Dr. Astou Diao Camara, Director of ISRA-BAME, and Prof. Peter Quartey of ISSER, Team Lead for the FoW WCA Hub, with some project team members at the launch of the West and Central Africa Hub of the Future of Work initiative at ISSER, May 2024.
The Institute of Statistical, Social, and Economic Research (ISSER) is delighted to announce our role as a co-organizer and host of this year's Evidence to Action Conference (E2A2024).
Prof. Quartey addresses the session, sharing insightful information about ReFinD, the Initiative's third request for proposals, and ISSER.
Dr. Clement Adamba presents quantitative findings on the successes, challenges and areas for improvement in Ghana’s ECE sector to attentive participants.
Welcome to the March edition of the ISSER monthly newsletter! This edition brings you exciting updates, reflecting our vibrant research, policy advocacy and constituency building efforts. Highlights include reports on our contributions to enhancing agriculture and food security, discussions on youth employment and innovative financing options aimed at promoting Ghana’s development. We also share glimpses into our recent travels, underscoring our dedication to knowledge exchange and fostering meaningful partnerships.
The valuable contributions of participants enriched the discussions and paved the way for future collaborations
In a bid to catalyze transformative change in Ghana's agrifood landscape, the Data Repository and Advocacy for Policy (DARAP) project organized a major forum, bringing together key sector players to deliberate on pressing issues and innovative solutions vital to advance the country’s agrifood systems.
The youth played leading roles during the event, underscoring their importance and active involvement in the project
The importance of play in early childhood education (ECE) cannot be overstated. It serves as a vital component in children’s development, influencing emotional, intellectual, and social growth. Recognizing this, various initiatives worldwide have emphasized play-based learning (PBL) as a cornerstone of educational practices; however, the effective implementation of play-based pedagogies relies heavily on teachers’ capacity and training. Hence the need for research to unearth evidence on teachers’ capacity for play-based learning to inform public policy in ECE.
