TFET Research

In 2012, the IDP Foundation, Inc. and Sesame Workshop launched the Techniques for Effective Teaching (TFET) training program in Ghana to provide teachers participating in the IDP Rising Schools Program with the necessary skills to create a child-friendly environment that makes learning fun.

Over the years of rolling out the TFET program, we have incorporated feedback from the participants through classroom observations, focus group discussions, and evaluations conducted by independent researchers. Details on the various research reports IDPF has commissioned appear below.

NCRIBE Evaluation Report

NCRIBE Evaluation Report June 2013


NCRIBE Evaluation Report June 2013

After one year of implementing the TFET program, IDPF commissioned an initial evaluation from The National Centre for Research into Basic Education (NCRIBE). NCRIBE is an institute within the University of Education, Winneba, Ghana, and focuses on being a center for research excellence for educational development in Africa.

The NCRIBE Evaluation Report utilized focus group interviews for data collection. It assessed the effectiveness of the TFET program materials and teacher training and looked at the teachers’ attitudes and behaviors towards the techniques taught as part of the program.

A few of the key findings from the NCRIBE Evaluation Report are:

  • The program appears to have positively impacted the teaching skills of the participants.
  • More than 90% of participants describe the TFET modules as “useful” or “important.”
  • Participants reported applying their trainings in the classrooms in different ways.

TFET Impact Assessment

Once the TFET program was expanded in 2018, IDPF commissioned a more comprehensive external evaluation of the program from NORC at the University of Chicago, an independent research institution that delivers reliable data and rigorous analysis.

This impact assessment will be completed through pupil assessments and interviews, teacher and head teacher interviews, attendance records, and a school inventory to understand how the program affects the teachers and students in 80 IDPRSP schools. The assessment will be completed in four stages. See below for the Baseline Report.

NORC Impact Assessment: Baseline Report

NORC Impact Assessment: Baseline Report December 2018


NORC Impact Assessment: Baseline Report December 2018

The baseline report sought to understand existing classroom practices as well as students’ and teachers’ classroom attitudes at 80 low-fee private schools prior to participating in the TFET program.

Some key findings from the baseline report are:

  • Classroom practices during this period did not encourage students to explore or solve problems independently.
  • Pupil and teacher absenteeism was high.
  • The female students and teachers had more gender-equitable attitudes than their male counterparts.

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