In 2024, Lead For Ghana embarked on a  study to assess the impact of the Lead For Ghana model on 1) student learning, 2) parent’s mindset on child labour practices and their children’ future aspirations, and 3) attitudes and teaching practices of non-LFG teachers (i.e. GES teachers) in the Lead For Ghana partner schools in the Asunafo-South district in Ghana. At the time, Lead For Ghana had been operating in these communities for two years and we were interested in knowing how key aspects of our model directly impacted these broad outcomes. In honor of this year’s theme for the World Day Against Child Labour — “Progress is clear, but there's more to do: let’s speed up efforts!” — which acknowledges the work done around the world to address child labour and to push for more intentionality in eradicating child labour, we share some of our findings and learnings on the impact of the Lead For Ghana model on education and child labour practices in Asunafo South. 

The role of teachers has always extended beyond the classroom, but over the years it has become increasingly multi-faceted. Historically, teachers were primarily viewed as transmitters of knowledge — responsible for delivering subject content and ensuring students met academic standards (Darling-Hammond, 2017). Today, however, the expectations of teachers have broadened significantly. Teachers are now expected to nurture holistic student development, cultivate critical thinking, foster creativity, and guide learners to thrive in an interconnected and fast-changing world. In addition to imparting knowledge, they play roles as mentors, role models, community builders, and even change agents within the education system.

This year marked 16 years since the UN General Assembly adopted April 22 as International Mother Earth Day. This day is to “recognize the Earth and its ecosystems as humanity's common home and the need to protect her to enhance people’s livelihoods, counteract climate change, and stop the collapse of biodiversity” (UNEP, n.d.). The theme for the 2025 International Mother Earth Day was Our Power, Our Planet, a “call for everyone to unite around renewable energy so we can triple clean electricity by 2030.” (Earth Day, 2025). 

In line with this theme, Lead For Ghana reflects on the role of renewable energy to improve education quality and student performance in pre-tertiary schools across Ghana. As part of our reflection, we incorporate views from the general public on electricity access during their pre-tertiary education and its impact on their education and learning.

In the heart of Ghana’s bustling cities and quiet villages, a crisis exists —one that hides behind the proud smiles of graduation caps and the echoes of university anthems. Each year, thousands of young Ghanaians complete their tertiary education with dreams of gainful employment, only to be met by a harsh reality: the journey from school to work is anything but guaranteed. With caps tossed into the air in celebration, thousands of graduates each year face the sobering question: What now?

At Lead For Ghana, we believe youth employment is not just an economic issue—it’s a national imperative. That's why we launched an online survey to hear directly from those who matter most: the graduates themselves. Through the voices of 333 respondents, we explored critical questions—How long does it really take to land a job after graduation? Where are young people working today? What are the biggest barriers they face? And could entrepreneurship be the way forward? The findings are both eye-opening and urgent, and reveal the readiness of young people to be part of the solution—if given the chance.

In classrooms and communities across Ghana, data is quietly powering a transformation. From national education initiatives to innovative school-level tools, information is being used to shape decisions, tailor support, and unlock better learning outcomes. At Lead For Ghana (LFG), data isn’t just numbers on a dashboard—it’s a catalyst for change. Through strategic data collection and tracking, LFG monitors Associate development, student progress, and school-wide improvement to deliver targeted coaching and interventions that make a real difference. By aligning these efforts with broader education priorities, LFG is helping bridge classroom realities with system-wide change. This month’s edition explores how data is driving transformation across Ghana’s education landscape, highlighting the tools, successes, and challenges that are shaping the future of learning.

Six months ago, Lead For Ghana embarked on a bold journey: to explore whether artificial intelligence, once considered a futuristic luxury, could meaningfully strengthen teaching practices in some of Ghana’s most underserved classrooms. Through the AI Teachers: Improving Teachers’ Competencies through an AI Assessment pilot program, teachers in nine public basic schools were introduced to an AI-powered assessment platform designed to transform instructional delivery, deepen learner engagement, and enhance foundational numeracy outcomes. The immediate results were inspiring. Teachers who once relied solely on traditional methods began integrating AI tools into their daily practice. Confidence levels soared, lesson delivery improved, and classrooms that previously struggled with engagement experienced renewed energy and curiosity. For many teachers, this intervention wasn’t just training—it was a min

Many leaders in immediate post-independent Africa (i.e., 1960s - 1970s) recognized the important role of education for national and economic development and for building a national identity. In Ghana, Dr. Kwame Nkrumah saw education as a tool for “producing a scientifically literate population, for tackling mainly the environmental causes of low productivity, and for producing knowledge to harness Ghana’s economic potential” (Akyeampong, 2010). National policy documents in several African countries also prioritized education, particularly higher education, as a tool for economic development and to lift African countries out of poverty (Woldegiorgis & Doevenspeck, 2013). The need for a national identity was an essential aspect of national development, especially for African nations, as many are both culturally and linguistically heterogeneous.

At Lead For Ghana, we believe that student motivation is a critical factor in improving educational outcomes and addressing challenges in the educational system. When students attend school regularly and are eager to learn, their chances for success increase. 

In our work, we are always looking for ways to foster student motivation for learning in our schools and in the classroom. Understanding what drives students to attend school daily can inform policies and interventions. This blog explores some of the key motivational factors and inspires actionable solutions to foster consistent attendance and enthusiasm for learning.

Education does not exist in isolation—it is nurtured, sustained, and enriched by the communities in which it takes place. At Lead For Ghana (LFG), we believe that the success of every child is not solely the responsibility of schools or teachers, but of the entire community working together to create conditions where learning can thrive. The school community - school leaders, teachers, school staff, students, parents and local traditional and political leaders and community members - all work together to shape the values, motivation, and aspirations of students while influencing the commitment and resilience of teachers.

Lead For Ghana (LFG) and Ghana’s Ministry of Youth Development and Empowerment (MYDE) come together to create one million jobs by 2028