World Bank approves $117.13 million to extend GALOP to non-performing schools.

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The World Bank has granted Ghana an additional $117.13 million to support the Ghana Accountability for Learning Outcome Project (GALOP).

This funding aims to extend interventions to improve basic education in low-performing schools across the country.

The project, launched in June 2020, focuses on enhancing learning outcomes in 10,000 targeted schools. The World Bank’s Country Director for Ghana, Liberia, and Sierra Leone, Robert Taliercio O’Brien, emphasized the importance of this funding in strengthening Ghana’s economic stability and fiscal consolidation efforts.

During a visit to the Saint Thomas Presby KG/Primary School, Mr. O’Brien encouraged students to dedicate themselves to learning, highlighting the critical role education plays in economic development.

The Minister of Education, Haruna Iddrisu, reaffirmed the government’s commitment to achieving the objectives of the Free Compulsory Universal Basic Education (FCUBE) initiative.

Mr. Iddrisu urged pupils to be disciplined, stay focused, and respect their teachers as they impart knowledge. He announced the scaling up of the National Standardized Test (NST) intervention under GALOP to cover learners at various levels of basic education.

Since 2021, GALOP has funded the NST for all primary 4 learners, enabling school managers to monitor results and measure proficiency levels of learners in English and Mathematics at the school, municipal, regional, and national levels.

The Minister noted that the government would roll out the NST comprehensively in the 2025/2026 academic year. He assured teachers that they would receive requisite training and capacity building for the initiative.

Other GALOP interventions include learning grants for schools and the differential learning approach, where teachers group learners based on their abilities.

Mrs. Hannah Danso Apaw, Headteacher at the Presby Boys Primary School, called for the training of all basic school teachers on the differential learning approach. This, she believed, would ensure that the reassignment or transfer of teachers from beneficiary schools did not hinder the learning progress of pupils.