IERIS-UEW, Effutu Directorate Partner to Boost School Learning Resources
The Institute for Educational Research and Innovation Studies (IERIS) at the University of Education, Winneba (UEW) has called for stronger collaboration among education stakeholders to address the inadequacies in teaching and learning materials affecting basic schools in the Effutu Municipality.
The call was made at the dissemination of a needs assessment report on teaching and learning materials for Kindergarten to Junior High School students at the IERIS Conference Room on Thursday, 21st May, 2026.
Speaking at the event, Prof. Hope Pious Nudzor, the Director of IERIS, explained that the study formed part of IERIS’ mandate to undertake community-centred research to improve educational outcomes in the municipality. He noted that the assessment was initiated following recommendations from the institute’s Advisory Board to investigate challenges confronting schools and propose practical interventions.
Presenting the findings, Prof. Wisdom Hordzi revealed that many schools lacked critical instructional resources including science apparatus, computers, projectors, internet connectivity and storybooks. The study, conducted across 20 schools with 75 respondents comprising headteachers, Circuit Supervisors and education officials, found that although textbooks, chalk and whiteboard were relatively available, the overall adequacy of teaching and learning materials remained poor.
According to the report, 57% of teachers and 95% of educational authorities considered existing resources inadequate for effective teaching and learning while many textbooks were outdated and inconsistent with the current curriculum. Teachers also faced challenges such as inadequate training, limited technical skills, restricted access to resources and poor alignment between instructional materials and curriculum demands.
The findings further showed that 55% of teachers improvised teaching materials such as posters and flashcards using locally available resources despite financial constraints and limited institutional support. Major teacher capacity gaps were identified in ICT integration, digital content development, subject-specific pedagogy and low-cost instructional material development.
To address the situation, the committee recommended stronger collaboration among the Municipal Directorate of Education, UEW, government agencies, NGOs, the Municipal Assembly and community stakeholders to mobilise resources and organise continuous teacher training programmes. Additional proposals included the development of electronic teaching resources by the Department of ICT Education and voluntary textbook donations by university lecturers.
Participants agreed to prioritise interventions in Mathematics, Science and ICT education and proposed the establishment of a joint committee between UEW and the Municipal Directorate of Education to validate the report and coordinate implementation efforts.
The meeting concluded with optimism that the recommendations, if implemented, would improve teaching resources, strengthen teacher capacity and enhance learning outcomes across schools in the Effutu Municipality.