The Differentiated Learning Plus (DL+) Project is an educational strategy to improve learning outcomes by tailoring instruction to meet students' individual needs. Ghana’s competency-based curriculum recognizes the importance of DL in enhancing flexible teaching, inclusive practices, and authentic assessments. Since 2023, UNICEF, in collaboration with the Ministry of Education and Ghana Education Service, has been scaling up the DL+ programme in 501 schools, benefiting over 100,000 learners and thousands of educators and community leaders.

Purpose of the project

The programme aims to build the capacity of teachers and district-level actors in DL approaches, provide professional development, supply teaching and learning materials (TLMs), and foster community engagement to support foundational literacy and numeracy. The goal of the project is to improve foundational literacy and numeracy outcomes for primary school learners in Ghana by strengthening differentiated learning practices through teacher training, provision of teaching and learning materials, enhanced school supervision, and active community engagement.

Specific objectives:

1. Enhance the capacity of district-level (District Directors of Education, Focal Persons, SISOs) actors with leadership skills, in mentorship and coaching in foundational literacy and numeracy to support Ghana’s standards-based school curriculum;

2. Organize teacher professional development programs for basic schoolteachers and headteachers on DL approaches and foundational literacy and numeracy theories, concepts, and practices in alignment with the curriculum;

3. Equip teachers with differentiated learning content and methods, and regularly monitor their progress against standards for quality DL instructional delivery;

4. Train teachers to use regular (termly, monthly) diagnostics and formative assessment practices in literacy and numeracy as a part of DL delivery and to inform classroom delivery and practices.

The Theory of Change guiding the intervention assumes that improving teacher training, enhancing supervision and coaching, providing adequate TLMs, and involving communities will collectively lead to better learning outcomes for pupils in Basic 2 to 6, especially girls and children with disabilities. Additionally, the project seeks to increase community support for numeracy and literacy skills acquisition through regular SMC, PTA meetings and regular community engagements.