Resume
This programme seeks to improve the quality of education in Northern Ghana by embedding context-based, learner-centered (CBLC) pedagogy in teacher training colleges. Through capacity building, strategic service delivery, and evidence-based advocacy, it aims to transform teacher training by equipping educators with innovative, participatory teaching methods. The programme will work with six teacher training colleges under the University for Development Studies to develop, pilot, and integrate CBLC approaches, ensuring that future teachers are prepared to create inclusive, engaging learning environments. Advocacy efforts will focus on securing institutional support, influencing policy, and fostering collaboration among key education stakeholders to sustain these reforms. By 2028, the programme aims to have CBLC pedagogy recognized, validated, and applied across teacher training colleges, ultimately improving learning outcomes for marginalized students, including girls.