Practical Education Network
- Nonprofit
- Ghana
Our Mission
Enable every African child to learn by doing.
Our Vision
An Africa sustainably transformed by generations of problem-solvers.
Our Core Values
Learning
Integrity
Generosity
Humility
Transparency
- Program
- Ghana
- Liberia
- No
- Growth
The team lead, Dr. Heather Beem is the Founder and CEO of Practical Education Network.In addition to bringing strategic vision as the CEO and expertise in mechanical engineering from MIT, Dr. Heather Beem brings invaluable leadership qualities and a deep commitment to educational innovation to Practical Education Network (PEN).
With her background in engineering, Dr. Beem brings a unique perspective to the organization, driving innovation and creativity in problem-solving approaches. Her hands-on experience in STEM education, coupled with her passion for empowering educators and students, allows her to spearhead initiatives that have a lasting impact on the educational landscape in Africa.
Furthermore, Dr. Beem's strong interpersonal skills and collaborative approach foster a culture of teamwork and excellence within PEN, inspiring individuals to strive for greater heights and driving the organization towards its mission.
PEN's team comprises dedicated individuals with diverse backgrounds and extensive experience, all committed to advancing the organization's mission in Ghana. With the team lead’s research experience and strong background in STEM (PhD in Mechanical Engineering from MIT), the team is poised to move the project forward.
Joseph Quaye Amoo, our Programs Manager, brings over a decade of leadership experience in local NGOs and youth development, ensuring smooth project operations and adherence to timelines. Margaret Makafui Dzakpasu, our Finance and Administration Manager, leverages her background in finance and USAID experience to oversee financial management and administrative tasks efficiently.
Mawuena Asem Hanson, our Research, Monitoring, Evaluation, and Learning Officer, supports PEN’s research efforts to analyse project data, inform program design, and drive learning-driven approaches.
With a robust project management system in place, PEN's team can concurrently run multiple projects without compromising quality. Operating in Ghana for over seven years, with training initiatives running since 2014, PEN has a proven track record of delivering impactful programs. The team's collective skills and roles will ensure the successful implementation and outcomes of the project, advancing STEM education in Ghana effectively and sustainably.
Practical Education Network empowers STEM teachers by training them to use low-cost, local materials through inquiry-based and hands-on learning techniques.
According to the UNESCO Institute for Statistics (UIS), over 200 million children and adolescents who were in school in 2018 were not achieving minimum proficiency levels due to low quality of learning. It is reported that around 250 million children worldwide are not acquiring basic skills despite attending school. In West Africa, where PEN primarily operates, less than 45% of grade 6 students demonstrate proficiency in reading and mathematics, highlighting the urgency of our mission. This disparity disproportionately affects low to lower-middle-income communities, with girls facing additional barriers due to entrenched gender stereotypes.
In addition to this challenge is the lack of access to adequate learning resources. A 2020 UN report on STEM education and inequality in Africa showed one of the major challenges to achieving STEM education in Africa is the lack of laboratories and laboratory equipment. This problem perpetuates a cycle of disadvantage, hindering the potential and future prospects of young learners, especially those in low-income areas. Insufficient access to resources like lab equipment and skilled teachers results in a lack of interest and proficiency in STEM subjects, ultimately diminishing opportunities for innovation and progress.
Practical Education Network (PEN) is working to address the critical issue of limited access to quality STEM education characterised by inadequate access to laboratory equipment, particularly affecting marginalized communities in West Africa. By focusing on training teachers in hands-on STEM learning techniques using low-cost materials, PEN is breaking down barriers to access and igniting interest in STEM subjects among marginalized populations. PEN’s inquiry-based approach, incorporating play-based and movement-based learning, not only improves comprehension but also fosters positive attitudes towards STEM, strengthening the talent pipeline for future innovation.
By equipping teachers with the tools and techniques to deliver quality STEM education, PEN is not only transforming individual lives but also driving economic empowerment and innovation within communities.
PEN utilises low-cost, locally available materials to empower African STEM teachers through its blended teacher training program by incorporating hands-on activities at a material cost of less than $2 for each practical lesson, relieving schools of the financial burden of acquiring expensive lab equipment. With that, a 97% increase in learning outcomes is achieved at a cost of <$25/student (greater cost/impact ratio than other education interventions).
Our six-stage Teacher Training programme called the PEN Teacher Roadmap takes STEM teachers through a transformational experience where they are first exposed to hands-on Science and Mathematics and then equipped with skills to design, create and facilitate interactive hands-on lessons using inquiry-based techniques, and eventually position them to be able to lead STEM projects that address local challenges.
The training is done in-person with teachers’ knowledge and understanding tested through assignments. Assignments are submitted online via low-tech platforms, such as basic smartphones which nearly all African teachers already own. Teachers upload pictures and videos of their work, then receive personalised feedback based on their submission, guiding them systematically to become skilled hands-on STEM teachers. Additionally, teachers receive other learning resources in the form of short videos and a manual developed by PEN and aligned to the national curriculum, guiding them to gather everyday materials from their environment and use them to create hands-on STEM lessons.
- Primary school children (ages 5-12)
- Rural
- Peri-Urban
- Poor
- Low-Income
- Level 3: You can demonstrate causality using a control or comparison group.
The research sought to study the impact that the use of the PEN approach to hands-on learning has on students’ critical thinking skills, attitudes towards school science and standardised test scores, over 300 students in six Junior High Schools in the Greater Accra Region of Ghana participated in a year-long, quasi-experimental study. The data from comparison and experimental groups consisted of scores on a national standardised test, a pre/post-test simulating the national examination, and a pre/post student survey. The data were analysed for any differences between the two student groups over time.
- Quasi-experimental study - Beem, Heather. (2020). Effect of Hands-on Science Activities on the Ghanaian Student: A Preliminary Control Study. Global Journal of Transformative Education. 2. 18-32. 10.14434/gjte.v2i1.31224.
A quasi-experimental study was carried out with 309 students across 9 public Junior High Schools in the Greater Accra Region of Ghana. The effect of Practical Education Network's approach of training STEM teachers on low-cost approaches to employing hands-on activities was studied in terms of student learning and attitudes towards science. Experimental schools received weekly teacher training over a 2.5 month period. Pre-post differences were measured across both experimental and control schools. The intervention caused an average difference-in-differences of 10.9% increase in exam scores, but the results were mixed at the school-level. The intervention caused a significant increase in student engagement in the lessons (p = 3 x 10-7, g = 0.85). On average, there was also a 22% greater increase in student enjoyment of science at the experimental schools than the control schools. No significant change was measured in the ease of learning science. Females reported a significant shift in interest towards STEM majors and careers, while their male counterparts did not.
- Baseline Study- Baseline Analysis of a Control Study Aimed at Improving Teaching Methods of Math and Science Primary and Junior School Teachers in Liberia to Increase Students’ Interest in STEM and Technical and Vocational Education and Training (TVET) Based Careers. (UNIDO Control Study)
To evaluate the impact of PEN’s hands-on teacher training on students learning outcomes, PEN performed a baseline data collection to obtain information about students' current experiences in STEM classrooms in Monrovia, Liberia. The present level of practical engagement and attitudes towards STEM disciplines were measured and analyzed in this study. The results obtained would be used to assess the impact of an upcoming PEN training program aimed at improving teachers' abilities to incorporate hands-on activities in STEM disciplines.
This survey aimed to answer four key questions:
1. What is the state of the classroom environment in these schools?
2. What is the state of students' attitudes towards science and math in these
schools?
3. Are the intervention and control schools statistically similar along these lines?
4. What opportunities and needs exist for the intervention to fulfill?
The research studies conducted on PEN's intervention training provide valuable insights that shape our future initiatives. Firstly, we observed a significant enhancement in student learning outcomes post-training, indicating the efficacy of our approach. Additionally, the research highlighted a remarkable increase in student interest in STEM subjects, contrasting with the natural decline observed in conventional schools over time.
However, the results also revealed mixed outcomes in critical thinking, signaling a necessity for further training depth. Consequently, we evolved our training program from a one-stage model to the comprehensive six-stage PEN Teacher Roadmap. This transformation aims to offer teachers more robust support and guidance, facilitating a deeper integration of hands-on STEM education techniques and fostering advanced critical thinking skills among students.
Furthermore, our past studies underscore the importance of equipping teachers and schools with the skills to incorporate practical activities into their pedagogy. This includes strategies to overcome resource constraints by encouraging the use of local materials and low-cost activities, a fundamental aspect of PEN’s approach. Additionally, it emphasizes the need for adaptable hands-on pedagogy techniques applicable across different grades to cultivate positive engagement and instill a passion for learning.
Moreover, the research highlights the necessity to address the lack of practical activities in science classes, emphasizing that implementing the PEN approach can bridge this gap and amplify students' enjoyment and engagement in science. Notably, the inclusion of hands-on activities in classrooms significantly increased student engagement, particularly among female learners.
Despite these successes, challenges in implementation consistency across experimental schools were identified. While some schools demonstrated thorough implementation, others faced obstacles such as trainer illness and student attendance issues. Therefore, it is imperative to ensure uniform implementation standards across all schools, accompanied by robust measures to address implementation challenges effectively.
Looking ahead, we are committed to refining our training programs in response to these findings, aiming to maximize their impact on student learning and engagement.
Our organization recognizes the critical importance of strengthening the evidence base of our solution to further validate the efficacy and impact of the PEN approach in improving STEM education across Africa. While we have successfully tested our approach in Liberia and Rwanda following years of operation in Ghana, and have received international recognition for our contributions to STEM education, including prestigious awards such as the Global South COVID-19 Digital Innovation Challenge (Winner, 2021) and the Teachers and Educators Challenge (Winner, 2018) hosted by MIT SOLVE, we understand the need for more rigorous data to support our claims.
As we expand our reach, it's crucial to deepen our understanding of the long-term impact of our training program on students' decisions regarding majors and careers. Thus, we aim to strengthen the evidence base for the PEN approach by conducting comprehensive research and evaluation studies. These studies will gather both quantitative and qualitative data to measure the impact of our programs on student outcomes, teacher performance, and overall educational quality. This shift from short-term to multi-year analysis will provide valuable insights into the sustained effectiveness of our approach, guiding our future efforts to enhance STEM education across Africa.
By strengthening the evidence base, we aim to not only validate the success of our approach but also identify areas for improvement and innovation. This will enable us to refine our strategies, tailor interventions to specific contexts, and effectively address the evolving needs and challenges in STEM education across Africa.
Furthermore, robust evidence will enhance our credibility and attract further support from stakeholders, including donors, governments, and educational institutions. It will also facilitate knowledge sharing and collaboration within the education community, allowing us to contribute to broader efforts to advance STEM education and sustainable development in the region.
Have students whose teachers were trained by PEN chosen to pursue STEM-related majors in high school and/or university?
To what extent do those who have pursued STEM-related majors attribute their choice to the PEN-trained teacher?
- Summative research (e.g. impact evaluations; correlational studies; quasi-experimental studies; randomized control studies)
At the end of the 12 week sprint, we hope to have a detailed study design and mixed-method instruments ready for deployment. The proposed study will consists of a tracer study, a longitudinal study, and the identification and showcasing of exemplars to assess the medium to long-term impact of PEN’s hands-on STEM teacher training program on Ghanaian students.
The tracer study will retrospectively evaluate student trajectories from four different groups of teachers who received PEN’s training in the past, while the longitudinal study will prospectively track new groups of teachers and their students over a three-year period. This approach aims to measure how PEN’s training program affects student STEM aspirations and pathways, with a focus on attitudes towards STEM, career intentions, and factors influencing these connections.
By leveraging a mixed-method approach utilizing surveys and interviews, the studies seek to provide quantitative and qualitative insights into the program's impact and identify any need for further training or support. Additionally, the identification and showcasing of exemplars will highlight success stories and humanize the findings, offering tangible examples of the program's effectiveness.
First, we will disseminate the research outputs to key stakeholders within our organization, including program managers, implementation teams, and senior leadership. This will ensure that all staff members are informed about the latest findings and insights derived from our research, allowing for informed decision-making and strategic planning.
We will also use the research findings to validate or improve our existing Theory of Change, which outlines how our program ultimately aims to improve the STEM pipeline. By integrating these new insights, we can ensure that our strategic vision remains aligned with our objectives and that our interventions are optimized to achieve the desired long-term impact.
Furthermore, we will incorporate the research findings into our fundraising proposals to demonstrate the value and impact of our work to potential donors and supporters. By showcasing evidence-based outcomes and highlighting the effectiveness of our interventions in improving learner outcomes and teacher performance, we can strengthen our case for funding and attract additional resources to sustain and expand our programs.
In fundraising proposals, we will emphasize how our research outputs contribute to the broader goals of advancing STEM education and empowering learners in Africa. We will highlight the value-added insights and evidence-based strategies derived from our research efforts, positioning our organization as a leader in the field and a trusted partner for donors seeking to make a meaningful impact in education.
Short-term
More rigorous evaluation design for programs
Communicate findings to our partners/donors
Increase the credibility of the PEN approach
Validated or improved Theory of Change
Long-term
Strengthened evidence base for PEN’s approach
More learners exposed to quality and affordable hands-on STEM education
Design new and additional programs to enhance STEM education
Improved quality of STEM teachers
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