With Avril Kudzi and Akwasi Addae-Boahene 2 Jun 2022.
Summary
This session looked at the “District Managing for Learning” program in Ghana. The initiative aimed to move away from fragmented, siloed educational reforms toward an “ecosystem” approach. By “weaving” together local leaders and stakeholders at the district level, the program sought to improve holistic learning outcomes for children.
Key Learnings
- Siloed vs. Ecosystemic: Traditional educational reforms often fail because they are fragmented. A “Learning Ecosystem” approach brings together diverse stakeholders—from teachers and parents to religious and traditional leaders—to co-create solutions.
- Decentralized Implementation: While policy is made at the national level, the actual “weaving” happens in the districts. The program is being piloted in five districts (including Lambussie, Bosome Freho, and Akuapim South) with the goal of eventually scaling to all 260 districts in Ghana.
- The “Mirror” of Accountability: Establishing feedback loops between the district and national levels is critical. The program helps local leaders move from simply implementing top-down instructions to exercising agency and accountability for their own results.
- Infrastructure for Transformation: This weaving process creates a social infrastructure that can extend beyond education. For example, by involving human rights officials or local furniture makers in the conversation, the project stimulates the local economy and addresses social issues like child labor or abuse.
- Trust as the Foundation: The shift from a “government-only” responsibility to a shared community responsibility requires building deep trust. This is achieved through participatory tools and collective decision-making processes.
Key Action Points
- Identify “Change Leaders”: Success depends on finding and supporting local “weavers” or “orchestrators” who can provide leadership and promote the idea of collaboration across different levels.
- Question Power Dynamics: Be mindful of institutional and political power dynamics. The goal is to create an environment where traditional chiefs, political heads, and marginalized voices (including women) can collaborate equitably.
- Prioritize Local Ownership: Ensure the community owns the vision and the budget. In Ghana, this involved letting districts decide how to spend grants (e.g., choosing to build school furniture locally to support the local economy).
- Raise Female Voices: Actively work to increase female representation in leadership roles, especially in contexts where traditional systems might not naturally provide them with a strong platform.
- Practice “Place-Making”: Focus on transforming real, specific places (villages, schools, homes) rather than dealing with abstract concepts. The passion for local children’s success is a powerful catalyst for systemic change.
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References
Key Organizations & Figures:
- Jacobs Foundation: Providing the strategy for holistic learning and funding the grant mechanism
- T-TEL (Transforming Teaching, Education & Learning): The implementing partner in several pilot districts.
- Ministry of Education (Ghana) & Ghana Education Service (GES): The lead government agencies.
Key Frameworks:
- Managing for Learning (M4L) Approach: The specific set of participatory tools and processes used to build the ecosystem.
- PLA (Participatory Learning and Action) Tools: Used for community consultation and reflection.
Community Roles:
- Traditional & Religious Leaders: Highlighting their influential role in Ghanaian society.
- District Education Oversight Committee (DEOC): The mandated body for overseen local education improvement.
Knowledge Base Categories: 1) Funding & Strategy 2) Regeneration & Universal Wellbeing
