This briefing highlights the main findings of a study that constructs management indices for 54 district education directorates in northern Ghana. The management practices are captured across four domains –operations, monitoring, targets and incentives – and are linked to structured observations of kindergarten classrooms and validated against an independent governance benchmark.
Key findings:
- Our analysis of 54 district education directorates in northern Ghana revealed that centrally-mandated responsibilities — such as curriculum implementation and basic monitoring — are carried out relatively consistently across districts.
- In contrast, practices that rely on local decision making, such as target-setting, or are poorly implemented, vary widely – including the use of incentives. Differences in how district offices motivate, guide and follow up with frontline staff and teachers may contribute to uneven service delivery.
- Strengthening discretionary management functions — especially incentive systems — offers a promising pathway for improving early learning quality through existing public sector structures.