Learning what matters in Ghana
Current indicators suggest that learning levels in Ghana remain low, revealing a growing mismatch between the country’s aspirations for economic development and social progress and the foundational skills students acquire through the education system (Ministry of Education 2019).
目前的指标表明，加纳的学习水平仍然较低，表明该国经济发展和社会进步的愿望与学生通过教育系统获得的基本技能之间日益不匹配（教育部，2019）。
Addressing this gap requires a systems transformation lens that goes beyond access to examine the quality and relevance of learning opportunities.
解决这一差距需要系统转型的视角，不仅仅局限于获取机会，还要检查学习机会的质量和相关性。
This report shares findings from a research study that examined the current state of foundational learning (FL) in Ghana’s lower basic schools.
本报告分享了一项研究结果，该研究调查了加纳低等基础学校基础学习 (FL) 的现状。
It analyzes the dimensions of access, quality, and relevance to assess whether and how the education system enables children and young people to develop relevant skills.
它分析了机会、质量和相关性的维度，以评估教育系统是否以及如何使儿童和青少年能够发展相关技能。
FL, encompassing basic literacy, numeracy, and socioemotional skills, represents an important basis for lifelong learning and future thriving (World Bank Group 2025).3
FL 涵盖基本识字、算术和社会情感技能，是终身学习和未来繁荣的重要基础（世界银行集团 2025）3。
Employing a mixed-methods approach, the study involved 317 participants, including educators, school leaders, parents, and district education officials, across eight regions and 16 Metropolitan, Municipal, and District Assemblies (MMDAs).
该研究采用混合方法，涉及 8 个地区和 16 个大都市、市和地区议会 (MMDA) 的 317 名参与者，包括教育工作者、学校领导、家长和地区教育官员。
These sites were purposefully selected to reflect Ghana’s geographic, socioeconomic, and educational diversity.
这些地点的选择是为了反映加纳的地理、社会经济和教育多样性。
The findings are intended to inform national policymakers and civil society organizations working to strengthen education outcomes in Ghana.
研究结果旨在为致力于加强加纳教育成果的国家政策制定者和民间社会组织提供信息。
The findings revealed that while commitment to FL is clearly expressed at the policy level, those responsible for implementation, particularly at the classroom level, face multiple constraints and document limited support to translate policy into action.
调查结果显示，虽然在政策层面明确表达了对FL的承诺，但那些负责实施的人，特别是在课堂层面，面临多重限制，并且记录了将政策转化为行动的有限支持。
Capacity constraints—from insufficient teaching materials and overcrowded classrooms to limited professional development and fragmented teacher development—continue to limit what is possible at the school level.
能力限制——从教材不足和教室过度拥挤到专业发展有限和教师发展分散——继续限制学校层面的可能性。
Additionally, cohesion across the ecosystem remains fragmented with actors reporting that current reforms are not moving in a unified direction.
此外，整个生态系统的凝聚力仍然支离破碎，参与者报告称当前的改革并未朝着统一的方向发展。
Finally, coordination gaps between national, district, and school levels persist.
最后，国家、地区和学校层面之间的协调差距仍然存在。
Recommendations focus on three mutually reinforcing priorities: strengthening capacity through targeted resource allocation and alignment of teacher professional development (TPD) with curricular reform; deepening commitment by establishing accountable resourcing mechanisms and embedding FL into teacher incentive structures; and fostering cohesion by building a shared vision across the ecosystem—including structured consultation mechanisms that give teachers, families, and communities a voice and space for dialogue in reform processes.
建议重点关注三个相辅相成的优先事项：通过有针对性的资源分配和教师专业发展（TPD）与课程改革的结合来加强能力；通过建立负责任的资源机制并将 FL 纳入教师激励结构来深化承诺；通过在整个生态系统中建立共同愿景来增强凝聚力，包括结构化的协商机制，为教师、家庭和社区在改革进程中提供对话的发言权和空间。
We extend our heartfelt gratitude to the Institute for Educational Planning and Administration (IEPA), a UNESCO Category II Institute under the University of Cape Coast, Ghana, for its invaluable collaboration throughout the research process.
我们衷心感谢加纳海岸角大学下属的联合国教科文组织二类研究所教育规划与管理研究所 (IEPA) 在整个研究过程中提供的宝贵合作。
We also acknowledge the constructive feedback provided by Dr. Wisdom Agbevanu and Prof. Ampah Mensah, which significantly enhanced the quality of this report.
我们还感谢 Wisdom Agbevanu 博士和 Ampah Mensah 教授提供的建设性反馈，这些反馈显着提高了本报告的质量。
We are particularly grateful to the Ministry of Education, the Ghana Education Service (GES), the Regional and District Education Directorates, head teachers, teachers, learners, parents, and community actors who generously shared their time, experiences, and insights during the study.
我们特别感谢教育部、加纳教育服务局 (GES)、地区和地区教育局、校长、教师、学习者、家长和社区行动者，他们在研究期间慷慨地分享了他们的时间、经验和见解。
Special recognition is due to the regional coordinators, supervisors, and District Education for All teams whose dedication and professionalism ensured successful fieldwork implementation across the selected regions and districts.
特别认可是由于区域协调员、主管和地区全民教育团队的奉献精神和专业精神确保了在选定地区和地区成功实施实地工作。
We also extend our thanks to Jennifer L.
我们还要感谢 Jennifer L.
O’Donoghue, senior fellow and deputy director of the Center for Universal Education (CUE) at the Brookings Institution, for her editorial guidance and Professor (Bro) Michael Amakyi, a senior lecturer at IEPA (UNESCO) Category II, Center of Excellence, for his thoughtful comments on an earlier draft of this paper.
布鲁金斯学会普及教育中心 (CUE) 高级研究员兼副主任 O’Donoghue 教授的编辑指导，以及 IEPA (UNESCO) II 类卓越中心高级讲师 Michael Amakyi 教授 (Bro) Michael Amakyi 教授对本文早期草稿的深思熟虑的评论。
We also extend our thanks to Faith Nkala, director for Sub- Saharan Africa at the Education Development Trust and 2025 Echidna Global Scholar at Brookings, for her review.
我们还要感谢教育发展信托基金撒哈拉以南非洲地区主任兼布鲁金斯学会 2025 年针鼹全球学者 Faith Nkala 的审阅。
While drafting this report, the authors used generative AI tools such as Anthropic’s Claude, Microsoft’s Co-Pilot, OpenAI’s ChatGPT, and Perplexity AI.
在起草这份报告时，作者使用了生成式人工智能工具，例如 Anthropic 的 Claude、微软的 Co-Pilot、OpenAI 的 ChatGPT 和 Perplexity AI。
We used these tools, in limited cases, to summarize research articles, locate sources, condense and edit text, and produce graphics.
我们在有限的情况下使用这些工具来总结研究文章、查找来源、压缩和编辑文本以及生成图形。
We reviewed and revised the outputs for factual accuracy.
我们审查并修改了输出以确保事实的准确性。
The AI tools did not contribute any original ideas to the report.
人工智能工具没有为该报告贡献任何原创想法。
Brookings gratefully acknowledges the support provided by the LEGO Foundation.
布鲁金斯学会衷心感谢乐高基金会提供的支持。
Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact.
布鲁金斯学会认识到它提供的价值在于其对质量、独立性和影响力的承诺。
Activities supported by its donors reflect this commitment.
捐助者支持的活动反映了这一承诺。
The Brookings Institution is committed to quality, independence, and impact.
布鲁金斯学会致力于质量、独立性和影响力。
We are supported by a diverse array of funders .
我们得到了众多资助者的支持。
In line with our values and policies , each Brookings publication represents the sole views of its author(s).
根据我们的价值观和政策，布鲁金斯学会的每份出版物均代表其作者的唯一观点。
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