Northern Regional ECD Committee Reviews Implementation of Revised ECCD Policy

Tamale: The Northern Regional Early Childhood Development (ECD) Committee has convened its first quarterly meeting of the year in Tamale to discuss the implementation of the newly revised Early Childhood Care and Development (ECCD) Policy. The meeting aimed to review the policy execution, enhance coordination among stakeholders, address challenges in early childhood education, and develop strategies for improving access, quality, and equity in services for children aged zero to eight years. According to Ghana News Agency, the meeting was attended by representatives from public and private institutions, as well as NGOs, including the Ghana Education Service, Ministry of Gender, Children and Social Protection, and Children Believe. The ECCD Policy, launched on February 26, seeks to address gaps identified in the previous 2004 policy, which faced challenges such as inadequate resourcing, lack of coordinated implementation, and inequitable service delivery, particularly for children with disabilities. Participa nts at the meeting highlighted several issues affecting early childhood education in the Northern Region. In public schools, infrastructure deficits, including insufficient classrooms, furniture, and learning materials, along with overcrowded classrooms, were noted as hindrances to effective teaching and learning. Both public and private schools were reported to have weak monitoring systems and limited teacher supervision. Concerns in private schools included unsafe learning environments and the quality of food and drinks provided to pupils. Additionally, challenges with teacher assignments were noted, where educators were often placed at levels beyond their professional training. Mr. Sanday Iddrisu, Northern Regional Director, Department of Children, stated during the meeting that it aimed to update stakeholders on the revised ECCD Policy and clarify institutional roles in its implementation. He emphasized the Committee's focus on monitoring schools and enhancing teacher training to ensure educators are equ ipped with necessary skills, classrooms are not overcrowded, and children receive quality education supporting cognitive development up to age eight. Mr. Iddrisu also highlighted concerns about teacher absenteeism and 'presentism,' where teachers are physically present but not actively engaged in instruction. The monitoring and coordination efforts are intended to ensure safe and effective learning environments under skilled educators. Madam Hanifa Fusheni, Northern Regional Girls' Education Coordinator, stressed the importance of monitoring both public and private schools to ensure children learn under safe and appropriate conditions. She clarified that monitoring activities are meant to support schools, protect the interests of Ghanaian children, and include checks on classroom safety, teacher conduct, and the quality of food and services provided. She noted that while some visits might be pre-informed, others could occur without prior notice to observe actual school conditions and offer guidance. Mr. Sa muel Abdul-Rahaman, Programme Officer at Children Believe, focused on infrastructure gaps in northern schools, citing inadequate classrooms, furniture, and learning materials. He mentioned the organization's support over the past three decades in building classroom blocks and enhancing school facilities. In the last five years, Children Believe has constructed over 30 Early Childhood Development centres for kindergarten learners, complete with classrooms, sleeping areas, dining spaces, and outdoor play facilities. He welcomed the government's plan to build 200 more ECD centres nationwide to address infrastructure deficits.