The Culturally Responsive Teaching Practices on the Social and Emotional Development of Learners in Diverse Early Childhood Classrooms in Ghana project has successfully held its final training workshop for teachers in the Greater Accra Region.
Following a series of engagements with kindergarten teachers across eight districts, four in the Ashanti Region and four in the Greater Accra Region, the project brought together educators from both treatment and control schools in Greater Accra.
Speaking at the workshop, Co-Principal Investigator, Prof. Winston Kwame Abroampa, explained the rationale behind the inclusive approach:
“The project has come this far because of your immense support. At this stage, it has become necessary to bring everyone together, both treatment and control schools, because of where the project has reached and the gains it has made.
We believe it is important to share these gains with the control schools as well, so that everyone understands the progress made and appreciates why we engaged you. This will also help us build capacity going forward,” he said
The two-day workshop was highly interactive, featuring practical demonstrations, rich discussions, and the sharing of success stories emerging from the project’s implementation.
In his remarks, the Principal Investigator, Prof. Paul Sarfo Mensah, expressed deep appreciation to all stakeholders and participants.
“My appreciation goes to everyone, especially those who have been facilitating and supporting this
project. What we describe as culturally responsive practices are, in fact, indigenous knowledge systems—systems Africa should have long capitalised on.
Please take seriously everything the facilitators are sharing with you. If we receive further funding, we will certainly return to you and extend these benefits to other schools that have not yet participated. Thank you once again for your support.”
As a testament to the impact of the project, two teachers from the Kpong Katamanso Municipal Assembly were recognised with Best Teacher Awards in their district, highlighting the positive influence of culturally responsive teaching practices on early childhood education.
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