Might Kojo Abreh

Dynamic Professor and Monitoring, Evaluation and Learning expert brings many years of experience in academic, grants and consultancy roles. Motivates clients and students to actively participate in all aspects of educational advancement and improvement process. Kojo seeks to continue researching educational systems and methods to situate learning and better guide educational policies.

Public Service, Membership of Boards and Committees

• Chair, Funding Sub-Committee of the Education Sector Research Group of Ghana’s Ministry of Education. [January – December 2022]

• Member, Education Sector Research Group of Ghana’s Ministry of Education [October 2020 – Present]

• Member, Institute for Educational Planning and Administration Management Board [October 2020 – Present]

• Chair, Technical Programme Review for Educational Planning programme for masters and doctoral candidates for IEPA. [June – July 2021]

• Co-Chair, Technical Working Group for Partnership for Research on Progress & Resilience in Education (PREPARE). [Jan. 2021 – April 2022]

• Member, Committee to Draft Guidelines for Grant Writing and Administration. [Dec. 2020 – April 2021]

• Member, Management of IEPA Category II Institute under the Auspices of UNESCO. [ Oct. 2020 – Sept. 2023].

• Co-opted Member, IEPA Transitional Committee. Expert in educational planning. [March 2020 – Present]

• Chairman, IEPA Covid-19 Response Studies: Thematic Group on Establishment of National Knowledge and Assessment Bank for Ghana. [April 2020 to Present].

• Chairman, Economics of Education in periods of crisis: Analysis of existing national-level datasets on Ghana from MICS and GDHS, [ March 2020 to Present].

• IEPA Representative Member, IEPA Category II Centre Documentation Committee, put together at the Instance of the Honourable Minister of Education. [ July 2019 – Present]

• Non-Resident Fellow, appointed as a non-resident fellow for the Centre for Global Development to undertake system-wide research on education planning and development and interrogate African policy options. [April 2020 – January 2023].

• Visiting Fellow, appointed as a visiting research fellow for the Centre for Global Development to undertake system-wide research on education planning, research and development and interrogate policy options. [February 2020 – March 2020].

• Peer mentor, providing grant-making technical support for 6 Faculty members in the College of Education Studies, UCC, in developing group and individual projects and two others in the Sub-Saharan region. [September 2018 – October 2021].

• Peer mentor provided peer grant preparation for 4 Faculty members in the College of Education Studies, UCC and one in the University to Compete for USD 20,000.00. Two of my mentees won the grant. [September 2018 – October 2021].

• Member, Research, Monitoring and Evaluation Sub-Committee of the National Inspectorate Board, Ministry of Education, Accra, Ghana. [May 2018 to Present].

• Chairman, Committee to prepare a position paper on the University-wide quality assurance system on modes of assessment of lecturers’ teaching. [Oct 2017 to August 2018].

• Chairman, Finance Sub-Committee for the Organisation of International Conference for School of Educational Development and Outreach, UCC, Cape Coast. [Oct 2017 to January 2019].

• Member, Main Organising Committee for the Organisation of International Conference for School of Educational Development and Outreach, UCC, Cape Coast. [Oct 2017 to January 2019].

• Reviewer for African Educational Research Journal, hosted by Net Journal, Available at www.netjournals.com, nominated in 2018

• Reviewer for Ghana Journal of Education, hosted by University of Cape Coast, Cape Coast, Ghana, nominated in 2018.

• Reviewer for Journal of Education, hosted by Boston University, MA, USA, nominated in 2018.

• Reviewer for Rwandan Journal of Education, hosted by the University of Rwanda, nominated in 2017

• Reviewer for The International Review of Research in Open and Distributed Learning, hosted by the University of Athabasca, nominated in 2017.

• Member, Internationalization Strategies Advisory Service for College of Education Studies, UCC, Cape Coast. 2015.

• Member, eLearning Africa Cape Coast. 2015.

• Monitor, Out-Segment teaching practice programme of the Colleges of Education, [June 2014 – Present]

• Technical Evaluation Team Member, Teacher Education for Sub-Saharan Africa (TESSA) project, Open University, UK. June 2010 – Present

• Patron, World University Service of Canada University of Cape Coast Local Committee, [June 2010 – Present]

• Patron, St. Mary’s Old Boys Association and Old Mawuko Girls Association, University of Cape Coast Chapter, [June 2008 – Present]

•  ICERDA 2023 Conference on Repurposing the Global Development Education Agenda for Africa’s Future presented a paper on “Exploring Resilience in the Ghana School Feeding Program Provisions -  Perspectives of Caterers” held at the Graduate School, UCC, Cape Coast, Ghana, from 19th to 21st September 2023. Presenter.

•  Training of Education Sector Research Group Finance and Fundraising Committee on “Pitching Donors in Fundraising Activities” delivered on Tuesday 27 June 2023 in the Director General’s Conference – GES Headquarters, Accra, Ghana. Presenter

•  Public Lecture on “Teaching, Research, Development, Innovation and Outreach to Actions in HEIs in Africa: Reflections of an Emerging Scholar” delivered on Friday 17 March 2023 in the Open University, Milton Keynes, UK. Presenter

•  67th Annual Comparative and International Education Conference (CIES) held at the Hyatt Regency Hotel, Washington, DC, the USA, from 14th to 22nd February 2023. Presenter.

•  Paper Presentation “Towards a responsive school feeding programme: Building resilience in the Ghana School

Feeding Programme for emergencies” National Education Week, Accra, Ghana. PI/Presenter.

•  5th Youth Capacity Building workshop on "Girls and Women's Education, and Climate Change: Connecting the Dots to Build Sustainable and Resilient Communities" held from 1st to 4th December 2022 in Kigali, Rwanda. Overall facilitator.

•  ADEA 2022 Triennale Conference on ‘Education and Training in Africa’ held at Le Méridien Ile Maurice, located at Pointe aux Piments, Mauritius, from 19 to 21 October 2022. Presented the COVID-19 pandemic's impact on Education in Kenya, Ghana, Malawi, and Senegal. Panelist on PREPARE to Serve the Vulnerable Panel

•  Office of UN Women Special Representative to AU and UNECA organised a Retreat on “African Girls Can Code Initiative (AGCCI) phase 2”. They were held at the UNECA conference room 2 from 27th to 29th July 2022 in Addis Ababa, Ethiopia. Technical expert for the moderation of the forum and contributed to the consultations.

•  African Union CIEFFA Expert Meeting in Senegal on “Assessing Learning Losses to embrace Learning Recovery for African girls”: Panelist on the session “Learning recovery and catch-up strategies for African girls and young women”.  Held at the Radisson Blu Hotel, 21st – 23rd June 2022. Panellist/Expert

•  66th Annual Comparative and International Education Conference (CIES) held at the Hyatt Regency Hotel, Minneapolis, the USA, from 18th to 22nd April 2022. Presented two papers on:

i. “COVID-19 pandemic and research culture in HEIs: Voices of researchers from the University of Cape Coast and Université Félix Houphouët Boigny” as part of Unpacking the impact of the COVID-19 pandemic on, and responses from, higher education institutions: global, West and East African perspectives” Presenter.

ii. ‘PREPARE’ to Succeed: Study on Experiences of COVID-19 School and ECE Centre Closures on Provision of Education in Ghana’ as part of “PREPARing to Meet Long Term Challenges: Impacts of the COVID-19 Pandemic on Education in Africa” Lead Presenter

•  Research on Improving System of Education (RISE) Annual Conference 2021 held at the University of Oxford, Oxford, Great Britain, 22nd – 24th September 2021, presented a paper on “Do High-Stakes Exams Promote Consistent Educational Standards?” Presenter

•  Luminos Fund hosted a Webinar on “Getting Ghana back to school” that features Ghanaian luminaries and education leaders. September 23, 2021. Presenter

•  National Education Week (NEW) under the theme “Reimagining Education for National Transformation" will be held at Labadi Beach Hotel, Accra, from 28th September to 1st October 2021. presented three papers on:

i. Do High-Stakes Exams Promote Consistent Educational Standards? Presenter

ii. Partnership for Research on Progress and Resilience in Education (PREPARE): Lessons from COVID-19 in Ghana. Presenter

iii. Mapping skills development programmes for children and adolescent girls and boys in Ghana. Presenter

•  Two-day “Orientation for Management Members” workshop at the Sasakawa Centre, University of Cape Coast. 12th & 13th May 2021. Participant

•  Validation Meeting with Regional WAEC members on “Do High-Stakes Exams Promote Consistent Educational Standards? Zoom Meeting. 4th May 2021. Lead Presenter

•  Project report presentation to IEPA members “Do High-Stakes Exams Promote Consistent Educational Standards? Zoom Meeting. 3rdMay 2021. Presenter

•  Two-day Training workshop on “Research Administration and Budgeting” at the Institute of Education, University of Cape Coast. 25th – 26th January 2021. Participant

•  Centre for Teaching Support organised a workshop for the School of Allied Health Sciences on “Developing Proposal for Grants” at the College of Distance Education Conference Room, UCC, on 19th February 2021. Presenter/Facilitator

•  1st Stakeholder engagement on the Draft Comprehensive National Teacher Policy for Ghana with Teacher Unions, 21st April 2020, ZOOM Virtual Meeting. Consultant/Facilitator

•  1st Revision Workshop of the Draft Comprehensive National Teacher Policy for Ghana, 3rd – 5th February 2020, Hillview Guest Centre. Consultant/Facilitator

•  Colloquium on the Role of Educational Planning in Enhancing Ghana’s Educational System: Access, Quality, and Relevance” at the University of Cape Coast Main Auditorium. 2 July 2019. Co-Rapporteur General

•  2nd Annual International Conference on Research and Innovation in Education – 23rd – 25th October 2019, University of Nairobi, Kenya. Presented Paper on “Out-of-School Teaching in Cape Coast Metropolis: Implications for Improved Learning Outcomes. Presenter

•  National Education Week. Review of education sector activities and evidence summit, La Palm Beach Hotel, Accra, 5th – 9th August 2019. Discussant

•  Consultative meeting with the School of Education and Department of Educational Administration and Planning both the University of Nairobi to deepen existing collaborative relationships. Kikuyu Campus, Nairobi, Kenya. June 6 – 8, 2019. Link Collaborator

•  Global TIES Research Capacity Building Workshop and Feedback Session. Tamarind Tree Hotel, Nairobi, from June 2 - 5, 2019, Kenya. Participant and Grant Awardee

•  National Education Week. Presented a paper on “Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward”, Movenpick, Accra, Ghana. 6th – 9th August 2018. Presenter

•  Grant Writing Workshop for EU Funded Projects. Lilongwe, Malawi. 21st – 27th October 2017. Participant

•  Distance Education and Teacher Education in Africa (DETA) 2017 on “Filling the gap in practical science learning in Ghanaian basic schools: The role of TESSA OERs”, Kigali, Rwanda. August 22 - 25, 2017. Presenter

•  Ghana Education Evidence Summit – Expert for Secondary education in Ghana held in Alisa Hotel, Accra, 28 – 29 March 2017. Session Chair

•  Journal Article Writing Workshop for Mount Mary College of Education Tutors organised by Centre for Educational Research Evaluation and Development (CERED), Mount Mary College of Education, Somanya, Ghana, 14-16 March 2017. Resource Person.

•  Botho University International Research Conference 2016 on “Strategies for Achieving ICT Literacy & Proficiency in the Rural Primary and Secondary Schools of Botswana and Ghana”, Nov. 14-15, 2016. Presenter

•  Leaders Meet and Conference on Citizen Led Assessment PACE Centre, PRATHAM Foundation, Aurangabad (Aurangabad, India. 6 - 10 June 2016). Participant

•  Centre for Educational Research, Evaluation and Development’s Research Dissemination Seminar, “Issues and Challenges in Teacher Practicum in Colleges of Education in Ghana – the Out-segment”, Cape Coast, April 23, 2015. Facilitator.

•  Framing Workshop on Transforming Teacher Education and Learning Curriculum Materials, Accra, January 26 – February 6, 2015. Participant.

•  Workshop on Improving Teaching Methodologies: Approaches and Strategies with Information and Communication Technology (ICT)” – WITMAS-ICT, College of Education Studies, University of Cape Coast, Cape Coast, January 19 – 23, 2015. Participant.

•  Conference on New Model for Innovative Funding of Higher Education in Africa, Lome, November 26 – 27, 2014). Participant.

•  Training Workshop for Graduate Students on Using SPSS for Quantitative Data Management, Cape Coast, October 14 - 15, 2014. “Designing the study, choosing appropriate scales and measures, and preparing data collection tools”. Facilitator

•  AFTRA Conference and Roundtable Discussion, Accra, June 11, 2014. Presented a paper on “Foundations of academic writing: How to produce publishable research articles from thesis/dissertations”. Presenter

•  DETA Conference 2013 in University of Nairobi, Nairobi, July 31, 2013. Presented a paper on “Collaboration and partnerships in basic education programmes at the University of Cape Coast: A reflection”. Presenter

•  eLearning Innovations Conference and Expo, Nairobi, July 29, 2013. Presented a paper on “Examination of bottlenecks in the use of web 2.0 tools for university teaching: The University of Cape Coast experience”. Presenter

Non-Resident Fellow - Centre for Global Development

1.  Felix Senyametor, Might Kojo Abreh, Vincent Domaley, Clara Araba Mills & John Ahorsu-Walker (2022) Determinants of Postgraduate Thesis Completion: Do Academic Stress and Burnout Play a Role? Africa Education Review, 19:4-6), 73-95, DOI: 10.1080/18146627.2024.2311885

2.  Mills, C.A., Abreh, M.K., Jangu Alhassan, A., Nyame, G., Bosu, R. S., Ansah, F., & Agbevanu, W.K. (2023). Preparedness of schools to re-open post COVID-19 induced school closures in Ghana. Educational Planning, 30(4), 9-30.

3.  Ansah, F., Abreh, M. K., Agbevanu, W. K., Bosu, R. S., Jangu Alhassan, A., Mills, C. A., & Nyame, G. (2023). Households’ level considerations in the vulnerability to potential learning loss among school children in Ghana. Equity in Education & Society, 27526461231194787.

4.  Rossiter, J., Abreh, M. K., Ali, A., & Sandefur, J. (2023). The High Stakes of Bad Exams. Journal of Human Resources. DOI:10.3368/jhr.0621-11739R1

5.  Ewulley, F., Anlimachie, M. A., Abreh, M. K., & Mills, E. E. (2023). Understanding the nexus of school types, school cultures and educational outcomes and its implication for policy and practice. International Journal of Educational Research, 121 (102237), 1-17. DOI: https://doi.org/10.1016/j.ijer.2023.102237.

6.  Sam, K. A., Dwumoh, J. S., & Abreh, M. K. (2023). A review of retirement planning research trends in Sub-Saharan Africa. East African Journal of Education and Social Sciences, 4(3), 30-43. Doi: https://doi.org/10.46606/eajess2023v04i03.0275.

7.  Grant, C., Achyut, P., Akello, G., Alam, E., Ayegboyin, M., Baluku, M., ..., Abreh, M. K., … & Zayapragassarazan, Z. (2023). People’s Agenda for Pandemic Preparedness. Brighton: Institute of Development Studies, DOI: 10.19088/CC.2023.004

8.  Rossiter, J., Abreh, M. K.; Ali, A., Sandefur, J. (2023). Replication data for “The high stakes of bad exams", https://doi.org/10.7910/DVN/VM5BOQ, Harvard Dataverse.

9.  Abreh, M. K. (2023). Teaching in extra classes settings in Cape Coast Metropolis: Implication for improved learning outcomes. Social Sciences & Humanities Open, 7(1), 100421.

10.  Anlimachie, M. A., Abreh, M. K., Acheampong, D. Y., Samuel, B., Alluake, S., & Newman, D. (2023). Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry. Pedagogy, Culture & Society, 1-19. DOI: 10.1080/14681366.2023.2205861

11.  Ansong, D., Koomson, I., Okumu, M., Alhassan, M., Makubuya, T., & Abreh, M. K. (2023). Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana, Studies in Educational Evaluation, 76, 101232. DOI: https://doi.org/10.1016/j.stueduc.2022.101232.

12.  Hulela, K., Mukuni, J.S., Abreh, M. K., Kasozi, J. A., & Kraybill, D. S. (2021). Transformative Curricula and Teaching Practices to Meet Labour Market Needs in Tertiary Agricultural Education in Africa. In D. Kraybill, J. Lynam, & A. Ekwamu (Eds.), Transforming Tertiary Agricultural Education in Africa (pp. 126 – 134). DOI: 10.1079/9781789246544.0000

13.  Abreh, M. K. & Rossiter, J. (forthcoming). Exploring test difficulty over time: Preliminary findings from 2011-19 WASSCE.

14.  Abreh, M. K. (2022). Teaching in extra classes settings in Cape Coast Metropolis: Implication for improved learning outcomes. Available at http://dx.doi.org/10.2139/ssrn.4274117

15.  Mushabe, C., Abreh, M. K., & Mills, C. A. (2022). Reconceptualising faculty workload as a measure of human resource motivation and performance in higher education, Social Sciences & Humanities Open, 6(1), 1-6. doi.org/10.1016/j.ssaho.2022.100279.

16.  Abreh, M. K. (2018). Re-examining learning assessments in Ghana towards the introduction of the citizen-led assessment approach. Journal of Innovation in Education in Africa, 2(2), 34 - 55.

17.  Abreh, M. K., Owusu, K. A. & Amedahe, F. K., (2018). Trends in performance of WASSCE candidates in Science and mathematics in Ghana: Perceived contributing factors and the way forward. Journal of Education, 198(1), 113-123.

18.  Abreh, M. K. & Wilmot, E. M. (2018). Implementing national accelerated language programme (NALAP) in Northern Ghana: Lessons from the Wing Schools. African Journal of Educational Studies in Mathematics and Sciences, 14 (2), 101 – 114.

19.  Abreh, M. K. (2018). Perception of heads of departments of science and mathematics on teacher’s continuous professional development practices in secondary schools in Ghana. African Journal of Educational Studies in Mathematics and Sciences, 14 (1), 85 – 99.

20.  Wilmot, E. M., Yarkwah, C. & Abreh, M. K. (2018). Conceptualising teacher knowledge in domain specific and measurable terms: Validation of the expanded KAT framework. British Journal of Education, 6 (7), 31 – 48.

21.  Abreh, M. K. & Amenorvi, C. R. (2018). Foundations of academic writing: How to produce publishable research articles from theses and dissertations. International Journal of Scientific and Education Research, 2 (1), 74 – 82.

22.  May, E. L., & Abreh, M. K. (2017). Strategies for achieving ICT literacy & proficiency in the rural primary and secondary schools in Ghana. Journal of Education & Social Sciences, 5(2), 114-126. DOI: 10.20547/jess0521705203

23.  Abreh, M. K. (2017). Involvement of school management committees in school-based management: Experiences from two districts of Ghana. Educational Planning, 24(3), 61 – 75.

24.  Abreh, M. K. (2017). Wing school complementary basic education programme in Ghana: Providing opportunity to learn. Kenya Journal of Educational Planning, Economics and Management, 11(1), 1 – 20.

25.  Abreh, M. K. (2017). Filling the gap in practical science learning in Ghanaian basic schools: The role of TESSA OERs. Journal of Science and Mathematics Education, 6(2), 185 – 198.

26.  Adu-Yeboah, C., Kwaah, C. Y., Abreh, M. K., & Amuah, E. (2016). Preparing students teachers for teaching: AN exploration of field experience in three colleges of education in. Journal of Educational Development and Practice, 7(2), 1 – 27.

27.  Ampiah, J. G., Fletcher, J. A., Davis, E. K., & Abreh, M. K. (2013). Enhancing access to education for out-of-reach children in hard-to-reach communities in Ghana: The ACE experience. Ghana Journal of Education: Issues and Practice, 4(1), 1 – 24.

28.  Abreh, M. K., Kutor, N. K., Asare, K. B., & Kutor, L. (2013). Supervision services in Ghana – Sector diagnosis. In A. De Grauwe and C. Lugaz (Eds.), School supervision reforms in twelve English-speaking countries (pp. 88 -112). Paris:  IIEP/UNESCO.

29.  Abreh, M. K. (2011). TESSA and the University of Cape Coast, Ghana. Teacher Education in Sub-Saharan Africa Case Studies 2010-11 (pp. 23-30). Milton Keynes, UK: The Open University Press.

30.  Abreh, M.K. (2011). Human capital development in instructional supervision: Window of hope or woe? International Journal of Research in Commerce, Economics and Management, 1(7), 21 – 24.

31.  Abreh, M.K. (2011). Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana. International Journal of Research in Computer Applications and Management, 1(10), 18 – 23.

1  Bedasso, B., Nagesh, R., & Abreh, M. K. (2024). Exploring Parental Preferences for Alternative School Feeding Modalities in Ghana. Working Paper, Centre for Global Development.

2  Catalytica Consulting (2023). Identifying opportunities to empower local education actors to improve education quality in Ghana and Côte d’Ivoire. Mondelēz International Ghana.

3  Right to Play (2023). Meta-analysis and synthesis of evidence about play-based learning and foundational learning outcomes in Ghana. Cynosure Evaluations

4  British Council (2022). Report on the Evaluation of the Connecting Classrooms through Global Learning (CCGL) Programme in Ghana. Accra/British Council.

5  Essah, P., Lawson, L. A., Asare, S., Samson, K. C., Agyapong, S., Konin, S., Abreh, M. K., Mills, C. A., Nyame, G., Oduro, G. Y. Takyiakwaa, D., & Danso, T. O. (2022). Final Technical Report: Case studies on the impact of the COVID-19 pandemic and the responses from west African universities. Available https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/60843/e206ded3-6ebe-41a7-a09a-f1e42769318d.pdf?sequence=1

6  UNICEF (2021). Mapping skills development programmes for children and adolescent girls and boys in Ghana. Accra: UNICEF Ghana [served as Lead Consultant]

7  Institute of Teacher Education (2021). Evaluation report on the pilot project: Leading Girls Learning Programme. Accra: INTED [served as Lead Consultant]

8  National Consultant (2020). Comprehensive National Teacher Policy for Ghana. UNESCO Ghana/Accra.

9  Study Team Member (2020). Annual Surveys of Progress and Achievements in CoE Operational Standards under the T-TEL framework study. T-TEL/Ghana.

10  Abreh, M. K. (2020). Learning Assessment Data in the Planning Cycle for Ghana. IIEP-UNESCO Paris.

11  Wilmot, E. M., Ntow, F., Abreh, M. K. & Jumpah, J. (2019). Revised handbook for the inspection of public and private pre-tertiary schools in Ghana. National Inspectorate Board/Ghana.

12  Abreh, M. K. (2019). Examination of the Status of Learning in Cape Coast Metropolis Using Citizen-Led Assessment. NYU/New York.

13  Wilmot, E. M. & Abreh, M. K. (2017). Concept note on proposed partnership/collaboration between the University of Cape Coast (Ghana) and Botho University (Botswana).

14  Amedahe, F. K., Abreh, M. K., et al (2017). Ghana Secondary Education Improvement Project (SEIP) Research Agenda Assignment. GES/World Bank, Accra.

15  Ankomah, Y. A. & Abreh, M. K. (2016). An in-depth planning study on promoting girls’ mathematics and science competency with gender-responsive pedagogy. Accra/ KOICA Ghana.

16  Marshall, J. H.  & Abreh, M.K. (2016). Updated Analysis of Out-of-school Children in Ghana with District-Level Summaries and Projections. REPORT/ASSOCIATES FOR CHANGE

17  Abreh, M. K. (2016). Pilot project manual on decentralised school-based management for SMCs. Report/JICA Ghana.

18  Abreh, M. K. (2016). Manual on School Performance Improvement. Report/JICA Ghana.

19  Ankomah, Y. A. & Abreh, M. K. (2016). Baseline survey on the degree of community involvement in school-based management.Report/JICA Ghana.

20  CERED (2014). Teacher Trainees’ Experience of the Practical Component of the Initial Teacher Education Programme in Ghana: Cases of Three Colleges of Education in the Central Region of Ghana. REPORT/CERED-CES

21  Ampiah, J.G., Fletcher, J. A., Abreh, M.K., & Davis, E.K. (2012). Evaluation of the quality and effectiveness of ACE methodological and pedagogical approaches to basic education in Northern Ghana. Report/IBIS-ACE Study.

1.  Rossiter, J. & Abreh, M. K. (2022). Sierra Leone Has Made a Big Bet on Free Education for Poor Children—So Long as They Can Pass the Exams. Available at https://www.cgdev.org/blog/sierra-leone-has-made-big-bet-free-education-poor-children-so-long-they-can-pass-exams

2.  Abreh, M. K., Agbevanu, W. K., Alhassan, A.J., Ansah, F., Bosu, R. S., Crawfurd, L., Mills, C.A., Minardi, A. L. & Nyame, G. (2021). How Did Students Recover Learning Loss During COVID-19 School Closures in Ghana? Available at https://www.cgdev.org/blog/how-did-students-recover-learning-loss-during-covid-19-school-closures-ghana

3.  Abreh, M. K., Agbevanu, W. K., Alhassan, A.J., Ansah, F., Bosu, R. S., Crawfurd, L., Mills, C.A., Minardi, A. L. & Nyame, G. (2021). What Happened to Dropout Rates after COVID-19 School Closures in Ghana? Available at https://www.cgdev.org/blog/what-happened-dropout-rates-after-covid-19-school-closures-ghana

4.  Abreh, M. K., Agbevanu, W. K., Alhassan, A.J., Ansah, F., Bosu, R. S., Mazalale, J., Mbaye, S., Mills, C.A., Muchira, J., Ngware, M.,Perakis, R., Rockson, N. E., Rossiter, J. & Thiongo, C. (2021). PREPARE to succeed: A research consortium on progress and resilience in education. Available at https://www.cgdev.org/blog/prepare-succeed-research-consortium-progress-and-resilience-education

5.  Rossiter, J., Abreh, M.K., Ali, A. & Sandefur. J. (2021). Can Ghana maintain school quality after abolishing secondary school fees? We may never know. Available at https://www.cgdev.org/blog/can-ghana-maintain-school-quality-after-abolishing-secondary-school-fees-we-may-never-know

6.  Rossiter, J., Abreh, M.K., Ali, A. & Sandefur. J. (2021). Do High-Stakes Exams Promote Consistent Educational Standards? CGD Working Paper No. 587. Available at https://www.cgdev.org/publication/do-high-stakes-exams-promote-consistent-educational-standards

7.  Rossiter, J. & Abreh, M. K. (2020). Reflections on what to consider when deciding to examine school leavers during Covid-19 becomes imperative. Presented to IIEP Special Covid-19 Webinar Series as part of a request by IIEP Director of Research’s office

8.  Rossiter, J. & Abreh, M. K. (2020). COVID-19 has forced exams to be suspended across West Africa. Should they be overhauled before they restart? Retrievable from https://www.cgdev.org/blog/covid-19-has-forced-exams-be-suspended-across-west-africa-should-they-be-overhauled-they

Principal Investigator, Towards Building Resilience in the Ghana School Feeding Programme (November 2022 – June 2023).

Funding: $ 89,118.00

Sponsor/Client: Centre for Global Development

Consultant, Survey of Research and Development Culture of Public Universities in West Africa Data Collection Assignment (July, 2021 – December, 2021).

Funding: GBP3,000.00

Sponsor/Client: IDRC sub-contracted by ESSA

Principal Investigator, Back to School Research Related to Post Covid-19 School Closures (January 2021 – April 2022).

Funding: $140,000.00

Sponsor/Client: Centre for Global Development.

Principal Investigator, West African Senior Secondary Certificate Examination (WASSCE) Validity and Reliability Study (April, 2019 – January 2021).

Funding: $150,000.00

Sponsor/Client: Centre for Global Development

Researcher Research on “Investigating Transnational Education (TNE) Partnerships and the Environment of Distance Learning in Higher Education Institutions (HEIs) in Ghana.” (2019). Funding: GBP35,000.00

Sponsor/Client: British Council

Lead Investigator, Examination of the Status of Learning in Cape Coast Metropolis Using Citizen-Led Assessment, led by New York University, NY, USA and sponsored by Ford Foundation (April 2018- October, 2019). Funding: $20,000.00 Sponsor/Client: EQUAL/Ford Foundation.

Lead Consultant, Consultancy Services for Research Agenda: Ghana Secondary Education Improvement Project, Ministry of Education (August 2016 – August 2017).

Funding: $100,000.00

Sponsor/Client: Ghana Education Service/World Bank, Accra

Researcher, An Investigation into Curriculum Delivery in English Language, Mathematics and Science at the Basic Schools in Ghana, DRIC - University of Cape Coast (April, 2017 – November, 2017).

Funding: $6,500.00

Sponsor/Client: University of Cape Coast, Ghana.

Researcher/Consultant, Baseline Survey on Extent of Community Support for School-Based Management, JICA Ghana, Accra (December, 2015 – February 2016).

Funding: $19,500.00

Sponsor/Client: JICA Ghana

Consultant, Teacher Education in Sub-Saharan Africa (TESSA) 2015 review, Open University, UK (June, 2015).

Funding: $5,000.00

Sponsor/Client: The Open University, UK

Researcher, Teacher Trainees’ Experience of the Practical Component of the Initial Teacher Education Programme in Ghana: Cases of Three Colleges of Education in the Central Region of Ghana. 2014.

Funding: $3,000.00

Sponsor/Client: College of Education Studies

Extra Experiences to Demonstrate Capacity to Handle the Role

Name of Assignment or Project: Youth Voices Study in Ghana

Year: October 2023 – February 2024

Location: Ghana

Client: Fondation Botnar, Switzerland

Main Project Features: Youth engagement and youth voices study

Position held: Lead Consultant

Activities Performed:

The assignment has four main objectives for Fondation Botnar:

1. To understand youth perceptions of Ghana’s education system in general, and learning in particular – the challenges, the strengths, the ways to enhance the learning environment, and how learning outcomes may be improved.

2. To gain insight into the youth’s perceptions of future employability and the skills and competencies that will be relevant to thrive in their social and work worlds.

3. To understand the youth’s engagement with technology and their perceptions of how such technology may be leveraged for learning and for getting young people ready for the future.

4. To understand how young people would like to be engaged both socially and in their learning environments.

To achieve these objectives, the consultant will conduct the following actions:

·  Design comprehensive methodology, including a definition of the study sample.

·  Design data collection instruments (Questionnaire(s), Interview Guide(s), Focus Group Discussion Guide(s)

·  Conduct data collection from samples from target population.

o  Conduct deep consultative efforts and engagements with children and youth, including young people beyond school age group (24-25 years old)

·  Lead consultation process with other key stakeholders.

·  Develop reports outlining key insights and recommendations for next step.

The actions should result in the following results:

● Needs analysis on the challenges children and youth (school age group) are facing within their education system

● Insights and recommendations to leverage on the scope of the findings

Name of Assignment or Project: Improvement in the quality of education in Ghana and Côte d’Ivoire

Year: Nov/Dec 2023

Location: Ghana

Client: Catalytica Consulting Sàrl

Main Project Features: Identifying opportunities to empower local education actors to improve the quality of education in Ghana and Côte d’Ivoire

Position held: Lead Consultant

Activities Performed:

The project has the purpose to:

-  Analyse existing strategies and programs for the “School Improvement Plan” (SIP) at the primary school level in Ghana and Côte d’Ivoire, in terms of policy foundation, funding and level implementation.

-  Identify actors involved in supporting SIP at the primary school level in Ghana and Côte d’Ivoire, their contribution and lessons learned.

-  Provide Mondelēz with recommendations for investments in both countries, as well as contacts of relevant stakeholders.

The Consultant will support the execution of the project in Ghana. He will specifically:

-  Produce an outline of the education system in Ghana, with a focus on the community/ school level, including the following elements: structure of the education system, strategies to improve quality education and the role of SIP, level of maturity of SIP strategies and programs, practical tools to guide SIP development and implementation, interconnection between SIP, school management committees and communities. This phase will entail the collection and review of pertinent documentation as well as conversations with selected stakeholders in both countries, including technical staff from ministries.

-  Map actors that have been supporting SIP in Ghana over the last five years, documenting their interventions, lessons learned and, if available, evidence on results and impact.

-  Support the composition and review of the final report.

-  Formulate and submit to the Company Ghana-specific recommendations for potential engagement by the client.

Name of Assignment or Project: Accountability for Learning Outcomes Project (GALOP)

Year: September 2023 – February 2024

Location: Ghana

Client: Ministry of Education based on World Bank Grant

Main Project Features: Beneficiary Assessment Survey of the Ghana Accountability for Learning Outcomes Project (GALOP)

Position held: Technical Advisor

Activities Performed:

Ghana Accountability for Learning Outcomes Project (GALOP) - a five-year project that seeks to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana. The thrust of the Beneficiary Assessment survey has been to examine the status of beneficiary satisfaction with the project at mid-term.

Name of Assignment or Project: Accountability for Learning Outcomes Project (GALOP)

Year: September 2023 – February 2024

Location: Ghana

Client: Ministry of Education based on World Bank Grant

Main Project Features: Mid-Term Review of the Ghana Accountability for Learning Outcomes Project (GALOP)

Position held: Team Leader

Activities Performed:

The Ghana Accountability for Learning Outcomes Project (GALOP) - a five-year project seeks to improve the quality of education in low-performing basic education schools and strengthen education sector equity and accountability in Ghana. The assignment has been structured around examining the status of the implementation of the multi-million project at the Mid-term. Among others the assignment involved:

- Discuss with client(s) and project beneficiaries the continued relevance of PBCs and project development objectives and likelihood of achievement during the remaining implementation period (considering current sector/government priorities).

- Assessment of the relevance and quality of the project design i.e. is the project design adequate in achieving expected results and sustaining the efforts during and after project implementation, is it addressing problems and needs? Is it consistent with beneficiaries’ requirements and national priorities and does it address national priorities?

- Assess the adequacy of project design

- Review progress (physical or otherwise), efficiency and adequacy of each project component in terms of delivery of project inputs, activities, and outputs.

- Review quality of outputs and conformity with technical specifications (visit project sites)

- Analyse financial progress under each project component and assess whether the use of funds matches the progress, efficacy, quality, and timeliness of procurement and disbursement activities.

- Assess the adequacy of the project implementation plan in terms of the remaining timeframe and the implementation of remaining procurement activities and disbursement schedule.

- Review project costs and assess whether original cost estimates remain accurate.

Assess project cost-effectiveness, have funds, capacity, time and other resources been efficiently used to achieve the project purpose and outputs, i.e. has the project provided value for money and effort?

-Review the adequacy of project implementation and management arrangements in terms of staff, effectiveness in the use of existing systems (fiduciary, safeguards, M&E), contract management capacity, reporting, etc.

-Assess the adequacy of implementation support arrangements (approach, resources), usefulness to anticipate problems and effectiveness of follow-up recommendations.

-Assess the degree of compliance with the project’s fiduciary and safeguards aspects and with project legal covenants in the financing agreement.

-Assess the impact of the project, whether positive, negative, primary, or secondary long-term or short-term, produced directly or indirectly as a result of project interventions, and whether intended or unintended.

-Assess the key factors affecting sustainability and transference of the project lessons and / or activities and make recommendations on the key strategic options for the future of the project i.e. exit strategy, scale down, replication, scale-up, continuation, major modifications to strategy.

-Lessons learned that can benefit the project in its remaining lifespan.

-Proposed modifications to the project documents and next steps

Name of Assignment or Project: Ghana Education Outcomes Project (GEOP)

Year: 2023 –2026

Location: Ghana

Client: KPMG working for Ministry of Education based on World Bank Grant

Main Project Features: Independent Verification of the Ghana Education Outcomes Project (GEOP)

Position held: Team Leader

Activities Performed:

KPMG is looking for a Consulting Team Leader/ Evaluation Advisor to embed themselves in KPMG’s team and provide support across the following activities:

o Evaluation of literacy/numeracy learning gains, defined as the difference between treatment and control school test scores, expressed in standard deviations.

o Evaluation of placement and retention outcomes of out-of-school children in mainstream schools.

o Providing advice on how to solve any problems with the measurement of outcomes (e.g. modifications of the learning gains regression or power implications of changing sample sizes).

Name of Assignment or Project: Synthesis of Evidence about Play-Based Learning and Foundational Learning Outcomes in Primary Education in Ghana

Year: May – August 2023

Location: Ghana

Client: Right to Play in Association with Cynosure Evaluations

Main Project Features: Synthesis of Evidence about Play-Based Learning and Foundational Learning Outcomes in Primary Education in Ghana

Position held: Team Leader/Lead Consultant

Activities Performed:

-Secure the appropriate permissions to undertake the fieldwork. The consultant will work to achieve expedited permission from the Ministry of Education to undertake the fieldwork described in the document and make appropriate follow-ups on the same.

-Recruit 28 Research Assistants to undertake primary qualitative research in four selected schools in the Greater Accra region, four schools in the Volta region, and six schools in the Northern Region.

-Lead an in-person training of 28 Research Assistants on related field tools in two different geographic locations, including instrument testing and validation, field trial and post field work debriefing.

-28 Research Assistants working in pairs will gather the following primary qualitative research in 14 schools across the three regions to conduct the following activities in each school:

o  One interview with the head teacher

o  One school mapping exercise, recording the available facilities and any other areas (playground, sports field) available and used for play.

o  One focus group discussion with children in the class observed.

o  Three classroom observations, in different classrooms and on different days

o  Three interviews with the teachers of the classrooms observed, on different days.

-Monitoring of fieldwork across three different locations

Name of Assignment or Project: 5th Youth Capacity Building Workshop on Gender Equality in Education

Year: December 2022

Location: Kigali, Rwanda

Client: African Union, Centre for girls and Women Education (AU CIEFFA

Main Project Features: “Girls and Women’s Education, and Climate Change: Connecting the Dots to Build Sustainable and Resilient Communities”

Position held: International Consultant/Oversight over the event.

Activities Performed:

I supported the AU/CIEFFA in collaboration with the Ministry of Education of the Republic of Rwanda to host its 5th Youth Capacity Building Workshop on Gender Equality in Education in November 2022 under the theme “Girls and women’s education, and climate change: connecting the dots to build sustainable and resilient communities” and convening African youth to engage with Traditional and religious Leaders as champions of Girls’ education to exchange experiences and design collective community solutions to tackle Gender equality in and through education and climate change issues. The event brought youth leaders from 40 of the 55 African Union member countries. I supported the youths to create an action plan on how they are going use their knowledge garnered at the event.

Name of Assignment or Project: African Girls Can Code Initiative (AGCCI) 2nd phase

Year: July 2022

Location: Addis Ababa, Ethiopia

Client: UN Women Regional Office, Ethiopia

Main Project Features: Facilitation of the African Girls Can Code Initiative (AGCCI) 2nd phase planning, capacity building and coordination retreat of target countries.

Position held: International Consultant/ Technical Expert.

Activities Performed:

The consultant supported the development of program and guidance documents with the UN Women office team, African Union Commission and UNECA working closely with the office of the Regional Liaison officer. Moderated a three-day retreat "planning, capacity building and coordination retreat on the African Girls Can Code Initiative. Prepared a comprehensive report with an Executive summary and submitted it to the Client. The Assignment included: Supporting the finalisation of the session plan; attending and participating in meetings with the Liaison team and planning committee on the schedule; agreeing with the UN Women Liaison team on the methodology for the sessions; moderating a 3-day session in Addis Ababa, Ethiopia, from the 27th to 29th July 2022; and presenting a summary of the discussion that highlights conclusions and recommendations.

Name of Assignment or Project: Skills4Success project

Year: April 2022 – July 2023

Location: Ghana

Client: British Council, Ghana

Main Project Features Professional Services for Evaluation of the Skills4Success project in Ghana on behalf of the British Council, Ghana.

Position held: Lead Consultant

Activities Performed:

The in-country Evaluation Specialist is responsible for the following deliverables:

Lead the preparation of a detailed inception report outlining finalised agreements, including research questions with the project team on the scope of work:

o monitoring framework (developed in collaboration with the lead consultant)

o evaluation framework, including the methodology for the evaluation to understand the number of student teachers who have demonstrated a significant improvement in classroom practice. This shall be developed in collaboration with the lead consultant,

o the quantitative/qualitative tools to be adopted for monitoring and evaluation processes (developed in collaboration with the lead consultant),

o approach to field implementation, including the sourcing, training and deployment of the field team,

o approach for data management and data analysis plan,

o a detailed work plan for the duration of the programme (based on approved timelines) with expected outputs.

The conduct of fieldwork involves collecting and managing data from the field.

I am support with analysis of collected data by generating data tables for quantitative data and mapping themes with accompanying evidence for qualitative data.

Comprehensive draft reports that include quarterly monitoring reports and evaluation reports at the end of each evaluation period were given. Also, an overview of what has been done, findings that respond to the monitoring framework or evaluation questions, lessons captured, draft recommendations, and other key insights from the evaluation were projected. Evaluation reports shall be developed in collaboration with the lead consultant; however, the in-country specialist shall lead on all monitoring reports.

Final Reports, developed in collaboration with the lead consultant - analytical report in MS Word with findings, recommendations, and lessons learned covering the scope of the monitoring and evaluation exercises and a PowerPoint presentation with good visuals and info-graphs summarising the findings from the reports

To provide a detailed data management plan with information on how data collected during this evaluation will be safeguarded and used concerning the privacy of research participants.

Name of Assignment or project: Evaluation of Connecting Classrooms through Global Learning Programme in Ghana

Year: March 2022

Location: Ghana

Client: British Council Ghana, and Foreign, Commonwealth and Development Office (FCDO)

Main project features Technical Services on the Evaluation of Connecting Classrooms through Global Learning Programme in Ghana.

Positions held: Lead Consultant

Activities performed:

Technical Services on the Evaluation of Connecting Classrooms through Global Learning Programme in Ghana, British Council, Ghana. The task involved the following me developing an evaluation framework to ascertain the degree of performance against the theory of change; adopting an evaluation framework that comprises the methodology adopted for the Assignment; conducting surveys to gather primary data from teachers, school leaders and learners who benefitted from the programme, as well as from a comparable group using propensity score matching to determine the final sample; conducting qualitative sessions to generate substantive evidence to strengthen findings from the quantitative survey and generate information for case studies through Observations of classroom practice and Focus Group Discussions and key informant interviews; developing a solid narrative report with lessons learned and recommendations; preparing a PowerPoint presentation on the significant aspects of this Assignment and key findings to be a presentation to stakeholders; and holding a dissemination event to share learning and results for the job.

Name of Assignment or Project: Survey of Research and Development Culture of Public Universities in West Africa

Year: 2021

Location: Ghana and Côte d'Ivoire

Client: International Development Research Centre (IDRC) sub-contracted by Education Sub Sahara Africa (ESSA)

Main Project Features Data Collection Assignment for Survey of Research and Development Culture of Public Universities in West Africa.

Position held: Lead Consultant

Activities Performed:

Survey Research and Development Culture of Public Universities in West Africa Data Collection Assignment. The Assignment involved fieldwork supervision for IDRC on the impact of COVID-19 on the research culture of public universities in West Africa. Researchers from Education Sub-Saharan Africa, primarily assigned oversight responsibility with the Assignment, conducted it with my team. The responsibility includes leading the planning, conducting and reporting of the selected research activities under the following specific headers: keeping to the timelines agreed with the Client participating in the group’s virtual/telephone meetings as agreed over email; leading on reviewing existing literature on the research topic; leading on data collection at UCC; providing technical review of data outputs and analysis; reviewing the final report for clarity and conformity, and developing knowledge products such as technical papers and journal-length articles for publication. Ethical clearance was sought and gained for this work, much as journal-based peer review articles.

Name of Assignment or project: Leading Girls Learning Programme

Year: June – August 2021

Location: Ghana

Client: Institute of Teacher Education and Development (INTED)

Main project features: Evaluation report on the pilot project: Leading Girls Learning Programme

Positions held: Lead Consultant

Activities performed:

The consultant shall conduct a comprehensive evaluation report that includes a summary of learning of the Leading Girls’ Learning Programme (LGLP) Pilot. The evaluation covered the overall LGLP Pilot, delivered from September 2020 to June 2021 under the kind sponsorship of the United States Embassy in Ghana. The evaluation was carried out in compliance with all OECD-DAC standards and report has since been shared .

Name of Assignment or project: Improvement in Science and Mathematics Learning Project

Year: November – December 2020

Location: Ghana

Client: Korea International Cooperation Agency (KOICA) Ghana

Main project features: In-depth Planning Survey for improvement in science and mathematics learning project to be implemented by Ghana Education Service, UNICEF Ghana

Positions held: Lead Local Planning Consultant

Activities performed:

The objectives of this consultancy are: (1) To provide technical support to the Korean Mission Team during the feasibility study/ assessment of the proposed project for the Promotion of Girls' Competency in Math and Science with Gender-responsive pedagogy in Central and Eastern Regions, (2) To finetune the design and formulation of the proposed project for the Promotion of Girls' Competency in Math and Science with Gender-responsive pedagogy in Central and Eastern Regions, (3) To provide relevant information and data on Girls' Competency in Math and Science with Gender-responsive pedagogy development in Ghana, and (4) To produce a technical report on the assessment mission as well as project design.

Tasks accomplished

I. The Finetuning of Project Design Matrix (PDM)/ Logical Framework

II. Budget Plan for PDM. That is the Detailed Budget Plan for each activity, inclusive of unit price designed to link directly to the PDM.

III. Monitoring and Evaluation Plan: Comprehensive Monitoring and Evaluation plan and system.

IV. Technical Reports: Technical reports on the assessment mission consists of:

- Daily status reports: Daily activity reports: KGO Form A

- Discussion Reports: Interview/Stakeholders Meeting Report: KGO Form B

- Field Visit Reports: Summary of key findings from the field visit mission (with the pictures): KGO Form C

- Final Report: Highlight of overall findings of the survey (40–60 pages long): Specific form with the key contents will be given through consultation with the Korean Mission team.

V. All other related documentation

This includes documentation related to capacity building/training programs, knowledge management schemes, and operational documentation related to HR requirements such as organisational tools, organogram and internal communications, as well as MOU for cooperating partners with roles and expectations.

Name of Assignment or Project: Mapping of Skills Development Programmes in Formal and Non-formal sectors in Ghana

Year: January 2020 – March 2021

Location: Ghana

Client: UNICEF Ghana

Main Project Features: Mapping of Skills Development Programmes for Children and Adolescent Girls and Boys in Ghana, Data Collection, Analysis, Report Writing and production of knowledge products

Positions held: Lead Consultant

Activities Performed:

The consultancy is a comprehensive mapping report of formal (education system) and non-formal skills development interventions and opportunities which benefit adolescent girls and boys in Ghana. For the non-formal implementation domain, the focus was on those programmes which target the most vulnerable and marginalised girls. For example, children who are out of school, living in the poorest households, in rural areas, pregnant adolescents, adolescent mothers, child brides, girls with functional impairment, and those living/working on the streets. 1 Inception phase (Preliminary review of available skills development activities, conceptualise scope of the study & Prepare detailed inception report). 2 Conceptualize and develop tools. Prepare skills mapping framework; design data collection tools with guidelines for fieldwork and analysis. 3 Data Collection and Analysis: Carry out fieldwork according to plan. 4. Report: Prepare a report with critical successes, gaps and recommendations for policy improvement, curricula, community-based programmes, service delivery and partnerships. Present the study to key stakeholders and Submit the final survey with a slide deck.

Name of Assignment or Project: Learning Assessment Data in the Planning Cycle

Year: August 2019 – June 2020

Location: Ghana

Client: IIEP-UNESCO Paris

Main Project Features: Data Collection, Analysis, Report Writing and production of knowledge products

Position held: National Consultant

Activities Performed:

My duties in the "Use of learning assessment data in the planning cycle" Ghana fieldwork assignment included: conducting interviews with the Ministry of Education officials in charge of planning, evaluation and assessments at the decentralised level in four regions of Ghana and the selected districts; conducting a focus group discussion in each region with people previously interviewed; preparing a short analysis of the data undertaken at decentralised level; conducting 1-2 observations as per IIEP observation grid at the main level of an event gathering national and international actors previously approved by IIEP; conducting 2-3 focus group discussions at the central level with actors who will be identified in collaboration with the IIEP team; revising and enriching the following deliverables that IIEP will prepare: a. Country factsheet b. Country policy brief c. Preliminary analysis.

Name of assignment or project: College of Education Operational Standards under the Transforming -Teacher Education and Learning framework

Year: April 2019 – July 2020

Location: Ghana

Client: T-TEL/DFID

Main project features: Data collection tools development, pre-testing of tools, field training manual development, fieldwork, and report writing under the Annual Surveys of Progress and Achievements in CoE Operational Standards as part of the T-TEL framework study

Positions held: Education Consultant

Activities performed:

1. Lead the review of the tools

2. Support the Pre-testing of the tools

3. Development of revision of training manual

4. Field work supervision activity

5. Review of the report (quantitative and qualitative)

Name of Assignment or project: Preparation of Teacher Policy for Ghana

Year: August 2019 – June 2020

Location: Ghana

Client: UNESCO Ghana

Main project features: National stakeholder engagement, supporting a Nationally Constituted Technical Working Group to Preparation of Teacher Policy for Ghana.

Positions held: National Consultant

Activities performed:

Name of assignment or project: Consultancy on African Youth Employment Skills (YES) stakeholders’ engagement project

Year: April 2018

Location: Ghana

Client: African Centre for Economic Transformation (ACET)

Main project features: Technical Paper preparation, presentation and feedback management on the African Youth Employment Skills (YES) stakeholders’ engagement project

Positions held: Consultant

Activities performed:

1.  To prepare for research papers on the second and third thematic topics

-  The future curricula: what should the secondary education curricula look like given the future skills needed in the labour market?

-  Role of the private sector: “What role could and should the private sector play in secondary education and TVET provision, particularly in working with the government to ensure the curricula remains relevant (to meet skills needs) and standards remain high.

2.  Present highlights of the two papers (in the form of two PowerPoint presentations) at the Stakeholder Engagement

3.  Lead the discussion/Q&A segments after the presentation of each paper.

Name of Assignment or project: Energy Efficiency Pre-Tertiary School Curriculum Updates

Year: November 2018 – October 2019

Location: Ghana

Client: Millennium Development Authority (MiDA)

Main project features: Energy Efficiency Pre-Tertiary School Curriculum Updates Assignment

Positions held: Technical Expert

Activities performed:

Supported the project Team undertake all aspects of the project (with a focus on task 1 to 6) across all levels and have oversight responsibility to some of the team members and processes involved in the project particularly linked to learner assessments, gap analysis and monitoring /evaluation activities; Supported the team leader and team keep to the work plan and provide updates, including key meetings and deadlines; Supported in the drafting and finalisation of all deliverables including inception, research studies and curriculum development reporting; Assist in the development and finalisation of the instrumentation before field work; Assisted in the facilitation of all necessary workshops; Supported the review of the curriculum audit report; Assisted in the development of the Draft Energy Efficiency (EE) guidelines and curriculum framework; Lead the surveys and needs assessment of selected pupils and students and teachers at all levels (Learner Assessment and Gap analysis); Planned and executed training programmes for research teams, officers, selected teachers and administrators from pilot schools as required; Facilitated the workshops and development of the Draft of the EE curriculum materials; Reviewed and finalised all deliverables related to the project; Assisted in the implementation of the surveys and needs assessment of selected pupils and students at all levels; Assisted the Team Lead in training programmes for M&E officers, selected teachers and administrators from pilot schools; and Provided innovative programme design and implementation of the Festivals /Fairs for some selected pilot schools.

Name of Assignment or project Developing training manuals for School-Based Management

Year: March 2016 – June 2016

Location: Accra, Ghana

Client: JICA-Ghana/AUDEM-GES

Main project features: Training manuals development and validation

Positions held: Consultant

Activities performed:

Attended the workshop organised by AUDEM/GES for dissemination of report on baseline survey to aid my appreciation of analyses the discussions by the participants; Analysed the state of play and functionality of SMC in Ghana and the degree of community participation in the school management, and JICA’s SBM approach in other countries; Attended the workshop organised by AUDEM/GES to develop the training manuals with the participants and Draft and finalise the training manual.

Name of Assignment or project: Out-of-School Children Incidence Study under the Complementary Basic Education Programme in Ghana, Associates for Change, Accra

Year: 2016

Location: Ghana

Client: DFID/Crown Agents - Associates for Change

Main project features: Incidence mapping, state of play measurement, report preparation, presentation and working with sector Ministry

Positions held: National Consultant

Activities performed:

Familiarised himself with the CBE programme requirements for the services based on the TOR; Prepared an inception report with assistance from the other consultants on the team for submission 3-4 weeks after the start of the Assignment - this contained a detailed work plan; Took upon the role of the key national consultant for the Assignment: ensure that the key data sets are available, the data needs and analysis are conducted with support from the International Consultant, ensured the highest quality in all deliverables; Plannedand supported all data collection and fieldwork events to ensure that the data requirements were attained; Assisted in the production of the Draft report for feedback from the Management Unit and the MOE; Assisted in the preparation of the key findings and prepared the final report on the OOSC Study as explained in the TOR, and Assisted in the preparation of a presentation to brief the Chief Director and Minister of Education on the Findings.

Name of Assignment or project: Mentoring in Ghanaian University colleges: The case of Catholic University College of Ghana, Fiapre

Year: 2014

Location: Ghana

Client: Nagoya University, Japan

Main project features: research and development of Mentoring in Ghanaian University colleges

Positions held: Corresponding Researcher

Activities performed:

The Assignment involved the design and implementation of research that led to a technical report on “Mentoring in Ghanaian University colleges: The case of Catholic University College of Ghana, Fiapre.”

Name of Assignment or project: Position Paper for ACE’s Wing School Complementary Basic Education Pedagogical Approach

Year: 2013

Location:  Ghana

Client: IBIS Ghana, Tamale, Ghana

Main project features A Position Paper for ACE’s Wing School Complementary Basic Education Pedagogical Approach. Project funded by IBIS, Ghana

Positions held: Consultant

Activities performed:

I supported the preparation of an argument/position paper published in a peer-reviewed journal on “Enhancing access to education for out-of-reach children in hard-to-reach communities in Ghana: The ACE experience. Ghana Journal of Education: Issues and Practice, 4(1), 1 – 24”.

Name of Assignment or project: Assessing the Minimum standards of ACE Pedagogical Approach

Year: 2012

Location: Ghana

Client: IBIS Ghana, Tamale, Ghana

Main project features Evaluation and learning exercises of the ACE Pedagogical Approach. Project funded by IBIS, Ghana

Positions held: Consultant

Activities performed:

Working with three other consultants, we:

1.  Examined the instructional materials used in the ACE wing schools to elicit their relevance within Ghana’s education delivery process.

2.  Observed lesson delivery in wing schools to ascertain conformity with project ideals-learner-centred, gender-sensitive and participatory teaching methodologies.

3.  Assessed the effectiveness of Community Teachers regarding the presence and delivery of quality teaching and learning in the intervention schools.

4.  Assessed the professional development of teachers of wing schools.

5.  Assessed the quality of the assessment regime promoted in the wing schools.

6.  Produced a write-up on the significant learning from the pilot wing school project for adoption.

Name of Assignment or project: Scaling quality KG education in Ghana

Year: 2011

Location: Ghana

Client:  DFID/Ghana Education Service

Main project features: Scaling quality KG education in Ghana. Project Sponsored by DFID

Positions held: Consultant

Activities performed:

Supported the Ghana Education Service in collaboration with the Ministry of Education, Cambridge Education-UK and DFID to develop a comprehensive five-year investment plan geared towards the Scaling – up of National Quality Kindergarten in Ghana. This investment programme drew inputs from various stakeholders across the Ghanaian education sector.