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Ho Municipal District
Reading Improvement in Primary Schools (RIPS) Program
Children’s inability to read made it necessary for FHI to introduce the Reading Improvement in Primary Schools (RIPS) Program. The program’s aim is to support children towards the achievement of SDG 4: Quality Education.
The program has reached out to about 550 children (300 boys and 250 girls) in kindergarten and primary schools. To ensure that the program achieves its aims, it has partnered with the Ho Municipal Assembly, Ghana Education Service (GES), Ghana Library Board, Ghana Reads Project, and National Council for Curriculum and Assessment (NaCCA), among others.
The RIPS program has been contributing towards increased knowledge of teachers in literacy instructional methodology. To this end, the program collaborated with Ghana Education Service (GES) and District Teacher Support Teams (DTST) to train 141 teachers and head teachers (96 males, 45 females). The training afforded the teachers the requisite skills to assess children’s learning levels using the balance score card, creating a print-rich classroom where children are seated in groups, and using a range of engaging teaching and learning activities.
The program also supported the DTST to monitor and provide an onsite coaching and
mentoring support to teachers. It was revealed from the program that out of the 141 teachers trained 132 are utilizing the skills acquired through the training to teach reading, while all (100%) schools within the program areas received school-based coaching support visits, averaging 4.2 visits per school within the academic year. It was also realized that 56 percent of the lower primary (primary 1–3) classrooms visited were fully print rich, while the other 34 percent were partially print rich.
Furthermore, the program trained 24 (15 females and 9 males) core Early Childhood
Development (ECD) coordinators from the Ho Municipal District education offices in the Learning Roots model and instructional coaching. The ECD Coordinators also cascaded the training to 95 teachers (45 males and 50 females) from the Ho Municipal District. As a result, these teachers have also acquired the requisite skills to create teaching and learning resources, design a print-rich classroom, group sitting arrangement and integration of Literacy in the new school curriculum.
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