Household food insecurity and early childhood development: Longitudinal evidence from Ghana

The burden of food insecurity is large in Sub-Saharan Africa, yet the evidence-base on the relation between household food insecurity and early child development is extremely limited. Furthermore, available research mostly relies on cross-sectional data, limiting the quality of existing evidence. We use longitudinal data on preschool-aged children and their households in Ghana to investigate how being in a food insecure household was associated with early child development outcomes across three years. Household food insecurity was measured over three years using the Household Hunger Score. Households were first classified as “ever food insecure” if they were food insecure at any round. We also assessed persistence of household food insecurity by classifying households into three categories: (i) never food insecure; (ii) transitory food insecurity, if the household was food insecure only in one wave; and (iii) persistent food insecurity, if the household was food insecure in two or all waves. Child development was assessed across literacy, numeracy, social-emotional, short-term memory, and self-regulation domains. Controlling for baseline values of each respective outcome and child and household characteristics, children from ever food insecure households had lower literacy, numeracy and short-term memory. When we distinguished between transitory and persistent food insecurity, transitory spells of food insecurity predicted decreased numeracy (β = -0.176, 95% CI: -0.317; -0.035), short-term memory (β = -0.237, 95% CI: -0.382; -0.092), and self-regulation (β = -0.154, 95% CI: -0.326; 0.017) compared with children from never food insecure households. By contrast, children residing in persistently food insecure households had lower literacy scores (β = -0.243, 95% CI: -0.496; 0.009). No gender differences were detected. Results were broadly robust to the inclusion of additional controls. This novel evidence from a Sub-Saharan African country highlights the need for multi-sectoral approaches including social protection and nutrition to support early child development

Are Private Kindergartens Really Better? Examining Preschool Choices, Parental Resources, and Children’s School Readiness in Ghana

Low-cost private schools are expanding across sub-Saharan Africa and are often perceived by parents to be of better quality than public schools. This article assesses the interplay between kindergarten (or preschool) choice, household resources, and children’s school readiness in Ghana. We examine how child, household, and school characteristics predict private versus public kindergarten attendance and whether household characteristics are associated with school readiness beyond preschool selection. Using a geospatial-identification strategy to account for observed and unobserved determinants of preschool choice, we find that parental investments—including number of books at home and caregiver help with homework—predict both private-preschool selection and start-of-year child outcomes beyond their influence on preschool choice. We take this evidence as suggesting that investments in children support learning beyond simply selecting the presumed best preschool type. We also find independent associations between attending private preschool and one-year changes in early literacy scores. The findings contribute knowledge to the literature on the recent expansion of preschool education in sub-Saharan Africa and globally and shed new light on the role of private-preschool attendance in early academic skill development

Varietal Adoption and Economics of Rice Production in Ejura-Sekyedumase and Atebubu-Amantin Municipalities of Ghana

In this paper, we analyse the factors that drive the adoption and non-adoption of the New Rice for Africa as well as compare the costs and returns associated with such decisions in the Ejura-Sekyedumase and Atebubu-Amantin Municipalities of Ghana. A structured questionnaire was administered to 216 smallholder rice farmers who were sampled through a three-stage stratified sampling approach. Data analyses were conducted using descriptive statistics, the Chi-square test, Kendall’s coefficient of concordance, the independent sample t-test, and the gross margin analysis. The results show that the adoption of the improved rice variety was driven by its higher yield advantage and early maturity as well as good taste and aroma. However, the non-availability of the improved seed, lack and/or inadequate information, and delays in input supply restrained the farmers from adopting the improved rice variety. The production of the improved rice variety was labour and capital intensive given its higher cost of production compared with the unimproved rice varieties. The adopters reported a significantly higher cost of production and gross margin than did the non-adopters. The results demonstrate the need to integrate technology promotional activities with an effective input supply system to facilitate the adoption of improved rice varieties. Keywords: Adopters, non-adopters, NERICA, cost, returns, gross margin

Learning in the Time of a Pandemic and Implications for Returning to School: Effects of COVID-19 in Ghana

The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in higher-socioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom

Technology Adoption and Productivity of Rice in the Atebubu-Amantin Municipality in the Brong-Ahafo Region of Ghana

This dataset was produced to study technology adoption and its effect on rice productivity in Atebubu-Amantin municipality of Brongo-Ahafo region of Ghana. Edward Tsinigo, a student in the Agricultural Economics, Business, and Extension Department at the Kwame Nkrumah University of Science and Technology, undertook this study as a part of requirements toward Master of Philosophy Degree in Agricultural Economics. Ghana Strategy Support Program (GSSP), led by IFPRI, provided support to conduct this study. The dataset contains information provided by 200 farming households on their demographics, input use, rice varieties they cultivated, and availability of extension services

Impact of Improved Rice Variety on Productivity Among Smallholder Farmers in Ghana

Advancement in agricultural technologies is seen to result in the shift in production functions. The study was conducted to establish the impact of the improved rice variety on productivity in the Ejura-Sekyedumase and Atebubu-Amantin Municipalities of Ghana. The study was based on the survey of 208 rice farmers using a three-stage stratified sampling method. The study used a structured questionnaire to collect input-output data from the rice farmers. Data were analysed using the Cobb-Douglas production function. The study found that the technical change associated with the introduction of the improved rice variety was of the non-neutral type. Further, the adoption of the improved rice variety has increased rice productivity by about 46% for the adopters. The main determinants of productivity for the adopters were seed, land, fertiliser, herbicide, and education. Productivity among the non-adopters was positively influenced by seed, land, herbicide, and fertiliser. The study concluded that the improved rice variety has superior yield advantage. The study recommends for the simultaneous promotion of improved rice varieties and their recommended inputs to increase rice productivity

Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana

The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; Mage = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises