Research Projects

From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms
From Labels to Learning: How Teachers Navigate Dyslexia and Inclusion in Ghanaian Classrooms is a foundational learning research project examining how basic school teachers in Ghana identify and support learners with dyslexia in Grades 1–3. Using a mixed-methods approach across three regions, the study explores teachers’ knowledge, perceptions, and classroom practices to strengthen inclusive education and improve early literacy outcomes. Findings will inform policy, teacher development, and equitable learning initiatives aligned with SDG 4.
Differentiated learning in ghanaian basic schools project.
The Legon Centre for Education Research and Policy (LECERP), in partnership with the Ghana Education Service (GES) and UNICEF, has completed the endline impact evaluation of the Differentiated Learning (DL Plus) Programme, launched in 2023 to address Ghana’s basic education learning crisis. The programme supports foundational literacy and numeracy through teacher-led differentiated instruction, enabling learners to progress at their own pace. It integrates targeted instruction, play-based learning, and Universal Design for Learning principles, while providing continuous teacher training, mentoring, and community engagement. The evaluation covered baseline, midline, and endline assessments in 55 districts and 320 schools using mixed methods. Supported by UNICEF and funded by the Gates Foundation, the programme aims to reach over 2.5 million learners nationwide by 2027.
Assessing the level of academic resilience and academic self-concept of first-year students in the University of Ghana
The transition from senior high school to university marks a significant milestone in a student’s educational journey. During this period, institutional and social factors play an important role in shaping students’ academic experiences, either positively or negatively. In line with LECERP’s commitment to advancing evidence-based educational policy, this study seeks to examine how first-year students navigate these academic and social adjustments.
School Violence: A Hidden Crisis in the Learning Environment
The Legon Centre for Education Research and Policy (LECERP) joins the global campaign against violence and bullying in schools by shedding light on the often-hidden crisis affecting learners. This publication, titled “School Violence: A Hidden Crisis in the Learning Environment,” presents key statistics and insights on the prevalence, forms, and impacts of school violence and bullying.
“My daughter wore pads only during the day and used rags at night”: Sanitary pad accessibility and educational outcomes for girls in Ghana
The study investigates the impact of sanitary pad distribution on girls’ education in regions in northern Ghana, focusing on unmet needs, coping mechanisms, and the usefulness of such support. Using a phenomenological approach, data was collected through focus groups with beneficiaries, interviews with parents, and key informant interviews with District Girls’ Education Officers.
Africa Regional Education Systems Resilience Observatory (ARESRO) Project
The Africa Regional Education Systems Resilience Observatory (ARESRO) Project seeks to strengthen the resilience of education systems in Ghana by collating evidence, engaging key stakeholders, and translating research findings into actionable strategies.
Leveraging internet access for teacher professional development
The Leveraging Internet Access for Teacher Professional Development project is a collaborative initiative led by the Legon Centre for Education Research and Policy (LECERP) and the Internet Society Foundation (ISOC), in partnership with the Ghana Education Service.
Comprehensive impact assessment of GIFEC’s projects and programmes
The Legon Centre for Education Research and Policy (LECERP), in collaboration with the Ghana Investment Fund for Electronic Communications (GIFEC), is conducting a Comprehensive Impact Assessment of GIFEC’s Projects and Programmes. This initiative is funded by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). It spans from December 2024 to May, 2025.