and Children 28 Ministry of Health/Ghana Health Service 29 Collaborating Stakeholders 29 Teacher Unions 29 Development Partners 29 CSOs (NGO/FBO/CBO) 30 The Media 30 Local Structures 31 MMDAs 31 SMC/PTA 31 Summary 75 Guidelines for the Early Childhood Education Policy Implementation iii CHAPTER FIVE: MONITORING AND EVALUATION MECHANISMS 77 Introduction 77 Monitoring and Evaluation Mechanisms 77 Accountability tools for appraisal 79 Output of work 79 SPAM 79 Targets and indicators to measure accountability 80 National Assessment 80 School Improvement Support Officer (SISO) 81 NIB Inspection Report 81 Teaching Portfolios 82 Summary 83 Annexes 85 Annex ‘A’: Mapping of available guidance, tools 85 Annex ‘B’: Mapping of NGOs (ECD/KG) and National Technical Experts 91 iv Guidelines for the Early Childhood Education Policy Implementation FOREWORD Enabling all four to five-year-old children to achieve their full developmental potential is a fundamental right and an essential requisite for sustainable development. Given the critical importance of enabling children to make the best start in life, the Ministry of Education and the Ghana Education Service (GES) have introduced an Early Childhood Education Policy Framework (which includes a costed implementation plan and an M&E Framework), to serve as enablers and strengthen the ECE sub-system for ECE implementation at national, regional, district and school levels. However, implementation cannot be complete if there are gaps with the ‘how and what to do for young learners in the ECE/KG space’. The Ghana Education Service (GES) has made available this guideline to serve as the basic tool to address challenges facing ECE Practitioners and other institutions and organizations delivering ECE across the country. Developed through a shared process based on collaboration with regional, district and local partners, this guideline is expected to empower those working in the ECE landscape to understand their roles and responsibilities so far as the provision and delivery of KG specific ECE is concerned. This ECE guideline contains five chapters, which relates to i) background and context of ECE Policy implementation; ii) trends and key issues of ECE; iii) the ECE policy framework which elaborates on activities and roles towards achieving the goals of the six action areas of the ECE policy; iv) implementation mechanisms, and v) Monitoring and Evaluation Mechanisms. The guideline is recommended to facilitate the implementation of the KG specific ECE Policy and its accompanied costed implementation plan and the monitoring, evaluation and learning framework. The leadership of GES therefore expects all ECE Practitioners in the ECE/Kindergarten space to use this guideline to enable them gain insight and understand how their various mandates and roles reflect in the ECE Policy. Also, it should be used to develop innovative strategies to engage and respond to the needs of targeted audience including parents and learners as Guidelines for the Early Childhood Education Policy Implementation v outlined in the Policy document. The GES recognizes the important roles played by all ECE Practitioners, especially those in the public sector and is committed to providing the skill and knowledge needed as a major mechanism for change that is aimed at ensuring school readiness amongst our KG learners. It is our wish that this guideline will stand the test of time and contribute towards strengthening the ECE sub-system in Ghana. Prof. Kwasi Opoku-Amankwa Director-General Ghana Education Service (GES) vi Guidelines for the Early Childhood Education Policy Implementation ACKNOWLEDGEMENTS . The Ghana Education Service (GES) resonates with joy, as we launch the first ‘National Early Childhood Education Policy’ and ‘Policy Implementation Guidelines’. This ECE Policy Implementation guideline encapsulates the vision of Government of Ghana that human development is fundamental to national success and ECE is the foundation upon which that success is built. The development of this ECE Policy Implementation Guideline could not have been possible without the support of many people with the requisite knowledge and expertise in ECE. It is a resourceful material that should encourage ECE Practitioners in the public and private sectors to hold onto the noble chosen profession. Let us work in partnership to transform the ECE sector through high quality programming. The Ghana Education Service (GES) wish to express its gratitude to the entire national Technical Working Group (TWG) that was drawn from the critical agencies of the MoE, NGOs especially Right to Play, Sabre Trust Education, Innovation for Poverty Action, Lively Minds, CSOs and other ECE providers who played active roles in developing this ECE Policy Implementation Guideline. Special gratitude is extended to Bright Dey, Sulemana Yusif, Kojo Andrew Adu, Kingsley Boachie, Bridget Kodadu-Gyamfi, Kwabena Gao, Rose Asamoah, Bernard Ayensu- Djan, Robert Quansah, Foster Ntim, Patrick Arthur, Lawrence Sarpong, Regina Baiden, Tony Dogbe and Berthy Kpiebaya. We are grateful to Margaret Okai and Dr Evelyn Oduro, who are both retired Directors from the Basic Education Division-GES and National Teaching Council-MoE respectively, for their invaluable contributions. Additionally, special thanks go particularly, to our KG teachers and ECE Coordinators from both private and public schools across the country, who were engaged in the development of this guideline. We are also grateful to the National ECE Coordinator - Ms Vida Barbara Ntow, UNICEF Ghana education specialist - Agnes Arthur, and the National Consultant who led the ECE Policy development process - Dr Eric Daniel Ananga, for their invaluable inputs and coordination Guidelines for the Early Childhood Education Policy Implementation vii during the entire process of the KG specific ECE Policy Implementation Guideline development process. We thank UNICEF Ghana for their financial and technical support in the development of this guideline. Finally, my appreciation goes to my GES leadership – the two deputy directors-general of the GES – Lawyer Anthony Boateng and Dr Kwabena Tandoh, whose leadership have enriched this guideline. viii Guidelines for the Early Childhood Education Policy Implementation ACRONYMS BED Basic Education Division CoE College of Education CoHBS Conference of Heads of Basic Schools CSO Civil Society Organisation DA District Assembly DDE District Director of Education DEO District Education Office DEOC District Education Oversight Committee DFID Department For International Development DIC District Insert Committee DTO District Training Officer DTST District Teacher Support Team ECE Early Childhood Education EERT Education Emergency Response Team EMIS Education Management Information System ESP Education Strategic Plan FBO Faith Based Organisation FPMU Finance Procurement and Monitoring Unit GES Ghana Education Service GHS Ghana Health Service GNCRC Ghana National Collation on the Rights of the Child GNECC Ghana National Education Campaign Coalition Guidelines for the Early Childhood Education Policy Implementation ix GPE Global Partnership for Education HoS Head of School HT Head Teacher INSET In-service Education and Training KG Kindergarten LGS Local Government Service M&E Monitoring and Evaluation MMDA Metropolitan, Municipal and District Assembly MoE Ministry of Education MoGCSP Ministry of Gender, Children and Social Protection MoH Ministry of Health MoLGRD Ministry of Local Government and Rural Development MRQA Monitoring, Regulation and Quality Assurance NAB National Accreditation Board NaCCA National Council for Curriculum and Assessment NAS National Ambulance Service NCCE National Commission for Civic Education NCTE National Council for Tertiary Education NGO Non-Governmental Organisation NIB National Inspectorate Board NMTEDP National Medium-Term Education Development Plan NNTTC National Nursery Teacher Training Centre NTC National Teaching Council PBME Planning Budgeting Monitoring and Evaluation x Guidelines for the Early Childhood Education Policy Implementation PRESET Pre-service Education and Training PT Pre-Tertiary PTA Parent–Teacher Association PTD Pre-Tertiary Division RDE Regional Director of Education REO Regional