Attending the Schools2030 Global Forum earlier this month in Tanzania it was clear to me, and my fellow attendees, how valuable this space is for reflection, learning and collaboration. It encourages all-hands-on-deck to reimagine how stakeholders might work better together to achieve SDG4 by 2030. This goal is understandably ambitious and therefore uniting the forces of all stakeholders is an absolute must, made more attainable by events such as this.

by Stephen Caleb Opuni

IDP Foundation, Inc. (IDPF) is inviting expressions of interest for a team of consultants to scope and design a detailed Digital Data Management System (DDMS) to support IDPF’s new MEL system.

by Georgia Brown

The COVID-19 pandemic may not be the first major event to disrupt individual countries’ education systems, however, the significant impact it has had is a stark reminder that countries cannot continue to pursue narrow education policies and programs that ignore the complexities of provision from state and non-state players. Hence, any national response to the pandemic, as well as any attention paid to other pre-existing challenges in the education sector, must focus on building resilience in all settings to ensure that no child is left behind.

by Constance Kwaa Ababio and Imranah Adams

In 2019, Ghana was ranked among the top ten countries for female business ownership globally[1]. Behind this statistic is the reality that most of these women-led businesses are small enterprises in the informal sector, that operate with tight margins and a variety of challenges that hamper their capacity to grow and employ others. The issue of the gender gap has been present across all of history, in all world economies and remains a barrier for many women today.

by Connstance Kwaa Ababio

The IDP Foundation, Inc. is inviting proposals for a partnership to manage IDPF’s child safeguarding reporting and response procedures, including case management related to work delivered in Ghana by IDPF and its implementing partners.

by IDP Foundation

by IDP Foundation

As Ghana’s independent low-fee private schools settle into the third term of the year and exams loom on the horizon, proprietors and teachers have the unprecedented task of trying to combat the challenges of learning loss, financial instability, and lack of staff. Following 10 months of school closures last year and the passionate efforts of school proprietors to safely open their doors, the focus is on bridging the learning gap. While these schools are battling to keep their classrooms open, as well as support their pupils in catching up by extending hours and term times, their resilience is self-determined with limited external support. Without formal state intervention any future pandemic waves could close their doors for good, resulting in a spike of out-of-school children across Ghana. 

by Claire England

The UN has recently updated the context of its SDGs to reflect the shifting socioeconomic and health and wellbeing landscape in the wake of COVID-19. While the world is still in the grip of the pandemic and constantly adapting its response to this unimaginable crisis, the development sector has been forced to look at its pre-pandemic strategies while assessing how to adapt. All stakeholders must now consider new ways in which we can tackle not just the immediate impact of COVID-19 but also the reality of this unconceivable setback to achieving systematic change. 

by Corina Gardner

Urgent relief grants have been disbursed to the most vulnerable schools in our IDP Rising Schools Program in Ghana. The school proprietors from our program are passionate education entrepreneurs who have devoted their time and resources to serving their communities. When their schools were forced to close for 10 months due to COVID-19, it was a significant blow. 

by Constance Kwaa Ababio

The COVID-19 pandemic has severely impacted the education sector around the world and will continue to do so for some time to come. School closures alone are estimated by UNESCO (in 2020) to have affected over 1.1 billion students worldwide. While the pandemic has affected all corners of life across every community, education in the developing world has had its own unique set of challenges, from lack of access to remote learning channels to little financial support for independent low fee private schools (LFPS). 

by Constance Kwaa Ababio