GEC Funding ₹3,163,201 (as it currently stands until April 2016 or ₹4,024,687 if the extension goes through and the project runs until March 2017)
What is the project doing?
- Introducing an interactive, distance-learning project to schools across the two districts. This is designed to respond to the scarcity of teachers and high level of teacher absenteeism in these districts.
- Equipping two classrooms in each school with a computer, projector, satellite modem and solar panels to provide reliable power (six hours a day, five days a week). A studio in Accra will be used as an interactive, distance-learning platform, to deliver both formal in school teaching and informal after school training.
- Addressing demand-side barriers to girls’ education through an additional set of activities undertaken for two hours per day after school. The activities will follow a program of lectures, readings, group activities and discussions covering girls’ rights, sexual harassment, menstruation, malaria prevention, health, family planning and careers.
- Providing residential training for government teachers, recognizing the important role played by facilitators in the classrooms.
How does this project meet the Innovation Window criteria?
MGCubed is adapting and deploying within Ghana a model currently used at scale in India, whilst offering technologies that overcome the considerable infrastructure challenges faced in rural Ghana (no power, no internet). With a working teacher: student ratio of 1:1000, MGCubed radically increases access to a well-trained teacher and high quality content.
GEMS is a for-profit organization that has not previously engaged with DFID. Its project partners are Everonn (leading Indian distance learning provider), Aleutia (low-power computer manufacturer) Gem Technologies (Ghanaian solar-power specialist) and IPA (US & Ghana-based non-profit impact evaluation specialist, with strength in Randomized Control Trials (RCT)).
The RCT evaluation fills a critical gap in the policy evidence base, proving whether interactive, distance-learning does improve student outcomes compared to current provision, and how increased confidence and aspiration levels affect learning.