The Ntiamoah Foundation, a non-governmental organisation (NGO), has organised a four-day workshop at Akyem Adausena in the Birim North District of the Eastern region for 64 headteachers, coordinators, learners and other education stakeholders on behavioural, expressive, attitudinal and mental intelligence (BEAM).
The participants were drawn from 18 basic schools in the district, including Adausena Methodist, Hweakwae Roman Catholic, Nkwateng Presbyterian and Seventh Day Adventist, Asuoabena District Assembly (DA), Old Abirem Anglican, Afosu Islamic and New Abirem DA ‘A’ and ‘B’.
The participants explored a new approach to learning development, experienced its new immersive educational games first hand and prepared the participating schools to bring the learner model to life to help impact learning outcomes for all their learners.
Addressing the participants, the facilitator and developer of the learning model, Dinah Asante, said the BEAM placed the learner at the centre and created international opportunities to support their thorough development from kindergarten through to the junior high school (JHS) 3.
“It takes a village to raise a child. Recognising that the schools, families, communities, institutions, partners and other stakeholders all contributed in different ways to the experiences, opportunities and environment that shaped learners’ journey,” she said.
Ms Asante noted that the programme broadened the learning journey to internationally developed critical thinking, communication, character, leadership, responsibility, digital citizenship and practical skills for learning, life and future.
She stated that the broader vision was brought to life through the model's core pillars, namely learning development, pathways, immersive educational games and strengthening initiatives, working together to create richer opportunities to explore, discover, experience and grow.
The Programme Manager of Ntiamoah Foundation, Williams Badu Sarpong, said the foundation saw BEAM programmes as an opportunity to deepen its investment in children by strengthening the environments, opportunities and support systems that surrounded their learning and development.
He emphasised that the foundation’s ambition was not only to reach learners, but also to strengthen the capacity of schools, families and communities to play an active and sustained role in helping children thrive.
The Programmes, he said, reinforced the importance of shared ownership of learner development, recognising that the different people and institutions within a child’s ecosystem each had a meaningful role to play in shaping their journey.
